[{"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "All right, Kim, so we left off in, I guess, early, mid-1861. You have Lincoln gets inaugurated, Fort Sumter, which is kind of the first real conflict of the war, if not the first major battle. Lincoln forms this volunteer army, and then the rest of the southern states secede, four more states secede. Right. And then what was the first major conflict? So, the first major conflict comes after a number of months. There are a couple of little skirmishes here and there, but nothing super large until about 60,000 troops meet outside of Manassas, Virginia, at a place called Bull Run."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "Right. And then what was the first major conflict? So, the first major conflict comes after a number of months. There are a couple of little skirmishes here and there, but nothing super large until about 60,000 troops meet outside of Manassas, Virginia, at a place called Bull Run. An interesting fact, I think, is that Union armies and Confederate armies actually named battles different things, if you've ever been confused about this. Union armies tended to name battles after bodies of water, whereas the Confederate armies tended to name them by nearby towns. So, if you've ever heard the Battle of Manassas and the Battle of Bull Run, they're actually the same thing."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "There are a couple of little skirmishes here and there, but nothing super large until about 60,000 troops meet outside of Manassas, Virginia, at a place called Bull Run. An interesting fact, I think, is that Union armies and Confederate armies actually named battles different things, if you've ever been confused about this. Union armies tended to name battles after bodies of water, whereas the Confederate armies tended to name them by nearby towns. So, if you've ever heard the Battle of Manassas and the Battle of Bull Run, they're actually the same thing. It's just the Union officers are talking about this creek, Bull Run, whereas the Confederates are talking about the town nearby. I see, and 60,000 troops between the two of them. Right."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "So, if you've ever heard the Battle of Manassas and the Battle of Bull Run, they're actually the same thing. It's just the Union officers are talking about this creek, Bull Run, whereas the Confederates are talking about the town nearby. I see, and 60,000 troops between the two of them. Right. So, they meet, and this is very close to Washington, D.C., so much so that people go out and they bring picnics to watch this battle like it was... They think it's going to be entertaining. Yeah, they think it's going to be like a football game, and it is not like a football game."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "Right. So, they meet, and this is very close to Washington, D.C., so much so that people go out and they bring picnics to watch this battle like it was... They think it's going to be entertaining. Yeah, they think it's going to be like a football game, and it is not like a football game. It is a gigantic battle. 800 people die that day, which doesn't sound like a lot to us, but it was the most deadly battle ever in American history up until that point. So, it's a Confederate victory, which is very surprising to the Union because they think that they have such superior forces that this is really going to be a very short war."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "Yeah, they think it's going to be like a football game, and it is not like a football game. It is a gigantic battle. 800 people die that day, which doesn't sound like a lot to us, but it was the most deadly battle ever in American history up until that point. So, it's a Confederate victory, which is very surprising to the Union because they think that they have such superior forces that this is really going to be a very short war. This is a quick rebellion in 90 days. We're going to be able to suppress this rebellion, and that'll be it. But Bull Run is really the first sign that this is going to be a major war."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "So, it's a Confederate victory, which is very surprising to the Union because they think that they have such superior forces that this is really going to be a very short war. This is a quick rebellion in 90 days. We're going to be able to suppress this rebellion, and that'll be it. But Bull Run is really the first sign that this is going to be a major war. It's not going to be quick, and it is going to be very deadly. This was July of 1861. Okay, so now it's clear to both sides, especially, I guess you could say, the North, that this is not going to be a short war."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "But Bull Run is really the first sign that this is going to be a major war. It's not going to be quick, and it is going to be very deadly. This was July of 1861. Okay, so now it's clear to both sides, especially, I guess you could say, the North, that this is not going to be a short war. So, they need to prepare. How are they approaching this? Well, so both sides have some advantages and disadvantages."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "Okay, so now it's clear to both sides, especially, I guess you could say, the North, that this is not going to be a short war. So, they need to prepare. How are they approaching this? Well, so both sides have some advantages and disadvantages. For the South, they have some of the same advantages that the United States would have had during the war for independence. They have home court advantage, we could say, which is that they know the territory very well, and also there's a real incentive for people to protect their homes. You're going to care more about a war that's happening on your property than a war that's going to happen very far away."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "Well, so both sides have some advantages and disadvantages. For the South, they have some of the same advantages that the United States would have had during the war for independence. They have home court advantage, we could say, which is that they know the territory very well, and also there's a real incentive for people to protect their homes. You're going to care more about a war that's happening on your property than a war that's going to happen very far away. The other advantage that they have is just really, really terrific military leadership. So, they have Robert E. Lee, who is widely considered the greatest general of his era. He's truly a military genius."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "You're going to care more about a war that's happening on your property than a war that's going to happen very far away. The other advantage that they have is just really, really terrific military leadership. So, they have Robert E. Lee, who is widely considered the greatest general of his era. He's truly a military genius. He, in fact, was offered a commission in the Union Army, but when Virginia seceded, he went with Virginia. He preferred his home state. So, he is a terrific general, and the Union is going to really struggle to come up with the kind of military leadership that the South has."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "He's truly a military genius. He, in fact, was offered a commission in the Union Army, but when Virginia seceded, he went with Virginia. He preferred his home state. So, he is a terrific general, and the Union is going to really struggle to come up with the kind of military leadership that the South has. Who's in charge of the Union or the Northern Army, excuse me, the United States Army? The United States Army. The first general that Lincoln puts in charge is George B. McClellan."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "So, he is a terrific general, and the Union is going to really struggle to come up with the kind of military leadership that the South has. Who's in charge of the Union or the Northern Army, excuse me, the United States Army? The United States Army. The first general that Lincoln puts in charge is George B. McClellan. This is problematic for a lot of reasons. One is that George McClellan is a Democrat, so he doesn't agree politically with Lincoln. I think he would have preferred peace."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "The first general that Lincoln puts in charge is George B. McClellan. This is problematic for a lot of reasons. One is that George McClellan is a Democrat, so he doesn't agree politically with Lincoln. I think he would have preferred peace. In fact, in 1864, he runs against Lincoln for president on a platform of letting the South go, basically. And so, Lincoln is struggling to match the South when it comes to military leadership, but he does have other advantages. For one thing, there are four times as many free people in the North as there are in the South."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "I think he would have preferred peace. In fact, in 1864, he runs against Lincoln for president on a platform of letting the South go, basically. And so, Lincoln is struggling to match the South when it comes to military leadership, but he does have other advantages. For one thing, there are four times as many free people in the North as there are in the South. And that's an interesting, you made the point, free people. Right. Because the South, as you mentioned, has a majority of the population was not free."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "For one thing, there are four times as many free people in the North as there are in the South. And that's an interesting, you made the point, free people. Right. Because the South, as you mentioned, has a majority of the population was not free. I wouldn't say a majority of the population. Not a majority. In many states, that was the case."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "Because the South, as you mentioned, has a majority of the population was not free. I wouldn't say a majority of the population. Not a majority. In many states, that was the case. In the deep South states. In the deep South states. That was more likely to happen."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "In many states, that was the case. In the deep South states. In the deep South states. That was more likely to happen. Right, so there are only about 9 million people living in the South, and of those 9 million people, 3.5 to 4 million of them are enslaved. So they're not going to be fighting to continue the institution of slavery. By contrast, the North has 22 million people, and it also has a terrific industrial base."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "That was more likely to happen. Right, so there are only about 9 million people living in the South, and of those 9 million people, 3.5 to 4 million of them are enslaved. So they're not going to be fighting to continue the institution of slavery. By contrast, the North has 22 million people, and it also has a terrific industrial base. One of the major cultural differences between the North and South that leads to the Civil War is that the South is primarily agrarian, and the North becomes very industrial. But industry is really helpful in a war. They've got miles and miles of railroad tracks, which means that they can move supplies very quickly, and they also have hundreds and hundreds of factories that make it easy for them to make munitions."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "By contrast, the North has 22 million people, and it also has a terrific industrial base. One of the major cultural differences between the North and South that leads to the Civil War is that the South is primarily agrarian, and the North becomes very industrial. But industry is really helpful in a war. They've got miles and miles of railroad tracks, which means that they can move supplies very quickly, and they also have hundreds and hundreds of factories that make it easy for them to make munitions. And this is the middle of the Industrial Revolution. So an industrial base matters a lot. And so given the North's advantages and the South's advantages, how do they vote?"}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "They've got miles and miles of railroad tracks, which means that they can move supplies very quickly, and they also have hundreds and hundreds of factories that make it easy for them to make munitions. And this is the middle of the Industrial Revolution. So an industrial base matters a lot. And so given the North's advantages and the South's advantages, how do they vote? What's their strategies? How do they try to play to their strengths? Right, so the South, they are basically trying to outlast the North."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "And so given the North's advantages and the South's advantages, how do they vote? What's their strategies? How do they try to play to their strengths? Right, so the South, they are basically trying to outlast the North. They know that they have this territory, and if the North wants them to come back into the Union, they're going to have to conquer this territory. And even though it's hard to kind of tell, the territory of the South is actually larger than Western Europe. So in a way, the North has a bigger job to conquer the South than the Allies did in World War II to conquer Europe."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "Right, so the South, they are basically trying to outlast the North. They know that they have this territory, and if the North wants them to come back into the Union, they're going to have to conquer this territory. And even though it's hard to kind of tell, the territory of the South is actually larger than Western Europe. So in a way, the North has a bigger job to conquer the South than the Allies did in World War II to conquer Europe. So they know that the North is going to have to fight a war to conquer them, whereas the South just needs to win the war of waiting. Of attrition. Yeah, they're hoping that the North will get tired of fighting."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "So in a way, the North has a bigger job to conquer the South than the Allies did in World War II to conquer Europe. So they know that the North is going to have to fight a war to conquer them, whereas the South just needs to win the war of waiting. Of attrition. Yeah, they're hoping that the North will get tired of fighting. Fighting in another person's land. You're not defending your own land. Right, and they know that there are plenty of whites in the North who don't care about slavery."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "Yeah, they're hoping that the North will get tired of fighting. Fighting in another person's land. You're not defending your own land. Right, and they know that there are plenty of whites in the North who don't care about slavery. It's not in their... They're indifferent. What do they care?"}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "Right, and they know that there are plenty of whites in the North who don't care about slavery. It's not in their... They're indifferent. What do they care? What do they care? In fact, some people are afraid that if the slaves are freed in the South, they're all going to come up North and they're going to compete for labor with poor white people. So there are plenty of whites in the North who have no interest in the slaves in the South being freed, even if that's not an early war aim of the North."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "What do they care? What do they care? In fact, some people are afraid that if the slaves are freed in the South, they're all going to come up North and they're going to compete for labor with poor white people. So there are plenty of whites in the North who have no interest in the slaves in the South being freed, even if that's not an early war aim of the North. So the South is hoping that maybe they can win a couple of really big battles that show that this isn't going to be a big war. Or it would be so painful for the North to try to conquer the South, so to speak. Right, and they're also trying to show that they're serious to an international audience, particularly England, because the South is producing three-quarters of the world's supply of cotton at this point."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "So there are plenty of whites in the North who have no interest in the slaves in the South being freed, even if that's not an early war aim of the North. So the South is hoping that maybe they can win a couple of really big battles that show that this isn't going to be a big war. Or it would be so painful for the North to try to conquer the South, so to speak. Right, and they're also trying to show that they're serious to an international audience, particularly England, because the South is producing three-quarters of the world's supply of cotton at this point. And England is an industrial nation which is built, in many cases, around textile manufacturing. So they're hoping that if they show that they are serious about their own nationhood, that they're going to win this war against the North, that England will intercede on their behalf to protect their supply of cotton. So this would be an appeal to England on purely economic grounds."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "Right, and they're also trying to show that they're serious to an international audience, particularly England, because the South is producing three-quarters of the world's supply of cotton at this point. And England is an industrial nation which is built, in many cases, around textile manufacturing. So they're hoping that if they show that they are serious about their own nationhood, that they're going to win this war against the North, that England will intercede on their behalf to protect their supply of cotton. So this would be an appeal to England on purely economic grounds. Right. Fascinating. Because England, I mean, they didn't have slavery."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "So this would be an appeal to England on purely economic grounds. Right. Fascinating. Because England, I mean, they didn't have slavery. They weren't. But purely economically, at least appeal to them. So on the other hand, the North's strategy is what they call the Anaconda Plan."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "Because England, I mean, they didn't have slavery. They weren't. But purely economically, at least appeal to them. So on the other hand, the North's strategy is what they call the Anaconda Plan. And the idea of the Anaconda Plan is that they are going to squeeze the South economically. What they want to do is... Like an anaconda. Like an anaconda, right."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "So on the other hand, the North's strategy is what they call the Anaconda Plan. And the idea of the Anaconda Plan is that they are going to squeeze the South economically. What they want to do is... Like an anaconda. Like an anaconda, right. So they want to blockade the Atlantic Ocean because they don't want the South to be able to sell their cotton to get money. And they also don't want the South to be able to buy the kinds of things that they're going to need to make a war happen. They also want to control the Mississippi River because that's the real main artery of commerce in the West."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "Like an anaconda, right. So they want to blockade the Atlantic Ocean because they don't want the South to be able to sell their cotton to get money. And they also don't want the South to be able to buy the kinds of things that they're going to need to make a war happen. They also want to control the Mississippi River because that's the real main artery of commerce in the West. Anyone who is going to be shipping their grain or their cotton is going to be shipping it down the Mississippi to the port of New Orleans. So the Union hopes that if they can basically surround the South and make sure nothing gets in or out, then eventually they're just going to starve to death. And this also goes to the industrial base."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "They also want to control the Mississippi River because that's the real main artery of commerce in the West. Anyone who is going to be shipping their grain or their cotton is going to be shipping it down the Mississippi to the port of New Orleans. So the Union hopes that if they can basically surround the South and make sure nothing gets in or out, then eventually they're just going to starve to death. And this also goes to the industrial base. It can also produce more ships and etc. Right. And it takes them a while to do that."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "And this also goes to the industrial base. It can also produce more ships and etc. Right. And it takes them a while to do that. In fact, at the start of the war, the Union only has 90 ships. I've heard it compared to five leaky boats. We're not a naval power at this point."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "And it takes them a while to do that. In fact, at the start of the war, the Union only has 90 ships. I've heard it compared to five leaky boats. We're not a naval power at this point. And so it's going to take them a while to build up the kind of naval power they need to do that because this is 3,500 miles of coastline that they're going to need to patrol. It looks interesting. I'm just looking at this map, not getting too much into the details."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "We're not a naval power at this point. And so it's going to take them a while to build up the kind of naval power they need to do that because this is 3,500 miles of coastline that they're going to need to patrol. It looks interesting. I'm just looking at this map, not getting too much into the details. It looks like a lot of the battles are concentrated right in this Virginia, Maryland area. And then there's more, it's a little bit more sparse, but you have a few that are in the deep south and along this Mississippi corridor. Right."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "I'm just looking at this map, not getting too much into the details. It looks like a lot of the battles are concentrated right in this Virginia, Maryland area. And then there's more, it's a little bit more sparse, but you have a few that are in the deep south and along this Mississippi corridor. Right. So there are two major theaters of the war. We'd say the Eastern Theater, and this is that sort of 100-mile corridor between Washington and Richmond where a huge amount of the fighting takes place. It's important to remember that the capital of the Confederacy and the capital of the United States are only 100 miles apart."}, {"video_title": "Strategy of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "Right. So there are two major theaters of the war. We'd say the Eastern Theater, and this is that sort of 100-mile corridor between Washington and Richmond where a huge amount of the fighting takes place. It's important to remember that the capital of the Confederacy and the capital of the United States are only 100 miles apart. So its capital is, you can't see it in this map, but it's someplace in the middle of Virginia and then D.C. So it's literally, as you mentioned, you said it was 100 miles apart? Yep."}, {"video_title": "Gettysburg.mp3", "Sentence": "And in the first years of the Civil War, things went relatively well for the South. They defeated the North at the Battle of Bull Run, which was a great surprise to many people because they thought that this was going to be a pretty short war that the South would be quickly defeated and scared away into returning to the Union. But the South had many advantages, including very good leadership in the person of Robert E. Lee, and also kind of a home court advantage at large since the vast majority of the war was fought in the South. So in this early stage, the Confederacy does quite well until we get to Antietam. And Antietam was this first foray by Robert E. Lee in trying to attack the states of the North in Maryland. And after the Battle of Antietam, which was the bloodiest day in US history, more than 4,000 Americans died on that day, the South was defeated. And that was a major turning point in the war, as we've talked about in previous videos, in that it led to the Emancipation Proclamation and was kind of the moment at which the nations of Europe ceased to consider intervening on the side of the South."}, {"video_title": "Gettysburg.mp3", "Sentence": "So in this early stage, the Confederacy does quite well until we get to Antietam. And Antietam was this first foray by Robert E. Lee in trying to attack the states of the North in Maryland. And after the Battle of Antietam, which was the bloodiest day in US history, more than 4,000 Americans died on that day, the South was defeated. And that was a major turning point in the war, as we've talked about in previous videos, in that it led to the Emancipation Proclamation and was kind of the moment at which the nations of Europe ceased to consider intervening on the side of the South. So in the next few videos, I wanna talk about the later stages of the Civil War. So we get into 1863, and the South is doing relatively well here in Virginia, wins the Battle of Chancellorsville, and now, nearly a year after Antietam, in June and July of 1863, Robert E. Lee decides that he is going to try again to invade the North. Now, he has several reasons for doing this."}, {"video_title": "Gettysburg.mp3", "Sentence": "And that was a major turning point in the war, as we've talked about in previous videos, in that it led to the Emancipation Proclamation and was kind of the moment at which the nations of Europe ceased to consider intervening on the side of the South. So in the next few videos, I wanna talk about the later stages of the Civil War. So we get into 1863, and the South is doing relatively well here in Virginia, wins the Battle of Chancellorsville, and now, nearly a year after Antietam, in June and July of 1863, Robert E. Lee decides that he is going to try again to invade the North. Now, he has several reasons for doing this. One is that the war has been taking place largely in the South. So it's summer, people are trying to harvest their crops, and Lee wants to give the South a break. So he wants to take the attention away from this area in Virginia where lots of fighting has happened, and he wants to take the war up into the North."}, {"video_title": "Gettysburg.mp3", "Sentence": "Now, he has several reasons for doing this. One is that the war has been taking place largely in the South. So it's summer, people are trying to harvest their crops, and Lee wants to give the South a break. So he wants to take the attention away from this area in Virginia where lots of fighting has happened, and he wants to take the war up into the North. And if the North is distracted by having to defend its own territory, then it can't go on the offensive elsewhere as easily. So Lee's plan is to take the war to the North. And Lee has another reason in his sleeve, which is that he is really hoping that in the election of 1864, which is coming up not too long after this period in mid-1863, many people believe that Lincoln is gonna be kicked out of office."}, {"video_title": "Gettysburg.mp3", "Sentence": "So he wants to take the attention away from this area in Virginia where lots of fighting has happened, and he wants to take the war up into the North. And if the North is distracted by having to defend its own territory, then it can't go on the offensive elsewhere as easily. So Lee's plan is to take the war to the North. And Lee has another reason in his sleeve, which is that he is really hoping that in the election of 1864, which is coming up not too long after this period in mid-1863, many people believe that Lincoln is gonna be kicked out of office. Now, remember that not a single American president has been elected to a second term or re-elected since Andrew Jackson in 1832. So there's been a 30-year drought of two-term presidents. So Robert E. Lee has good reason to expect why Lincoln might not be re-elected in 1864, and he thinks that maybe one of Lincoln's competitors in the Democratic Party, which will turn out to be one of his own former generals, George B. McClellan, will actually want to end the war and make peace with the South."}, {"video_title": "Gettysburg.mp3", "Sentence": "And Lee has another reason in his sleeve, which is that he is really hoping that in the election of 1864, which is coming up not too long after this period in mid-1863, many people believe that Lincoln is gonna be kicked out of office. Now, remember that not a single American president has been elected to a second term or re-elected since Andrew Jackson in 1832. So there's been a 30-year drought of two-term presidents. So Robert E. Lee has good reason to expect why Lincoln might not be re-elected in 1864, and he thinks that maybe one of Lincoln's competitors in the Democratic Party, which will turn out to be one of his own former generals, George B. McClellan, will actually want to end the war and make peace with the South. So there's kind of a morale aspect to this. You can see that many of the things done in the Civil War, and especially as we get into the later stages, are designed at making one side or the other tired of being at war. Now, you may wonder why I'm spending so much time talking about battles, because most American history courses do not emphasize military history whatsoever."}, {"video_title": "Gettysburg.mp3", "Sentence": "So Robert E. Lee has good reason to expect why Lincoln might not be re-elected in 1864, and he thinks that maybe one of Lincoln's competitors in the Democratic Party, which will turn out to be one of his own former generals, George B. McClellan, will actually want to end the war and make peace with the South. So there's kind of a morale aspect to this. You can see that many of the things done in the Civil War, and especially as we get into the later stages, are designed at making one side or the other tired of being at war. Now, you may wonder why I'm spending so much time talking about battles, because most American history courses do not emphasize military history whatsoever. But I think it's important to keep in mind in this war and in some earlier wars, like the American Revolution, the battles really determine the policy, right? Because you can't make a decree, like the way that Abraham Lincoln decreed the Emancipation Proclamation, if you don't have the force of military power behind you. So winning battles, winning the war, those kinds of victories give politicians the popular mandate they need to get things done."}, {"video_title": "Gettysburg.mp3", "Sentence": "Now, you may wonder why I'm spending so much time talking about battles, because most American history courses do not emphasize military history whatsoever. But I think it's important to keep in mind in this war and in some earlier wars, like the American Revolution, the battles really determine the policy, right? Because you can't make a decree, like the way that Abraham Lincoln decreed the Emancipation Proclamation, if you don't have the force of military power behind you. So winning battles, winning the war, those kinds of victories give politicians the popular mandate they need to get things done. So that's why I think it's important to talk at least a little bit about the battles of the Civil War. Now, obviously, Bull Run, Antietam, Gettysburg, and Appomattox were not the only battles of the Civil War. There were hundreds of battles of the Civil War."}, {"video_title": "Gettysburg.mp3", "Sentence": "So winning battles, winning the war, those kinds of victories give politicians the popular mandate they need to get things done. So that's why I think it's important to talk at least a little bit about the battles of the Civil War. Now, obviously, Bull Run, Antietam, Gettysburg, and Appomattox were not the only battles of the Civil War. There were hundreds of battles of the Civil War. But I've chosen these as particular turning points just to kind of give you a very brief overview of the way that military victories and defeats were trending because along with those military victories and defeats went the policy of the United States and the policy of the South. And if you're interested in the Civil War, it's one of the most written-about topics in American history, and there are many wonderful books that will go into great detail about the politics, society, and military history of the Civil War, and lots of great television shows and miniseries that I definitely suggest that you check out. All right, well, with that said, let's talk about Gettysburg."}, {"video_title": "Gettysburg.mp3", "Sentence": "There were hundreds of battles of the Civil War. But I've chosen these as particular turning points just to kind of give you a very brief overview of the way that military victories and defeats were trending because along with those military victories and defeats went the policy of the United States and the policy of the South. And if you're interested in the Civil War, it's one of the most written-about topics in American history, and there are many wonderful books that will go into great detail about the politics, society, and military history of the Civil War, and lots of great television shows and miniseries that I definitely suggest that you check out. All right, well, with that said, let's talk about Gettysburg. So Lee has brought his forces into the North, and again, he's interested in kind of distracting the North from attacking in the South by bringing the war to them. He's hoping to prolong the war so that perhaps another administration that's more favorable to allowing the South to go peacefully might be in office in the North. And the other thing that he's looking for is supplies."}, {"video_title": "Gettysburg.mp3", "Sentence": "All right, well, with that said, let's talk about Gettysburg. So Lee has brought his forces into the North, and again, he's interested in kind of distracting the North from attacking in the South by bringing the war to them. He's hoping to prolong the war so that perhaps another administration that's more favorable to allowing the South to go peacefully might be in office in the North. And the other thing that he's looking for is supplies. So once again, the vast majority of the Civil War has been fought in the South, and it's been fought here in this sort of Shenandoah Valley, Tidewater region of Virginia, which is really the breadbasket of the South. So when men are out fighting battles and when battles are being fought on fields instead of crops being grown on them, there's gonna be a serious dearth of food in the South. You know, I once heard it said that the most salient political fact of the 20th century was that the Americans speak English, which means that the United States repeatedly allied with Britain in 20th century wars."}, {"video_title": "Gettysburg.mp3", "Sentence": "And the other thing that he's looking for is supplies. So once again, the vast majority of the Civil War has been fought in the South, and it's been fought here in this sort of Shenandoah Valley, Tidewater region of Virginia, which is really the breadbasket of the South. So when men are out fighting battles and when battles are being fought on fields instead of crops being grown on them, there's gonna be a serious dearth of food in the South. You know, I once heard it said that the most salient political fact of the 20th century was that the Americans speak English, which means that the United States repeatedly allied with Britain in 20th century wars. But if I had to choose the most salient fact of the American Civil War, it might be that you can't eat cotton. You know, the South went to war to protect its system of labor so that it could continue to produce these cash crops like cotton or tobacco. And cash crops they may be, which means that you can sell them for money, but you can't eat cotton or tobacco."}, {"video_title": "Gettysburg.mp3", "Sentence": "You know, I once heard it said that the most salient political fact of the 20th century was that the Americans speak English, which means that the United States repeatedly allied with Britain in 20th century wars. But if I had to choose the most salient fact of the American Civil War, it might be that you can't eat cotton. You know, the South went to war to protect its system of labor so that it could continue to produce these cash crops like cotton or tobacco. And cash crops they may be, which means that you can sell them for money, but you can't eat cotton or tobacco. And when it comes down to it, being able to feed your troops and feed your populace is something that's going to really help you when it comes to winning a war. So Lee is taking his troops up into the North and he takes them into Southern Pennsylvania, which is very lovely farmland. It's a very beautiful place."}, {"video_title": "Gettysburg.mp3", "Sentence": "And cash crops they may be, which means that you can sell them for money, but you can't eat cotton or tobacco. And when it comes down to it, being able to feed your troops and feed your populace is something that's going to really help you when it comes to winning a war. So Lee is taking his troops up into the North and he takes them into Southern Pennsylvania, which is very lovely farmland. It's a very beautiful place. If you've never been there, I absolutely recommend you take a look, go to Gettysburg. It's a very well-preserved battlefield. And as Lee goes through Southern Pennsylvania, his troops are taking horses and grain supplies and all sorts of things that the army needs to survive, which are in short supply in Virginia."}, {"video_title": "Gettysburg.mp3", "Sentence": "It's a very beautiful place. If you've never been there, I absolutely recommend you take a look, go to Gettysburg. It's a very well-preserved battlefield. And as Lee goes through Southern Pennsylvania, his troops are taking horses and grain supplies and all sorts of things that the army needs to survive, which are in short supply in Virginia. So this is like a run to the store for Lee going through Southern Pennsylvania. On the northern side, General George Meade has been trying to catch up with Lee and cut him off from his invasion of the North. President Abraham Lincoln asks for many volunteers to try to stave off the invasion of the North by Lee."}, {"video_title": "Gettysburg.mp3", "Sentence": "And as Lee goes through Southern Pennsylvania, his troops are taking horses and grain supplies and all sorts of things that the army needs to survive, which are in short supply in Virginia. So this is like a run to the store for Lee going through Southern Pennsylvania. On the northern side, General George Meade has been trying to catch up with Lee and cut him off from his invasion of the North. President Abraham Lincoln asks for many volunteers to try to stave off the invasion of the North by Lee. And they end up meeting at Gettysburg. And Gettysburg is just a small farm town in Southern Pennsylvania. That's just where these two troops happen to meet as Lee was on his way to the capital of Pennsylvania, Harrisburg, and Lee's forces and Meade's forces meet on July 1st, 1863."}, {"video_title": "Gettysburg.mp3", "Sentence": "President Abraham Lincoln asks for many volunteers to try to stave off the invasion of the North by Lee. And they end up meeting at Gettysburg. And Gettysburg is just a small farm town in Southern Pennsylvania. That's just where these two troops happen to meet as Lee was on his way to the capital of Pennsylvania, Harrisburg, and Lee's forces and Meade's forces meet on July 1st, 1863. Now the Battle of Gettysburg goes on for three days. So there's July 1st, July 2nd, and July 3rd. And the first day goes relatively well for the Confederates."}, {"video_title": "Gettysburg.mp3", "Sentence": "That's just where these two troops happen to meet as Lee was on his way to the capital of Pennsylvania, Harrisburg, and Lee's forces and Meade's forces meet on July 1st, 1863. Now the Battle of Gettysburg goes on for three days. So there's July 1st, July 2nd, and July 3rd. And the first day goes relatively well for the Confederates. They break some of the Union lines around the edges. The second day is kind of a stalemate where Northern forces and Southern forces, they sustain a lot of losses, but don't make any real headway toward victory. And then the third day, Lee decides that he is going to try to break the center of the Union forces, which means that he is going to try to hit the Union line, and remember this is in the era of military history where people are still kind of fighting in lines, right through the center and win the day."}, {"video_title": "Gettysburg.mp3", "Sentence": "And the first day goes relatively well for the Confederates. They break some of the Union lines around the edges. The second day is kind of a stalemate where Northern forces and Southern forces, they sustain a lot of losses, but don't make any real headway toward victory. And then the third day, Lee decides that he is going to try to break the center of the Union forces, which means that he is going to try to hit the Union line, and remember this is in the era of military history where people are still kind of fighting in lines, right through the center and win the day. Unfortunately for him, that is not what happens. So he tries all day to break the Union lines. There's a very famous sort of last hurrah for the Southern forces in this called Pickett's Charge."}, {"video_title": "Gettysburg.mp3", "Sentence": "And then the third day, Lee decides that he is going to try to break the center of the Union forces, which means that he is going to try to hit the Union line, and remember this is in the era of military history where people are still kind of fighting in lines, right through the center and win the day. Unfortunately for him, that is not what happens. So he tries all day to break the Union lines. There's a very famous sort of last hurrah for the Southern forces in this called Pickett's Charge. When General George Pickett's units charge up this hill at Cemetery Ridge trying to break the line, and they sustain over 50% casualties. So it's kind of a bloodbath for Pickett's unit. And after Pickett's Charge does not succeed, the Union forces have officially won the Battle of Gettysburg, and Lee realizes that there's no way that he's going to be able to make anything out of his invasion of the North and so he turns around and starts heading back to the South."}, {"video_title": "Gettysburg.mp3", "Sentence": "There's a very famous sort of last hurrah for the Southern forces in this called Pickett's Charge. When General George Pickett's units charge up this hill at Cemetery Ridge trying to break the line, and they sustain over 50% casualties. So it's kind of a bloodbath for Pickett's unit. And after Pickett's Charge does not succeed, the Union forces have officially won the Battle of Gettysburg, and Lee realizes that there's no way that he's going to be able to make anything out of his invasion of the North and so he turns around and starts heading back to the South. Now what's important about Gettysburg is that this was what many have called the high water mark of the Confederacy. And by that they mean this is as far as the Confederacy ever managed to get into the northern part of the United States. This is the second attempt at an invasion by Lee and it failed."}, {"video_title": "Gettysburg.mp3", "Sentence": "And after Pickett's Charge does not succeed, the Union forces have officially won the Battle of Gettysburg, and Lee realizes that there's no way that he's going to be able to make anything out of his invasion of the North and so he turns around and starts heading back to the South. Now what's important about Gettysburg is that this was what many have called the high water mark of the Confederacy. And by that they mean this is as far as the Confederacy ever managed to get into the northern part of the United States. This is the second attempt at an invasion by Lee and it failed. And many people see this as a really important turning point in the Civil War. On July 4th, and imagine the good news of receiving word that your troops had triumphed on July 4th, Independence Day. President Lincoln and the United States get another really good piece of news, which is that Ulysses S. Grant, who will be the future commander of U.S. forces, has succeeded in his siege of Vicksburg, which is a town on the Mississippi River."}, {"video_title": "Gettysburg.mp3", "Sentence": "This is the second attempt at an invasion by Lee and it failed. And many people see this as a really important turning point in the Civil War. On July 4th, and imagine the good news of receiving word that your troops had triumphed on July 4th, Independence Day. President Lincoln and the United States get another really good piece of news, which is that Ulysses S. Grant, who will be the future commander of U.S. forces, has succeeded in his siege of Vicksburg, which is a town on the Mississippi River. And when he takes the town on the Mississippi River, Grant has complete control of the Mississippi, which is sort of the major highway in the West. So July 3rd and July 4th are really good days for the United States. And this is kind of the moment when it becomes clear that victory is going to be outside the reach of the Confederacy."}, {"video_title": "Gettysburg.mp3", "Sentence": "President Lincoln and the United States get another really good piece of news, which is that Ulysses S. Grant, who will be the future commander of U.S. forces, has succeeded in his siege of Vicksburg, which is a town on the Mississippi River. And when he takes the town on the Mississippi River, Grant has complete control of the Mississippi, which is sort of the major highway in the West. So July 3rd and July 4th are really good days for the United States. And this is kind of the moment when it becomes clear that victory is going to be outside the reach of the Confederacy. And with an unsuccessful invasion of the North and the loss of the control of the Mississippi, the South's time is kind of coming to an end. The other important thing about the Battle of Gettysburg is that it is a tremendously destructive battle. About 50,000 casualties took place at Gettysburg, which makes it the single bloodiest battle in American history, which is different from the single bloodiest day, which was at Atenum, because it took place over three days."}, {"video_title": "Gettysburg.mp3", "Sentence": "And this is kind of the moment when it becomes clear that victory is going to be outside the reach of the Confederacy. And with an unsuccessful invasion of the North and the loss of the control of the Mississippi, the South's time is kind of coming to an end. The other important thing about the Battle of Gettysburg is that it is a tremendously destructive battle. About 50,000 casualties took place at Gettysburg, which makes it the single bloodiest battle in American history, which is different from the single bloodiest day, which was at Atenum, because it took place over three days. And this is not 50,000 people dying, just 50,000 casualties, which means either deaths or injuries. Those are men who can no longer fight on both sides. So the tremendous loss of life at Gettysburg is going to lead to the foundation of a cemetery at Gettysburg to bury these military dead."}, {"video_title": "Regional attitudes about slavery, 1754-1800   US history   Khan Academy.mp3", "Sentence": "This is a chart that shows the percentage of the total population of each of these colonies and then later states that was made up by enslaved Africans. Starting in the year 1754, which we'll show in purple, and comparing that to the year 1800, which we'll show here in green. Now, some of these numbers are estimates, since the census didn't exist before 1790, but this can help us get an overall sense of how the institution of slavery changed in these years. Now, on the left side here, we have the data from the northern part of the country. Now, in purple, you can see the percentage of the population of each colony that was enslaved in 1754, and generally, it wasn't a very large amount. I think New York here had the most at about 14%. By 1800, however, you can see that the percent went down considerably."}, {"video_title": "Regional attitudes about slavery, 1754-1800   US history   Khan Academy.mp3", "Sentence": "Now, on the left side here, we have the data from the northern part of the country. Now, in purple, you can see the percentage of the population of each colony that was enslaved in 1754, and generally, it wasn't a very large amount. I think New York here had the most at about 14%. By 1800, however, you can see that the percent went down considerably. Some, like Massachusetts, outlawed slavery altogether, so they're at 0%, and others, like New York or Rhode Island, began a process of gradual emancipation, phasing out slavery. Another thing to note is that new territories in the West that were claimed by the United States either had very small amounts of slavery, like in the Indiana Territory, or none at all, like in the Northwest Territory, where slavery was outlawed. Now, let's compare that to the same period in southern regions."}, {"video_title": "Regional attitudes about slavery, 1754-1800   US history   Khan Academy.mp3", "Sentence": "By 1800, however, you can see that the percent went down considerably. Some, like Massachusetts, outlawed slavery altogether, so they're at 0%, and others, like New York or Rhode Island, began a process of gradual emancipation, phasing out slavery. Another thing to note is that new territories in the West that were claimed by the United States either had very small amounts of slavery, like in the Indiana Territory, or none at all, like in the Northwest Territory, where slavery was outlawed. Now, let's compare that to the same period in southern regions. In most of the South, in 1754, enslaved people made up a very significant portion of the population. In some cases, like in South Carolina, outnumbering whites at a rate of more than 60% of the population. And unlike in the North, as you see here in teal, in 1800, enslaved people remained a really quite large percentage of the population."}, {"video_title": "Regional attitudes about slavery, 1754-1800   US history   Khan Academy.mp3", "Sentence": "Now, let's compare that to the same period in southern regions. In most of the South, in 1754, enslaved people made up a very significant portion of the population. In some cases, like in South Carolina, outnumbering whites at a rate of more than 60% of the population. And unlike in the North, as you see here in teal, in 1800, enslaved people remained a really quite large percentage of the population. In some cases, the percent of people who were enslaved grew considerably, like in Delaware or in Georgia, and in other places, it stayed about the same. In places like Virginia and South Carolina, the percent of the population that was enslaved actually dropped over this time period, but not because there were fewer slaves, but rather because the white population had grown faster than the enslaved population in the same time period. And unlike in the Northern Territories, the percentage of enslaved people in the new Southern Territories claimed by the United States, Kentucky, Tennessee, Mississippi, was quite significant as well."}, {"video_title": "Regional attitudes about slavery, 1754-1800   US history   Khan Academy.mp3", "Sentence": "And unlike in the North, as you see here in teal, in 1800, enslaved people remained a really quite large percentage of the population. In some cases, the percent of people who were enslaved grew considerably, like in Delaware or in Georgia, and in other places, it stayed about the same. In places like Virginia and South Carolina, the percent of the population that was enslaved actually dropped over this time period, but not because there were fewer slaves, but rather because the white population had grown faster than the enslaved population in the same time period. And unlike in the Northern Territories, the percentage of enslaved people in the new Southern Territories claimed by the United States, Kentucky, Tennessee, Mississippi, was quite significant as well. So what's happening here? Why, over this 50-year period, did slavery begin to die out in the North while surviving and even expanding West in the South? How much change was there over this time period in the regional attitudes about slavery?"}, {"video_title": "Regional attitudes about slavery, 1754-1800   US history   Khan Academy.mp3", "Sentence": "And unlike in the Northern Territories, the percentage of enslaved people in the new Southern Territories claimed by the United States, Kentucky, Tennessee, Mississippi, was quite significant as well. So what's happening here? Why, over this 50-year period, did slavery begin to die out in the North while surviving and even expanding West in the South? How much change was there over this time period in the regional attitudes about slavery? And how would we even go about figuring that out? One way that we can attempt to measure the extent of change is by identifying the things that stayed the same during this time period, which we call continuities, or aspects of society that continued on being the same as they were before, and changes, aspects of society that were different than before. There are many different aspects of society that historians can trace changes and continuities in over time, like changes in politics, or art, or gender roles."}, {"video_title": "Regional attitudes about slavery, 1754-1800   US history   Khan Academy.mp3", "Sentence": "How much change was there over this time period in the regional attitudes about slavery? And how would we even go about figuring that out? One way that we can attempt to measure the extent of change is by identifying the things that stayed the same during this time period, which we call continuities, or aspects of society that continued on being the same as they were before, and changes, aspects of society that were different than before. There are many different aspects of society that historians can trace changes and continuities in over time, like changes in politics, or art, or gender roles. But for this video, I'm gonna choose economics and ideas. Why am I choosing those two? Well, first and foremost, because slavery was an economic practice."}, {"video_title": "Regional attitudes about slavery, 1754-1800   US history   Khan Academy.mp3", "Sentence": "There are many different aspects of society that historians can trace changes and continuities in over time, like changes in politics, or art, or gender roles. But for this video, I'm gonna choose economics and ideas. Why am I choosing those two? Well, first and foremost, because slavery was an economic practice. It was a source of labor that supported the production of agricultural products. Second, I know that in this time period, the American Revolution introduced radical changes in ideas about liberty and equality, which stand in stark contrast to the institution of slavery. So let's compare the economic systems and ideas about slavery in each of these regions in 1754 and 1800 to see what changed and what stayed the same."}, {"video_title": "Regional attitudes about slavery, 1754-1800   US history   Khan Academy.mp3", "Sentence": "Well, first and foremost, because slavery was an economic practice. It was a source of labor that supported the production of agricultural products. Second, I know that in this time period, the American Revolution introduced radical changes in ideas about liberty and equality, which stand in stark contrast to the institution of slavery. So let's compare the economic systems and ideas about slavery in each of these regions in 1754 and 1800 to see what changed and what stayed the same. So first, let's look at the economic systems. In the North, where the climate and the soil was not suited for large-scale plantation agriculture, the economy centered around family farms in 1754. Proximity to the coast facilitated fishing and shipping, and the people who actually did this work tended to be either the owners of the farms or the boats, or indentured servants, and a small number of enslaved laborers who worked for them."}, {"video_title": "Regional attitudes about slavery, 1754-1800   US history   Khan Academy.mp3", "Sentence": "So let's compare the economic systems and ideas about slavery in each of these regions in 1754 and 1800 to see what changed and what stayed the same. So first, let's look at the economic systems. In the North, where the climate and the soil was not suited for large-scale plantation agriculture, the economy centered around family farms in 1754. Proximity to the coast facilitated fishing and shipping, and the people who actually did this work tended to be either the owners of the farms or the boats, or indentured servants, and a small number of enslaved laborers who worked for them. None of these activities really required the labor of a large number of enslaved people. All right, well, what about in 1800? Farming and fishing and shipping were still going strong."}, {"video_title": "Regional attitudes about slavery, 1754-1800   US history   Khan Academy.mp3", "Sentence": "Proximity to the coast facilitated fishing and shipping, and the people who actually did this work tended to be either the owners of the farms or the boats, or indentured servants, and a small number of enslaved laborers who worked for them. None of these activities really required the labor of a large number of enslaved people. All right, well, what about in 1800? Farming and fishing and shipping were still going strong. But as the First Industrial Revolution began to take off in the late 1700s, factories began to spring up in the North, and the cheapest labor source for these factories was immigrant laborers, not slaves, not indentured servants. Now let's look at the economic systems of the South in 1754 and 1800. In 1754, plantation agriculture, based on enslaved labor, was the central economic system, and it was also the central economic system in 1800."}, {"video_title": "Regional attitudes about slavery, 1754-1800   US history   Khan Academy.mp3", "Sentence": "Farming and fishing and shipping were still going strong. But as the First Industrial Revolution began to take off in the late 1700s, factories began to spring up in the North, and the cheapest labor source for these factories was immigrant laborers, not slaves, not indentured servants. Now let's look at the economic systems of the South in 1754 and 1800. In 1754, plantation agriculture, based on enslaved labor, was the central economic system, and it was also the central economic system in 1800. But unlike in the North, where the technological innovations of the Industrial Revolution made indentured servants or enslaved laborers unnecessary, the major technological innovation of the cotton gin made cotton easier to process, and therefore saved it as a profitable crop, which made slave owners eager to expand the institution of slavery rather than phase it out. Next, let's take a look at the ideas about slavery which were commonly held in each of the regions. In 1754 in the North, I would say few people questioned the existence of slavery."}, {"video_title": "Regional attitudes about slavery, 1754-1800   US history   Khan Academy.mp3", "Sentence": "In 1754, plantation agriculture, based on enslaved labor, was the central economic system, and it was also the central economic system in 1800. But unlike in the North, where the technological innovations of the Industrial Revolution made indentured servants or enslaved laborers unnecessary, the major technological innovation of the cotton gin made cotton easier to process, and therefore saved it as a profitable crop, which made slave owners eager to expand the institution of slavery rather than phase it out. Next, let's take a look at the ideas about slavery which were commonly held in each of the regions. In 1754 in the North, I would say few people questioned the existence of slavery. Northern shipping was involved in the Atlantic slave trade. The idea that masters deserved to rule slaves was as natural as the idea that kings deserved to rule their subjects. Even free people of color were rarely considered full British citizens, the way people of English descent were."}, {"video_title": "Regional attitudes about slavery, 1754-1800   US history   Khan Academy.mp3", "Sentence": "In 1754 in the North, I would say few people questioned the existence of slavery. Northern shipping was involved in the Atlantic slave trade. The idea that masters deserved to rule slaves was as natural as the idea that kings deserved to rule their subjects. Even free people of color were rarely considered full British citizens, the way people of English descent were. How did things change in 1800? The Revolutionary War had a strong effect on the ideas about slavery in the North. Northerners applied the revolutionary ideals of liberty and equality to longstanding ideas about social roles, and they found that slavery was incompatible with them."}, {"video_title": "Regional attitudes about slavery, 1754-1800   US history   Khan Academy.mp3", "Sentence": "Even free people of color were rarely considered full British citizens, the way people of English descent were. How did things change in 1800? The Revolutionary War had a strong effect on the ideas about slavery in the North. Northerners applied the revolutionary ideals of liberty and equality to longstanding ideas about social roles, and they found that slavery was incompatible with them. So after the Revolution, Northern states either abolished slavery or began to phase it out with gradual emancipation. But I wanna caution you into thinking that this turned the North into a racial utopia. People of African descent were still not permitted to become American citizens, even though the immigrants who were beginning to flood in from Europe were."}, {"video_title": "Regional attitudes about slavery, 1754-1800   US history   Khan Academy.mp3", "Sentence": "Northerners applied the revolutionary ideals of liberty and equality to longstanding ideas about social roles, and they found that slavery was incompatible with them. So after the Revolution, Northern states either abolished slavery or began to phase it out with gradual emancipation. But I wanna caution you into thinking that this turned the North into a racial utopia. People of African descent were still not permitted to become American citizens, even though the immigrants who were beginning to flood in from Europe were. So I think it would be fair to say overall that the North had never really needed slavery, and therefore when the Revolution led many to question the institution of slavery, it was pretty easy to abolish it. How does that compare to the South's transition in this time period? Well, by 1754, the notion that slavery was natural and enslaved Africans were property was pretty well ingrained."}, {"video_title": "Regional attitudes about slavery, 1754-1800   US history   Khan Academy.mp3", "Sentence": "People of African descent were still not permitted to become American citizens, even though the immigrants who were beginning to flood in from Europe were. So I think it would be fair to say overall that the North had never really needed slavery, and therefore when the Revolution led many to question the institution of slavery, it was pretty easy to abolish it. How does that compare to the South's transition in this time period? Well, by 1754, the notion that slavery was natural and enslaved Africans were property was pretty well ingrained. But the ideas of the Revolution didn't have quite the same effect on the South as they did in the North. If anything, by 1800, white Southerners were determined to enact harsher slave codes than ever because they feared uprisings, since the ideals of the American Revolution had inspired the Haitians to overthrow the French. So why do these changes and continuities over time matter?"}, {"video_title": "Regional attitudes about slavery, 1754-1800   US history   Khan Academy.mp3", "Sentence": "Well, by 1754, the notion that slavery was natural and enslaved Africans were property was pretty well ingrained. But the ideas of the Revolution didn't have quite the same effect on the South as they did in the North. If anything, by 1800, white Southerners were determined to enact harsher slave codes than ever because they feared uprisings, since the ideals of the American Revolution had inspired the Haitians to overthrow the French. So why do these changes and continuities over time matter? Well, because by 1800, you start to see attitudes around slavery crystallizing in the United States, creating a North where slavery was rare and considered a perversion of the ideals of the Revolution and a South where slavery was central and considered natural and perhaps even a desirable way to organize society. And as white settlers from each of these regions moved farther and farther west into territories that were opened up by the American victory in the Revolutionary War and by Indian removal, both Northerners and Southerners would export their economic systems and their ideas about slavery into these adjacent Western lands. By 1820, this gradual process would erupt into sectional crisis over slavery."}, {"video_title": "Westward expansion social and cultural development   AP US History   Khan Academy.mp3", "Sentence": "Eight new states entered the Union between 1876 and 1896, and not until nearly the turn of the 20th century did the superintendent of the US Census declare that the frontier was now closed. US territory stretched all the way to the Pacific Ocean. We've talked a bit about what caused people to move west and what effects the immigration of millions of non-native people west of the Mississippi had on that region and on the United States as a whole before and during the Civil War. In this video, I wanna pick up the story after the Civil War and discuss how westward expansion affected the society and culture of the West at the end of the 19th century. Let's quickly review some of the causes of westward expansion that were already established by the end of the Civil War. Starting in the 1840s, Americans and European immigrants began moving west looking for farmland, and the California Gold Rush of 1849 brought people from all over the world into the region to either pan for gold or to make some money off the people who were panning for gold. The construction of the Transcontinental Railroad also provided many jobs for those who didn't strike it rich."}, {"video_title": "Westward expansion social and cultural development   AP US History   Khan Academy.mp3", "Sentence": "In this video, I wanna pick up the story after the Civil War and discuss how westward expansion affected the society and culture of the West at the end of the 19th century. Let's quickly review some of the causes of westward expansion that were already established by the end of the Civil War. Starting in the 1840s, Americans and European immigrants began moving west looking for farmland, and the California Gold Rush of 1849 brought people from all over the world into the region to either pan for gold or to make some money off the people who were panning for gold. The construction of the Transcontinental Railroad also provided many jobs for those who didn't strike it rich. The US government facilitated this westward expansion by granting millions of acres to railroad companies, making it easier to get west and to get goods from the west back east. The government also encouraged settlement through grants of 160 acres of free land to anyone willing to improve it over the course of five years. Lastly, many American migrants were convinced through cultural messaging that American civilization was divinely ordained to occupy North America from Atlantic to Pacific in an ideology known as manifest destiny."}, {"video_title": "Westward expansion social and cultural development   AP US History   Khan Academy.mp3", "Sentence": "The construction of the Transcontinental Railroad also provided many jobs for those who didn't strike it rich. The US government facilitated this westward expansion by granting millions of acres to railroad companies, making it easier to get west and to get goods from the west back east. The government also encouraged settlement through grants of 160 acres of free land to anyone willing to improve it over the course of five years. Lastly, many American migrants were convinced through cultural messaging that American civilization was divinely ordained to occupy North America from Atlantic to Pacific in an ideology known as manifest destiny. All of these things continued to motivate westward expansion in the years after the Civil War, but there were a few unique aspects in this era that intensified the changes wrought by westward expansion. First, the US government began to take a new approach towards its interactions with Native Americans. Instead of treating Native American tribes as independent nations, the government began to cast them as wards of the state, relics of an earlier time that had to take up American ways or face extinction."}, {"video_title": "Westward expansion social and cultural development   AP US History   Khan Academy.mp3", "Sentence": "Lastly, many American migrants were convinced through cultural messaging that American civilization was divinely ordained to occupy North America from Atlantic to Pacific in an ideology known as manifest destiny. All of these things continued to motivate westward expansion in the years after the Civil War, but there were a few unique aspects in this era that intensified the changes wrought by westward expansion. First, the US government began to take a new approach towards its interactions with Native Americans. Instead of treating Native American tribes as independent nations, the government began to cast them as wards of the state, relics of an earlier time that had to take up American ways or face extinction. They began to confine Native Americans to reservations and classify any individual or group that refused as hostile. Another related thing that changed was that after the Civil War, the US Army could apply its full might to subduing the west through a series of conflicts with Native Americans called the Indian Wars. One thing I find fascinating about these conflicts was that many of the generals who led campaigns in the Indian Wars were former Union generals who had fought to end slavery in the South during the Civil War, including Oliver O. Howard, the commissioner of the Freedmen's Bureau."}, {"video_title": "Westward expansion social and cultural development   AP US History   Khan Academy.mp3", "Sentence": "Instead of treating Native American tribes as independent nations, the government began to cast them as wards of the state, relics of an earlier time that had to take up American ways or face extinction. They began to confine Native Americans to reservations and classify any individual or group that refused as hostile. Another related thing that changed was that after the Civil War, the US Army could apply its full might to subduing the west through a series of conflicts with Native Americans called the Indian Wars. One thing I find fascinating about these conflicts was that many of the generals who led campaigns in the Indian Wars were former Union generals who had fought to end slavery in the South during the Civil War, including Oliver O. Howard, the commissioner of the Freedmen's Bureau. What do you think their approach to Native Americans versus African Americans says about how they conceived of American citizenship in this time period? The effects of westward expansion also intensified after the Civil War. As we've already mentioned, one effect of Americans' westward push was violence against Native Americans and other minorities."}, {"video_title": "Westward expansion social and cultural development   AP US History   Khan Academy.mp3", "Sentence": "One thing I find fascinating about these conflicts was that many of the generals who led campaigns in the Indian Wars were former Union generals who had fought to end slavery in the South during the Civil War, including Oliver O. Howard, the commissioner of the Freedmen's Bureau. What do you think their approach to Native Americans versus African Americans says about how they conceived of American citizenship in this time period? The effects of westward expansion also intensified after the Civil War. As we've already mentioned, one effect of Americans' westward push was violence against Native Americans and other minorities. The US Army forced Native Americans onto reservations or hunted them down when Native Americans attempted to prevent white settlers from encroaching on those reservations, like when gold was discovered on the Sioux Reservation in the Black Hills of South Dakota. The US Army also prevented Native Americans from engaging in rituals like the ghost dance, which they feared would kindle resistance among Native Americans. In 1890, an Army regiment disarmed a Lakota Sioux encampment near Wounded Knee Creek, and while the Lakotas were giving up their weapons, one rifle accidentally discharged."}, {"video_title": "Westward expansion social and cultural development   AP US History   Khan Academy.mp3", "Sentence": "As we've already mentioned, one effect of Americans' westward push was violence against Native Americans and other minorities. The US Army forced Native Americans onto reservations or hunted them down when Native Americans attempted to prevent white settlers from encroaching on those reservations, like when gold was discovered on the Sioux Reservation in the Black Hills of South Dakota. The US Army also prevented Native Americans from engaging in rituals like the ghost dance, which they feared would kindle resistance among Native Americans. In 1890, an Army regiment disarmed a Lakota Sioux encampment near Wounded Knee Creek, and while the Lakotas were giving up their weapons, one rifle accidentally discharged. The US Army then massacred somewhere between two and 300 men, women, and children. Other minorities in the West were also subject to racial violence, including Mexican Americans, who were driven off their lands by force, and Chinese immigrants who were targeted in race riots throughout California. Minorities also faced the loss of their land and their cultures in the West."}, {"video_title": "Westward expansion social and cultural development   AP US History   Khan Academy.mp3", "Sentence": "In 1890, an Army regiment disarmed a Lakota Sioux encampment near Wounded Knee Creek, and while the Lakotas were giving up their weapons, one rifle accidentally discharged. The US Army then massacred somewhere between two and 300 men, women, and children. Other minorities in the West were also subject to racial violence, including Mexican Americans, who were driven off their lands by force, and Chinese immigrants who were targeted in race riots throughout California. Minorities also faced the loss of their land and their cultures in the West. The most significant land loss came as a result of the Dawes Act of 1887. The Dawes Act sought to force Native Americans to stop living communally and take up American culture and farming by splitting up reservations and awarding 160 acres of land to each head of household, sort of like the Homestead Act. But unlike the Homestead Act, Native Americans had to improve the land and behave like whites for 25 years to get title and American citizenship, not just five."}, {"video_title": "Westward expansion social and cultural development   AP US History   Khan Academy.mp3", "Sentence": "Minorities also faced the loss of their land and their cultures in the West. The most significant land loss came as a result of the Dawes Act of 1887. The Dawes Act sought to force Native Americans to stop living communally and take up American culture and farming by splitting up reservations and awarding 160 acres of land to each head of household, sort of like the Homestead Act. But unlike the Homestead Act, Native Americans had to improve the land and behave like whites for 25 years to get title and American citizenship, not just five. And due to corruption in administering this policy, Native Americans were placed on the worst land for farming or their land allotments were given to white settlers instead. All in all, the Dawes Act resulted in the loss of over 80 million acres of Native American land. Similarly, government agents turned a deaf ear towards the claims of Mexican Americans whose land was claimed by white settlers, even though Mexican Americans had been US citizens since the end of the Mexican War."}, {"video_title": "Westward expansion social and cultural development   AP US History   Khan Academy.mp3", "Sentence": "But unlike the Homestead Act, Native Americans had to improve the land and behave like whites for 25 years to get title and American citizenship, not just five. And due to corruption in administering this policy, Native Americans were placed on the worst land for farming or their land allotments were given to white settlers instead. All in all, the Dawes Act resulted in the loss of over 80 million acres of Native American land. Similarly, government agents turned a deaf ear towards the claims of Mexican Americans whose land was claimed by white settlers, even though Mexican Americans had been US citizens since the end of the Mexican War. The same impulse to force Native Americans to assimilate into American living patterns also drove the creation of Indian boarding schools in this era. Native children were removed from their homes and sent to boarding schools like the Carlisle Indian Industrial School in Carlisle, Pennsylvania. There, they would be forced to cut off their long hair, change into American-style clothing, and take up new American-sounding names."}, {"video_title": "Westward expansion social and cultural development   AP US History   Khan Academy.mp3", "Sentence": "Similarly, government agents turned a deaf ear towards the claims of Mexican Americans whose land was claimed by white settlers, even though Mexican Americans had been US citizens since the end of the Mexican War. The same impulse to force Native Americans to assimilate into American living patterns also drove the creation of Indian boarding schools in this era. Native children were removed from their homes and sent to boarding schools like the Carlisle Indian Industrial School in Carlisle, Pennsylvania. There, they would be forced to cut off their long hair, change into American-style clothing, and take up new American-sounding names. These schools lasted until the 1970s. Chinese immigrants, by contrast, were judged incapable of assimilation. In 1882, Congress passed the Chinese Exclusion Act, the first immigration restriction to prevent all members of an ethnic group from entering the United States."}, {"video_title": "Westward expansion social and cultural development   AP US History   Khan Academy.mp3", "Sentence": "There, they would be forced to cut off their long hair, change into American-style clothing, and take up new American-sounding names. These schools lasted until the 1970s. Chinese immigrants, by contrast, were judged incapable of assimilation. In 1882, Congress passed the Chinese Exclusion Act, the first immigration restriction to prevent all members of an ethnic group from entering the United States. Restrictions on Chinese immigration would not be completely abolished until 1965. There were also some far-reaching environmental transformations resulting from westward expansion. One of these was the near extinction of the American bison, also known as the buffalo."}, {"video_title": "Westward expansion social and cultural development   AP US History   Khan Academy.mp3", "Sentence": "In 1882, Congress passed the Chinese Exclusion Act, the first immigration restriction to prevent all members of an ethnic group from entering the United States. Restrictions on Chinese immigration would not be completely abolished until 1965. There were also some far-reaching environmental transformations resulting from westward expansion. One of these was the near extinction of the American bison, also known as the buffalo. Huge herds of buffalo roamed the American West for all of recorded history in the area. Plains Indians had over-haunted them in the years before large-scale immigration to the West, but the coming of the railroad signed the buffalo's death warrant. There were about 15 million buffalo in the West at the end of the Civil War, but less than 20 years later, there were fewer than 1,000 buffalo remaining due to whites hunting them for sport or clearing them from rail lines."}, {"video_title": "Westward expansion social and cultural development   AP US History   Khan Academy.mp3", "Sentence": "One of these was the near extinction of the American bison, also known as the buffalo. Huge herds of buffalo roamed the American West for all of recorded history in the area. Plains Indians had over-haunted them in the years before large-scale immigration to the West, but the coming of the railroad signed the buffalo's death warrant. There were about 15 million buffalo in the West at the end of the Civil War, but less than 20 years later, there were fewer than 1,000 buffalo remaining due to whites hunting them for sport or clearing them from rail lines. This left Plains Indians, who depended on the buffalo for meat and clothing, in a state of near starvation, making it even more difficult for them to resist being forced onto reservations. Plains Indians were also affected by the development of barbed wire in this era, which white settlers used to fence off what had been communal grazing lands. This was also a hardship for cowboys, who once had driven herds of cattle to railroad depots over long stretches of open range."}, {"video_title": "Westward expansion social and cultural development   AP US History   Khan Academy.mp3", "Sentence": "There were about 15 million buffalo in the West at the end of the Civil War, but less than 20 years later, there were fewer than 1,000 buffalo remaining due to whites hunting them for sport or clearing them from rail lines. This left Plains Indians, who depended on the buffalo for meat and clothing, in a state of near starvation, making it even more difficult for them to resist being forced onto reservations. Plains Indians were also affected by the development of barbed wire in this era, which white settlers used to fence off what had been communal grazing lands. This was also a hardship for cowboys, who once had driven herds of cattle to railroad depots over long stretches of open range. By the end of the 19th century, there was little to no open range left at all. Lastly, the spread of settlers into the arid western part of the Great Plains led to massive irrigation projects in order to supply lands that weren't really naturally suited to farming with water. This meant damming and diverting rivers and the use of farming techniques that would later contribute to the ravages of the Dust Bowl in the 1930s."}, {"video_title": "Westward expansion social and cultural development   AP US History   Khan Academy.mp3", "Sentence": "This was also a hardship for cowboys, who once had driven herds of cattle to railroad depots over long stretches of open range. By the end of the 19th century, there was little to no open range left at all. Lastly, the spread of settlers into the arid western part of the Great Plains led to massive irrigation projects in order to supply lands that weren't really naturally suited to farming with water. This meant damming and diverting rivers and the use of farming techniques that would later contribute to the ravages of the Dust Bowl in the 1930s. Who has access to water and for what purposes is still a major source of conflict in the American West. So as we look forward into the 20th century, from our vantage point here at the edge of the American frontier, let's take some time to think about what the story of westward expansion tells us about how Americans thought about citizenship and access to resources in this time period. How will those ideas influence the United States once it begins to step on the world stage and look for new frontiers outside of North America?"}, {"video_title": "World War II in the Pacific in 1942   The 20th century   World history   Khan Academy.mp3", "Sentence": "And even before that, you've had varying conflicts since the Japanese invasion of Manchuria in 1931. So Asia has been in conflict for some time. But as we go into 1942, the United States has just entered into World War II. You might remember, December 1941, Japan goes on a major offensive, tries to knock out the US Pacific Fleet in Pearl Harbor, attacks Wake Island, attacks Guam, attacks Hong Kong, the Philippines, Singapore, Malaya, then shortly thereafter goes after other possessions, Burma, goes after the Dutch East Indies in its quest for natural resources. And so you can imagine, as we go into 1942, the Americans are eager to retaliate. And in these videos, these are overview videos, I'm not gonna be able to talk about every action and every battle that happens. I'm just trying to give you kind of the highlights."}, {"video_title": "World War II in the Pacific in 1942   The 20th century   World history   Khan Academy.mp3", "Sentence": "You might remember, December 1941, Japan goes on a major offensive, tries to knock out the US Pacific Fleet in Pearl Harbor, attacks Wake Island, attacks Guam, attacks Hong Kong, the Philippines, Singapore, Malaya, then shortly thereafter goes after other possessions, Burma, goes after the Dutch East Indies in its quest for natural resources. And so you can imagine, as we go into 1942, the Americans are eager to retaliate. And in these videos, these are overview videos, I'm not gonna be able to talk about every action and every battle that happens. I'm just trying to give you kind of the highlights. But the first notable action in 1942 are the Doolittle Raid, or is the Doolittle Raid, Doolittle Raid, named after Colonel Doolittle, who engineers, who's the architect of this raid. And the idea is not so much as a strategic victory, but more of a psychological one. If the US could somehow attack the mainland of Japan, bomb the mainland of Japan, it would be a huge morale booster for the Americans, and it might cause the Japanese people to question their own leadership."}, {"video_title": "World War II in the Pacific in 1942   The 20th century   World history   Khan Academy.mp3", "Sentence": "I'm just trying to give you kind of the highlights. But the first notable action in 1942 are the Doolittle Raid, or is the Doolittle Raid, Doolittle Raid, named after Colonel Doolittle, who engineers, who's the architect of this raid. And the idea is not so much as a strategic victory, but more of a psychological one. If the US could somehow attack the mainland of Japan, bomb the mainland of Japan, it would be a huge morale booster for the Americans, and it might cause the Japanese people to question their own leadership. And so the idea is send out a carrier within bomber range, roughly 1,000 miles off the coast of Japan, and I tried to do some research on where they went, but I wasn't able to find, so but roughly 1,000 miles off the coast of Japan, and then send 16 B-25 bombers to bomb the mainland. So 16 bombers to bomb the mainland. And they are actually able to do this."}, {"video_title": "World War II in the Pacific in 1942   The 20th century   World history   Khan Academy.mp3", "Sentence": "If the US could somehow attack the mainland of Japan, bomb the mainland of Japan, it would be a huge morale booster for the Americans, and it might cause the Japanese people to question their own leadership. And so the idea is send out a carrier within bomber range, roughly 1,000 miles off the coast of Japan, and I tried to do some research on where they went, but I wasn't able to find, so but roughly 1,000 miles off the coast of Japan, and then send 16 B-25 bombers to bomb the mainland. So 16 bombers to bomb the mainland. And they are actually able to do this. 15 of the bombers, since they can't land back onto the carrier, they're too heavy and too large to do that, they land, 15 of them land in China, and then one of them has to be, gets diverted to Russia, or the Soviet Union. And out of the 80 crewmen, all of the planes get lost, but out of the 80 crewmen, three are killed in action, eight are captured, and three are killed in captivity by the Japanese. But for the most part, a hugely successful operation."}, {"video_title": "World War II in the Pacific in 1942   The 20th century   World history   Khan Academy.mp3", "Sentence": "And they are actually able to do this. 15 of the bombers, since they can't land back onto the carrier, they're too heavy and too large to do that, they land, 15 of them land in China, and then one of them has to be, gets diverted to Russia, or the Soviet Union. And out of the 80 crewmen, all of the planes get lost, but out of the 80 crewmen, three are killed in action, eight are captured, and three are killed in captivity by the Japanese. But for the most part, a hugely successful operation. Only months after Pearl Harbor, the US is able to attack the Japanese mainland. So once again, more of a psychological victory than a strategic one, but a major psychological, I guess you could say, accomplishment from the Allied point of view. And so then you can fast forward, so this was in April, then you can fast forward to May, where you have the first major naval engagement between the Japanese and the American Navy."}, {"video_title": "World War II in the Pacific in 1942   The 20th century   World history   Khan Academy.mp3", "Sentence": "But for the most part, a hugely successful operation. Only months after Pearl Harbor, the US is able to attack the Japanese mainland. So once again, more of a psychological victory than a strategic one, but a major psychological, I guess you could say, accomplishment from the Allied point of view. And so then you can fast forward, so this was in April, then you can fast forward to May, where you have the first major naval engagement between the Japanese and the American Navy. And that happens at the Battle of Coral Sea, or the Battle of the Coral Sea. Coral Sea, which occurs roughly, roughly around, roughly over there. And this is significant because the battle itself, actually the US loses more than the Japanese do, but it's able to cripple the Japanese Navy enough so that as they go into their next major offensive, they don't have quite the firepower that they need."}, {"video_title": "World War II in the Pacific in 1942   The 20th century   World history   Khan Academy.mp3", "Sentence": "And so then you can fast forward, so this was in April, then you can fast forward to May, where you have the first major naval engagement between the Japanese and the American Navy. And that happens at the Battle of Coral Sea, or the Battle of the Coral Sea. Coral Sea, which occurs roughly, roughly around, roughly over there. And this is significant because the battle itself, actually the US loses more than the Japanese do, but it's able to cripple the Japanese Navy enough so that as they go into their next major offensive, they don't have quite the firepower that they need. And that next major offensive happens in June, happens in June at Midway. At Midway, let me make sure you can read this. I know it's hard."}, {"video_title": "World War II in the Pacific in 1942   The 20th century   World history   Khan Academy.mp3", "Sentence": "And this is significant because the battle itself, actually the US loses more than the Japanese do, but it's able to cripple the Japanese Navy enough so that as they go into their next major offensive, they don't have quite the firepower that they need. And that next major offensive happens in June, happens in June at Midway. At Midway, let me make sure you can read this. I know it's hard. I don't want to write on top of Coral Sea, so this is in June. You have the Battle of Midway. The Battle of Midway."}, {"video_title": "World War II in the Pacific in 1942   The 20th century   World history   Khan Academy.mp3", "Sentence": "I know it's hard. I don't want to write on top of Coral Sea, so this is in June. You have the Battle of Midway. The Battle of Midway. And at the Battle of Midway, this is a Japanese offensive. Their goal is to further knock out the United States, but it ends up going the other way. And this is considered a big, big, big deal."}, {"video_title": "World War II in the Pacific in 1942   The 20th century   World history   Khan Academy.mp3", "Sentence": "The Battle of Midway. And at the Battle of Midway, this is a Japanese offensive. Their goal is to further knock out the United States, but it ends up going the other way. And this is considered a big, big, big deal. This is the first Japanese naval loss since the Battle of Shimono's Seki Straits in 1863. So you have a US victory here. A lot of historians even consider this one of the most significant naval battles of all times."}, {"video_title": "World War II in the Pacific in 1942   The 20th century   World history   Khan Academy.mp3", "Sentence": "And this is considered a big, big, big deal. This is the first Japanese naval loss since the Battle of Shimono's Seki Straits in 1863. So you have a US victory here. A lot of historians even consider this one of the most significant naval battles of all times. But you have a US victory here. And once again, this is only six or seven months, seven months since Pearl Harbor. So you have Coral Sea, which is able to cripple the Japanese Navy, maybe cripple's a strong word, but it's able to kind of pare them down a little bit."}, {"video_title": "World War II in the Pacific in 1942   The 20th century   World history   Khan Academy.mp3", "Sentence": "A lot of historians even consider this one of the most significant naval battles of all times. But you have a US victory here. And once again, this is only six or seven months, seven months since Pearl Harbor. So you have Coral Sea, which is able to cripple the Japanese Navy, maybe cripple's a strong word, but it's able to kind of pare them down a little bit. Then you have Midway, which is a major US victory. And then that takes us to August, August, where you have the Battle of Guadalcanal. So you have the Battle of Guadalcanal, where the US, there are several islands over here."}, {"video_title": "World War II in the Pacific in 1942   The 20th century   World history   Khan Academy.mp3", "Sentence": "So you have Coral Sea, which is able to cripple the Japanese Navy, maybe cripple's a strong word, but it's able to kind of pare them down a little bit. Then you have Midway, which is a major US victory. And then that takes us to August, August, where you have the Battle of Guadalcanal. So you have the Battle of Guadalcanal, where the US, there are several islands over here. The US are attempting to take it. The Japanese want to retake it. But between kind of the on the ground forces and the naval forces, the US is able to defeat the Japanese and keep them from taking Guadalcanal."}, {"video_title": "World War II in the Pacific in 1942   The 20th century   World history   Khan Academy.mp3", "Sentence": "So you have the Battle of Guadalcanal, where the US, there are several islands over here. The US are attempting to take it. The Japanese want to retake it. But between kind of the on the ground forces and the naval forces, the US is able to defeat the Japanese and keep them from taking Guadalcanal. And this is a big deal because between Midway and Guadalcanal in 1942, this is kind of the turning point. After this point, Midway, the Japanese went on the offensive here. The Japanese tried to get the US out of Guadalcanal in August, but in both of those, the US are able to defeat the Japanese at Midway."}, {"video_title": "World War II in the Pacific in 1942   The 20th century   World history   Khan Academy.mp3", "Sentence": "But between kind of the on the ground forces and the naval forces, the US is able to defeat the Japanese and keep them from taking Guadalcanal. And this is a big deal because between Midway and Guadalcanal in 1942, this is kind of the turning point. After this point, Midway, the Japanese went on the offensive here. The Japanese tried to get the US out of Guadalcanal in August, but in both of those, the US are able to defeat the Japanese at Midway. They're able to kind of fend them off at Guadalcanal. And so this is the turning point where the US is able to now go on the offensive. So 1942 is a very, very big deal."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "Hi, this is Kim from Khan Academy. Today we're learning more about the landmark Supreme Court case Dred Scott v. Sanford. Decided in 1857, the ruling in the Dred Scott case inflamed sectional tensions over slavery, which had been growing ever more heated over the course of the 1850s. Originally a case about whether one man ought to be free, Dred Scott v. Sanford transformed into a case about African American citizenship and the future of the institution of slavery itself. To learn more, I sought out the help of two experts. Christopher Bracey is a professor of law at the George Washington University School of Law. He's an expert in US race relations, individual rights, and criminal procedure."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "Originally a case about whether one man ought to be free, Dred Scott v. Sanford transformed into a case about African American citizenship and the future of the institution of slavery itself. To learn more, I sought out the help of two experts. Christopher Bracey is a professor of law at the George Washington University School of Law. He's an expert in US race relations, individual rights, and criminal procedure. Timothy Huebner is the Irma O. Sternberg Professor of History at Rhodes College and the author of Liberty and Union, The Civil War Era and American Constitutionalism. So Professor Bracey, can you take us through a little bit just who was Dred Scott and why did he bring this case? So Dred Scott was born around 1800 and was the slave of Peter and Elizabeth Taylor Blow."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "He's an expert in US race relations, individual rights, and criminal procedure. Timothy Huebner is the Irma O. Sternberg Professor of History at Rhodes College and the author of Liberty and Union, The Civil War Era and American Constitutionalism. So Professor Bracey, can you take us through a little bit just who was Dred Scott and why did he bring this case? So Dred Scott was born around 1800 and was the slave of Peter and Elizabeth Taylor Blow. In 1818, Peter Blow decides to move his family and Dred Scott to Alabama where he had bought a cotton plantation. That didn't go so well. So he sells the plantation and moves the family and Dred to St. Louis, Missouri, where he had purchased a boarding house called the Jefferson Hotel."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "So Dred Scott was born around 1800 and was the slave of Peter and Elizabeth Taylor Blow. In 1818, Peter Blow decides to move his family and Dred Scott to Alabama where he had bought a cotton plantation. That didn't go so well. So he sells the plantation and moves the family and Dred to St. Louis, Missouri, where he had purchased a boarding house called the Jefferson Hotel. And that period really was a period during which the nation was arguing over the status of slaves and the rights of slaveholders and the future of slavery in new Western territories. And this issue came up in a very significant way, in a very controversial way, in the question of the future of slavery in the territory and ultimately the state of Missouri. After two years of arguing over this, finally in 1820 and 1821, a sort of compromise was set out by members of Congress."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "So he sells the plantation and moves the family and Dred to St. Louis, Missouri, where he had purchased a boarding house called the Jefferson Hotel. And that period really was a period during which the nation was arguing over the status of slaves and the rights of slaveholders and the future of slavery in new Western territories. And this issue came up in a very significant way, in a very controversial way, in the question of the future of slavery in the territory and ultimately the state of Missouri. After two years of arguing over this, finally in 1820 and 1821, a sort of compromise was set out by members of Congress. North of the southern border of Missouri, with the exception of the state of Missouri, slavery would be banned. In 1830, Elizabeth Taylor Blow dies and Peter himself dies two years later. But before he does, he makes an arrangement to sell Dred to an army physician by the name of Dr. Emerson."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "After two years of arguing over this, finally in 1820 and 1821, a sort of compromise was set out by members of Congress. North of the southern border of Missouri, with the exception of the state of Missouri, slavery would be banned. In 1830, Elizabeth Taylor Blow dies and Peter himself dies two years later. But before he does, he makes an arrangement to sell Dred to an army physician by the name of Dr. Emerson. Dr. Emerson is an army physician, so he's gonna be stationed in a lot of different places, not just in the slave state of Missouri. In fact, it turns out that Dr. Emerson's first posting with Dred takes him to Fort Armstrong, which is located in Rock Island, Illinois, and Illinois, of course, is a free state. Under both federal law and Missouri law, as understood at the time, Dred would have lost his slave status and become a free man as soon as he stepped foot onto free territory."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "But before he does, he makes an arrangement to sell Dred to an army physician by the name of Dr. Emerson. Dr. Emerson is an army physician, so he's gonna be stationed in a lot of different places, not just in the slave state of Missouri. In fact, it turns out that Dr. Emerson's first posting with Dred takes him to Fort Armstrong, which is located in Rock Island, Illinois, and Illinois, of course, is a free state. Under both federal law and Missouri law, as understood at the time, Dred would have lost his slave status and become a free man as soon as he stepped foot onto free territory. This was known as the extraterritorial emancipation doctrine. It was perfectly legal and perfectly possible for a slave sojourner, a slave who had been taken into a free state or free territory, to file suit for his freedom. Dr. Emerson marries Eliza Irene Sanford of St. Louis."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "Under both federal law and Missouri law, as understood at the time, Dred would have lost his slave status and become a free man as soon as he stepped foot onto free territory. This was known as the extraterritorial emancipation doctrine. It was perfectly legal and perfectly possible for a slave sojourner, a slave who had been taken into a free state or free territory, to file suit for his freedom. Dr. Emerson marries Eliza Irene Sanford of St. Louis. Dr. Emerson eventually dies in 1843 and he leaves the entire estate, including the Scots, to Mrs. Emerson. Mrs. Emerson decides she would like to hire Dred out to make some money for herself. Rather than be hired out, Dred offers to purchase his own freedom and the freedom of his entire family."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "Dr. Emerson marries Eliza Irene Sanford of St. Louis. Dr. Emerson eventually dies in 1843 and he leaves the entire estate, including the Scots, to Mrs. Emerson. Mrs. Emerson decides she would like to hire Dred out to make some money for herself. Rather than be hired out, Dred offers to purchase his own freedom and the freedom of his entire family. But Mrs. Emerson refuses to allow Dred to buy out the freedom of his family. So Dred Scott files a civil lawsuit, what was called a freedom suit back then, in the Missouri State Court. And his claim was that Mrs. Emerson was falsely imprisoning him and his family."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "Rather than be hired out, Dred offers to purchase his own freedom and the freedom of his entire family. But Mrs. Emerson refuses to allow Dred to buy out the freedom of his family. So Dred Scott files a civil lawsuit, what was called a freedom suit back then, in the Missouri State Court. And his claim was that Mrs. Emerson was falsely imprisoning him and his family. And he was able to do this with the help of the sons of his former owners. The lawyer is being paid by the children of Peter and Elizabeth Taylor Blow, Dred Scott's first master. In the meantime, you have a new development."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "And his claim was that Mrs. Emerson was falsely imprisoning him and his family. And he was able to do this with the help of the sons of his former owners. The lawyer is being paid by the children of Peter and Elizabeth Taylor Blow, Dred Scott's first master. In the meantime, you have a new development. Mrs. Emerson has remarried to Republican Congressman Calvin Chafee from Massachusetts. And he can't be a slave owner and still be a Republican Congressman from Massachusetts. So Mrs. Emerson transfers title of the Scots to her brother, John Sanford, who is a resident of New York with business ties in St. Louis."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "In the meantime, you have a new development. Mrs. Emerson has remarried to Republican Congressman Calvin Chafee from Massachusetts. And he can't be a slave owner and still be a Republican Congressman from Massachusetts. So Mrs. Emerson transfers title of the Scots to her brother, John Sanford, who is a resident of New York with business ties in St. Louis. Now it was eligible for the case to go into federal court in that it involved people who lived in two different states. So now you might be thinking, well, filing a lawsuit against your purported master, that's pretty brave stuff. But as it turns out, freedom suits of this nature were not that uncommon, particularly in border states where the slavery question was hotly disputed."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "So Mrs. Emerson transfers title of the Scots to her brother, John Sanford, who is a resident of New York with business ties in St. Louis. Now it was eligible for the case to go into federal court in that it involved people who lived in two different states. So now you might be thinking, well, filing a lawsuit against your purported master, that's pretty brave stuff. But as it turns out, freedom suits of this nature were not that uncommon, particularly in border states where the slavery question was hotly disputed. Indeed, there were some 300 or so of these freedom suits that were filed in Missouri during the period in which Dred Scott filed his case. Many people viewed the Missouri Compromise as not so much of a compromise, but as something that was forced upon the slave states. And then you've got the Kansas-Nebraska Act, which gave similar autonomy to those areas to decide the slavery question and whether or not it would be introduced into those territories."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "But as it turns out, freedom suits of this nature were not that uncommon, particularly in border states where the slavery question was hotly disputed. Indeed, there were some 300 or so of these freedom suits that were filed in Missouri during the period in which Dred Scott filed his case. Many people viewed the Missouri Compromise as not so much of a compromise, but as something that was forced upon the slave states. And then you've got the Kansas-Nebraska Act, which gave similar autonomy to those areas to decide the slavery question and whether or not it would be introduced into those territories. Interesting, so people in the North who opposed slavery or at the very least didn't want slavery to expand would have been looking in the 1850s and saying, hey, I thought we already decided this, there wouldn't be slavery North of this line. And now you're saying maybe Kansas and Nebraska could be slave states. Right, and that was a huge issue in national politics because Northerners are starting to grow very suspicious of Southerners on the slavery issue."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "And then you've got the Kansas-Nebraska Act, which gave similar autonomy to those areas to decide the slavery question and whether or not it would be introduced into those territories. Interesting, so people in the North who opposed slavery or at the very least didn't want slavery to expand would have been looking in the 1850s and saying, hey, I thought we already decided this, there wouldn't be slavery North of this line. And now you're saying maybe Kansas and Nebraska could be slave states. Right, and that was a huge issue in national politics because Northerners are starting to grow very suspicious of Southerners on the slavery issue. They're starting to speak of what they called the slave power, that Southern slaveholders sort of held all of this power in Washington and that they were sort of running the show and that this 1854 Act had made it possible for slavery to potentially expand into an area where previously it had been banned. And you really do get this escalation of tension and the Fugitive Slave Act of 1850, which basically forced requirements upon free states to ensure the longevity of the slave states by requiring them to undertake certain behaviors in the return of fugitive slaves only escalated the tension and concern about the status of slavery in American life. All right, so we're in this incredibly tense time of the 1850s with the slavery question yet unanswered and Dred Scott and his case get to the Supreme Court."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "Right, and that was a huge issue in national politics because Northerners are starting to grow very suspicious of Southerners on the slavery issue. They're starting to speak of what they called the slave power, that Southern slaveholders sort of held all of this power in Washington and that they were sort of running the show and that this 1854 Act had made it possible for slavery to potentially expand into an area where previously it had been banned. And you really do get this escalation of tension and the Fugitive Slave Act of 1850, which basically forced requirements upon free states to ensure the longevity of the slave states by requiring them to undertake certain behaviors in the return of fugitive slaves only escalated the tension and concern about the status of slavery in American life. All right, so we're in this incredibly tense time of the 1850s with the slavery question yet unanswered and Dred Scott and his case get to the Supreme Court. So how does the Supreme Court rule on this? In a seven to two ruling, the Supreme Court held that Dred Scott was not a citizen of the United States. And so therefore he could not bring his freedom suit before federal court, which is really a jurisdictional question."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "All right, so we're in this incredibly tense time of the 1850s with the slavery question yet unanswered and Dred Scott and his case get to the Supreme Court. So how does the Supreme Court rule on this? In a seven to two ruling, the Supreme Court held that Dred Scott was not a citizen of the United States. And so therefore he could not bring his freedom suit before federal court, which is really a jurisdictional question. But then the court also goes on to invalidate the Missouri Compromise, despite finding that it lacked jurisdiction to hear the case. What happens when the case is being argued is that one of the arguments that's introduced is this idea that when Scott had been taken into free territory, he wasn't necessarily free because the Missouri Compromise was unconstitutional. And so what the court ends up doing is not only ruling on the status of Scott, but also on the status of slavery in these federal territories in the West and the extent of the powers of Congress over slavery in the West."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "And so therefore he could not bring his freedom suit before federal court, which is really a jurisdictional question. But then the court also goes on to invalidate the Missouri Compromise, despite finding that it lacked jurisdiction to hear the case. What happens when the case is being argued is that one of the arguments that's introduced is this idea that when Scott had been taken into free territory, he wasn't necessarily free because the Missouri Compromise was unconstitutional. And so what the court ends up doing is not only ruling on the status of Scott, but also on the status of slavery in these federal territories in the West and the extent of the powers of Congress over slavery in the West. Interesting. So Chief Justice Roger Taney is then leading the Supreme Court and he, I guess, leads the reasoning about this case. So what were some of the arguments that he eventually accepted and made in his decision?"}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "And so what the court ends up doing is not only ruling on the status of Scott, but also on the status of slavery in these federal territories in the West and the extent of the powers of Congress over slavery in the West. Interesting. So Chief Justice Roger Taney is then leading the Supreme Court and he, I guess, leads the reasoning about this case. So what were some of the arguments that he eventually accepted and made in his decision? So Chief Justice Taney is a very interesting figure. He had been on the court for many years. He, in his early years, had been moderately antislavery, had freed most of his own slaves and had made antislavery statements."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "So what were some of the arguments that he eventually accepted and made in his decision? So Chief Justice Taney is a very interesting figure. He had been on the court for many years. He, in his early years, had been moderately antislavery, had freed most of his own slaves and had made antislavery statements. But by 1857, Taney reflected the larger change that had taken place within his political party. Taney was a Democrat and the Democratic Party had become more Southern dominated and more pro-slavery. And Taney then, by 1857, really is a symbol of pro-slavery Southern thought."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "He, in his early years, had been moderately antislavery, had freed most of his own slaves and had made antislavery statements. But by 1857, Taney reflected the larger change that had taken place within his political party. Taney was a Democrat and the Democratic Party had become more Southern dominated and more pro-slavery. And Taney then, by 1857, really is a symbol of pro-slavery Southern thought. Justice Taney's opinion is somewhat notorious. He makes a series of arguments and one is legal, the others are really not legal arguments, as I'll explain. So what he starts out by saying is that just because you're a citizen of a state, that that does not make you a citizen of the United States."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "And Taney then, by 1857, really is a symbol of pro-slavery Southern thought. Justice Taney's opinion is somewhat notorious. He makes a series of arguments and one is legal, the others are really not legal arguments, as I'll explain. So what he starts out by saying is that just because you're a citizen of a state, that that does not make you a citizen of the United States. He says, basically, the federal government has exclusive authority to decide who is a citizen of the United States. Then he makes a second argument and he says, even if Dred Scott were a citizen of the state of Missouri, he would not be a citizen of the United States because he's Black. And what he meant by that is that the word citizen, as used in the Constitution and the Declaration of Independence, categorically excluded members of the Negro race."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "So what he starts out by saying is that just because you're a citizen of a state, that that does not make you a citizen of the United States. He says, basically, the federal government has exclusive authority to decide who is a citizen of the United States. Then he makes a second argument and he says, even if Dred Scott were a citizen of the state of Missouri, he would not be a citizen of the United States because he's Black. And what he meant by that is that the word citizen, as used in the Constitution and the Declaration of Independence, categorically excluded members of the Negro race. This is fascinating because it seems to me like Justice Taney may have been kind of ignoring a long history of free people of color in the United States who had voting rights, who had property rights. He was, and that was part of the criticism of the majority opinion that comes in, especially the dissent written by Justice Benjamin Curtis. Curtis had the lengthier of the two dissents and the more thorough legal argument because as you point out, that in five states at the time of the founding, that African-Americans did exercise the right to vote."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "And what he meant by that is that the word citizen, as used in the Constitution and the Declaration of Independence, categorically excluded members of the Negro race. This is fascinating because it seems to me like Justice Taney may have been kind of ignoring a long history of free people of color in the United States who had voting rights, who had property rights. He was, and that was part of the criticism of the majority opinion that comes in, especially the dissent written by Justice Benjamin Curtis. Curtis had the lengthier of the two dissents and the more thorough legal argument because as you point out, that in five states at the time of the founding, that African-Americans did exercise the right to vote. That was a sign or some sort of an indication of their status as citizens. And so the argument made by Justice Curtis then is that Taney's reading of history was that the founders had not intended for African-Americans to be part of the people or the citizens that were referred to in the text of the US Constitution. What Justice Taney has done here has basically created a blind spot for himself."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "Curtis had the lengthier of the two dissents and the more thorough legal argument because as you point out, that in five states at the time of the founding, that African-Americans did exercise the right to vote. That was a sign or some sort of an indication of their status as citizens. And so the argument made by Justice Curtis then is that Taney's reading of history was that the founders had not intended for African-Americans to be part of the people or the citizens that were referred to in the text of the US Constitution. What Justice Taney has done here has basically created a blind spot for himself. And he goes on to point out that this is not his belief, this belief in Negro inferiority, but he said that it was a fixed and universal belief within the civilized portion of the white race. He said it was an axiom, a truth. But what's interesting is that he says this without a citation."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "What Justice Taney has done here has basically created a blind spot for himself. And he goes on to point out that this is not his belief, this belief in Negro inferiority, but he said that it was a fixed and universal belief within the civilized portion of the white race. He said it was an axiom, a truth. But what's interesting is that he says this without a citation. He says that these aren't his views. These are the views of the framers, the great men who were high in literary accomplishment, high in their sense of honor. He said that they perfectly understood the language that they used and how it would be understood by others."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "But what's interesting is that he says this without a citation. He says that these aren't his views. These are the views of the framers, the great men who were high in literary accomplishment, high in their sense of honor. He said that they perfectly understood the language that they used and how it would be understood by others. And there's this great quote in the opinion where he says that they, the framers, knew that it would not in any part of the civilized world be supposed to embrace the Negro race, which by common consent had been excluded from civilized governments and the family of nations and doomed to slavery. What Justice Taney has done here is he's attempted to rewrite history. So how did the American people respond to the Dred Scott decision at large?"}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "He said that they perfectly understood the language that they used and how it would be understood by others. And there's this great quote in the opinion where he says that they, the framers, knew that it would not in any part of the civilized world be supposed to embrace the Negro race, which by common consent had been excluded from civilized governments and the family of nations and doomed to slavery. What Justice Taney has done here is he's attempted to rewrite history. So how did the American people respond to the Dred Scott decision at large? Were they generally for it or aghast by it? Well, as you might expect, things were split exactly down the middle. What we see in the South is white Southerners believe that the ruling is a vindication of what they had been arguing."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "So how did the American people respond to the Dred Scott decision at large? Were they generally for it or aghast by it? Well, as you might expect, things were split exactly down the middle. What we see in the South is white Southerners believe that the ruling is a vindication of what they had been arguing. Southerners had been arguing for many years, going back to John C. Calhoun, that Southerners and that Southern slaveholders had a bundle of rights. And they argued that they had the right to own slaves as property in the Southern states. They argued that they had a right to recapture fugitive slaves who escaped into the North."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "What we see in the South is white Southerners believe that the ruling is a vindication of what they had been arguing. Southerners had been arguing for many years, going back to John C. Calhoun, that Southerners and that Southern slaveholders had a bundle of rights. And they argued that they had the right to own slaves as property in the Southern states. They argued that they had a right to recapture fugitive slaves who escaped into the North. And they also argued that they had a right to take slaves into the West. And so Southerners then feel that the court and the US Constitution are on their side. You see a lot of folks in the North who are hostile to what the court has done, because once again, they see it as further evidence that the court is dominated by the Democratic Party, by the slave power."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "They argued that they had a right to recapture fugitive slaves who escaped into the North. And they also argued that they had a right to take slaves into the West. And so Southerners then feel that the court and the US Constitution are on their side. You see a lot of folks in the North who are hostile to what the court has done, because once again, they see it as further evidence that the court is dominated by the Democratic Party, by the slave power. And many of these folks then are going to be members of a new party, and that was of course, the Republican Party. I think the abolitionists were furious. And I think Frederick Douglass' statement, calling it a brazen misstatement of facts of history, a scandalous and devilish perversion of the Constitution resonated."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "You see a lot of folks in the North who are hostile to what the court has done, because once again, they see it as further evidence that the court is dominated by the Democratic Party, by the slave power. And many of these folks then are going to be members of a new party, and that was of course, the Republican Party. I think the abolitionists were furious. And I think Frederick Douglass' statement, calling it a brazen misstatement of facts of history, a scandalous and devilish perversion of the Constitution resonated. And even future presidential candidate, Abraham Lincoln, that same summer that the case was decided, went out and denounced it publicly. So Lincoln, of course, wins the election of November, 1860, which becomes a precipitating event of the Civil War. Do you see the Dred Scott decision as being a really important cause of the Civil War?"}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "And I think Frederick Douglass' statement, calling it a brazen misstatement of facts of history, a scandalous and devilish perversion of the Constitution resonated. And even future presidential candidate, Abraham Lincoln, that same summer that the case was decided, went out and denounced it publicly. So Lincoln, of course, wins the election of November, 1860, which becomes a precipitating event of the Civil War. Do you see the Dred Scott decision as being a really important cause of the Civil War? Yeah, so these things are all linked, absolutely. Think about the ruling by Tawny and Dred Scott, ruling that slaveholders' rights are absolute. Tawny rules African Americans have no rights, slaveholders have total rights."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "Do you see the Dred Scott decision as being a really important cause of the Civil War? Yeah, so these things are all linked, absolutely. Think about the ruling by Tawny and Dred Scott, ruling that slaveholders' rights are absolute. Tawny rules African Americans have no rights, slaveholders have total rights. This makes it possible for Lincoln to rise as a sort of political leader in the North, because he has something that he can strongly criticize. Because Lincoln basically makes the argument that the founders had hoped for slavery to disappear ultimately, and Tawny's making exactly the opposite argument. So the interesting thing is, if you sort of think about how this story sort of ends, it ends in March of 1861, when Abraham Lincoln is sworn in as the 16th president, and who swears him in?"}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "Tawny rules African Americans have no rights, slaveholders have total rights. This makes it possible for Lincoln to rise as a sort of political leader in the North, because he has something that he can strongly criticize. Because Lincoln basically makes the argument that the founders had hoped for slavery to disappear ultimately, and Tawny's making exactly the opposite argument. So the interesting thing is, if you sort of think about how this story sort of ends, it ends in March of 1861, when Abraham Lincoln is sworn in as the 16th president, and who swears him in? Of course, Roger B. Tawny. So between the time when Lincoln was elected in November of 1860, and the time when he takes that oath of office in March of 1861, seven Southern slaveholding states, those are the states that leave the Federal Union first. Four other states, of course, will join them, but not until after the Civil War has already started."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "So the interesting thing is, if you sort of think about how this story sort of ends, it ends in March of 1861, when Abraham Lincoln is sworn in as the 16th president, and who swears him in? Of course, Roger B. Tawny. So between the time when Lincoln was elected in November of 1860, and the time when he takes that oath of office in March of 1861, seven Southern slaveholding states, those are the states that leave the Federal Union first. Four other states, of course, will join them, but not until after the Civil War has already started. So there's no compromise of 1860. Instead, what we get is a four-year-long Civil War, where more than 620,000 Americans are killed. And at the end of that war, the North, the United States, is victorious, and slavery in the 13th Amendment is abolished forever."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "Four other states, of course, will join them, but not until after the Civil War has already started. So there's no compromise of 1860. Instead, what we get is a four-year-long Civil War, where more than 620,000 Americans are killed. And at the end of that war, the North, the United States, is victorious, and slavery in the 13th Amendment is abolished forever. So how does the end of the Civil War relate back to the Dred Scott case? The 13th Amendment ends slavery. The 14th Amendment has to sort of undermine or overturn the other part of the Supreme Court's ruling, which was this issue of the rights of those who previously had been held as slaves."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "And at the end of that war, the North, the United States, is victorious, and slavery in the 13th Amendment is abolished forever. So how does the end of the Civil War relate back to the Dred Scott case? The 13th Amendment ends slavery. The 14th Amendment has to sort of undermine or overturn the other part of the Supreme Court's ruling, which was this issue of the rights of those who previously had been held as slaves. And the 14th Amendment then is going to do that work by stating that all who were born in this country, by virtue of their birth here, are citizens, and that they have rights that will be protected by the federal government. And if you think about it, what has changed, what has shifted, is the whole sort of national discourse of rights, from the emphasis on the rights of slaveholders that we see in 1857, to an emphasis on the rights of those who previously had been held as slaves, and arguably then what we see really, during the Civil War and Reconstruction, is the advent of a new sort of discourse focusing on human rights. And that, I would argue, is profoundly significant."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "The 14th Amendment has to sort of undermine or overturn the other part of the Supreme Court's ruling, which was this issue of the rights of those who previously had been held as slaves. And the 14th Amendment then is going to do that work by stating that all who were born in this country, by virtue of their birth here, are citizens, and that they have rights that will be protected by the federal government. And if you think about it, what has changed, what has shifted, is the whole sort of national discourse of rights, from the emphasis on the rights of slaveholders that we see in 1857, to an emphasis on the rights of those who previously had been held as slaves, and arguably then what we see really, during the Civil War and Reconstruction, is the advent of a new sort of discourse focusing on human rights. And that, I would argue, is profoundly significant. So what happened to Dred Scott after this? Did he and his wife live to see the end of the Civil War and the end of slavery? Unfortunately, Dred Scott did not."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "And that, I would argue, is profoundly significant. So what happened to Dred Scott after this? Did he and his wife live to see the end of the Civil War and the end of slavery? Unfortunately, Dred Scott did not. The Supreme Court renders its decision in 1857, but he dies, unfortunately, in 1858. His wife, Harriet, though, lives on to about 1876. So she did live to see the end of the Civil War and the end of slavery."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "Unfortunately, Dred Scott did not. The Supreme Court renders its decision in 1857, but he dies, unfortunately, in 1858. His wife, Harriet, though, lives on to about 1876. So she did live to see the end of the Civil War and the end of slavery. The Dred Scott case made clear at the time that the struggle for citizenship, and of course, the later struggle for civil rights, is about the desire to be treated with equal dignity, to be viewed as possessing equal humanity. And what is perhaps most moving, I think, about the Dred Scott case is the dignity with which the Scots carried themselves throughout the entire ordeal, despite the court's best efforts to deprive them of that dignity. It was ultimately Dred and Harriet who gained the respect of the nation."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "So she did live to see the end of the Civil War and the end of slavery. The Dred Scott case made clear at the time that the struggle for citizenship, and of course, the later struggle for civil rights, is about the desire to be treated with equal dignity, to be viewed as possessing equal humanity. And what is perhaps most moving, I think, about the Dred Scott case is the dignity with which the Scots carried themselves throughout the entire ordeal, despite the court's best efforts to deprive them of that dignity. It was ultimately Dred and Harriet who gained the respect of the nation. And it was the inhumanity of the court and the institution of slavery that was laid bare for all to see. So we've learned that the ruling in Dred Scott helped bring about the Civil War by further dividing the North and South over the issue of slavery. Opposition to the case's outcome propelled Abraham Lincoln to the national political stage, and opposition to Abraham Lincoln propelled slave states to secede after his election as president."}, {"video_title": "Dred Scott v. Sandford   The Civil War era (1844-1877)   US history   Khan Academy.mp3", "Sentence": "It was ultimately Dred and Harriet who gained the respect of the nation. And it was the inhumanity of the court and the institution of slavery that was laid bare for all to see. So we've learned that the ruling in Dred Scott helped bring about the Civil War by further dividing the North and South over the issue of slavery. Opposition to the case's outcome propelled Abraham Lincoln to the national political stage, and opposition to Abraham Lincoln propelled slave states to secede after his election as president. But the Dred Scott case was also about the lives and fates of one man and his family. Although Dred didn't survive to see the end of slavery and the passage of the 14th Amendment granting equal citizenship to African Americans, his family lived to see the rewards of the struggle he began. To learn more about the Dred Scott case, visit the National Constitution Center's Interactive Constitution and Khan Academy's resources on U.S. History."}, {"video_title": "The US Constitution   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "And this is just one example of how the framers of the Constitution tried to introduce a notion of balance. In this video, I wanna zoom out a little bit and look at the broader Constitution, because the legislative branch was really only one part of it. In fact, there are seven more articles of the Constitution. So here, I'd like to spend some time taking a closer look at some of the other articles, paying special attention to the executive branch and the judicial branch. But before we do that, I just wanna take a moment to marvel at the size of the Constitution, not because it's so big, but because it's so small. So this is the first page of the Constitution, famously starting with we, the people, but the entire original Constitution could fit on four pages. Compare that to the constitutions of many other nations, which are hundreds of pages long."}, {"video_title": "The US Constitution   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "So here, I'd like to spend some time taking a closer look at some of the other articles, paying special attention to the executive branch and the judicial branch. But before we do that, I just wanna take a moment to marvel at the size of the Constitution, not because it's so big, but because it's so small. So this is the first page of the Constitution, famously starting with we, the people, but the entire original Constitution could fit on four pages. Compare that to the constitutions of many other nations, which are hundreds of pages long. And I think the idea here in having a Constitution that's really only seven articles long was that it was gonna set down principles. This wasn't going to be a whole set of laws that outlined everything that a state should do in any situation, but rather a set of broad ideas around which lawmaking decisions could happen. In a way, you could think of the Constitution as being kind of broad enough to be flexible."}, {"video_title": "The US Constitution   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "Compare that to the constitutions of many other nations, which are hundreds of pages long. And I think the idea here in having a Constitution that's really only seven articles long was that it was gonna set down principles. This wasn't going to be a whole set of laws that outlined everything that a state should do in any situation, but rather a set of broad ideas around which lawmaking decisions could happen. In a way, you could think of the Constitution as being kind of broad enough to be flexible. They spoke in larger generalities that could be applied to many different situations. And I think the proof that this was a good way to think about putting together a Constitution is just in the fact that we still have this Constitution today, more than 200 years after it was written in 1787. The U.S. Constitution is the oldest Constitution in the world that is still in effect at the national level."}, {"video_title": "The US Constitution   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "In a way, you could think of the Constitution as being kind of broad enough to be flexible. They spoke in larger generalities that could be applied to many different situations. And I think the proof that this was a good way to think about putting together a Constitution is just in the fact that we still have this Constitution today, more than 200 years after it was written in 1787. The U.S. Constitution is the oldest Constitution in the world that is still in effect at the national level. I think that's a pretty big deal. So how did this Constitution work? Well, let's look a little bit more closely at these first three articles and the branches of government that they created."}, {"video_title": "The US Constitution   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "The U.S. Constitution is the oldest Constitution in the world that is still in effect at the national level. I think that's a pretty big deal. So how did this Constitution work? Well, let's look a little bit more closely at these first three articles and the branches of government that they created. So one of the ways that the framers of the Constitution attempted to remedy the problems caused by the single-branch government under the Articles of Confederation was creating a three-branch government. So one branch established in Article I would be the Congress, and within this building is the House of Representatives and the Senate. And this would be, in the eyes of the framers, really the most powerful of the branches."}, {"video_title": "The US Constitution   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "Well, let's look a little bit more closely at these first three articles and the branches of government that they created. So one of the ways that the framers of the Constitution attempted to remedy the problems caused by the single-branch government under the Articles of Confederation was creating a three-branch government. So one branch established in Article I would be the Congress, and within this building is the House of Representatives and the Senate. And this would be, in the eyes of the framers, really the most powerful of the branches. They gave Congress the power to make law, to tax, to raise an army, to coin money. They really envisioned that most of the day-to-day operations and most of the power of government would fall under the duties of Congress. But one thing that the Articles of Confederation had lacked was a powerful executive."}, {"video_title": "The US Constitution   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "And this would be, in the eyes of the framers, really the most powerful of the branches. They gave Congress the power to make law, to tax, to raise an army, to coin money. They really envisioned that most of the day-to-day operations and most of the power of government would fall under the duties of Congress. But one thing that the Articles of Confederation had lacked was a powerful executive. So the second branch of government established in Article II is the executive branch, the head of which is the president. And the job of the executive would be to enforce or carry out the laws made by Congress. And that would include doing things like waging war."}, {"video_title": "The US Constitution   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "But one thing that the Articles of Confederation had lacked was a powerful executive. So the second branch of government established in Article II is the executive branch, the head of which is the president. And the job of the executive would be to enforce or carry out the laws made by Congress. And that would include doing things like waging war. Remember that the first president was George Washington, who had been the general of the Revolutionary Armies. But the president could also kind of have the front lines on dealing with foreign nations, so negotiating treaties. And would also have the power of appointing many government officials."}, {"video_title": "The US Constitution   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "And that would include doing things like waging war. Remember that the first president was George Washington, who had been the general of the Revolutionary Armies. But the president could also kind of have the front lines on dealing with foreign nations, so negotiating treaties. And would also have the power of appointing many government officials. And lastly, the third branch would be the judicial branch of government, established in Article III. And the head of the judicial branch would be the Supreme Court, the highest court in the land. Of course, there are many other smaller courts below it at the state and district level."}, {"video_title": "The US Constitution   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "And would also have the power of appointing many government officials. And lastly, the third branch would be the judicial branch of government, established in Article III. And the head of the judicial branch would be the Supreme Court, the highest court in the land. Of course, there are many other smaller courts below it at the state and district level. And the Supreme Court's job, along with other courts, would be to interpret the law, to see whether or not things done by Congress and the president fell within the bounds of the Constitution. And the framers really thought that the judicial branch would end up being the weakest branch of government, although both the presidency and the Supreme Court have grown in power over the years. Now, this is an incredibly brief overview of these three branches."}, {"video_title": "The US Constitution   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "Of course, there are many other smaller courts below it at the state and district level. And the Supreme Court's job, along with other courts, would be to interpret the law, to see whether or not things done by Congress and the president fell within the bounds of the Constitution. And the framers really thought that the judicial branch would end up being the weakest branch of government, although both the presidency and the Supreme Court have grown in power over the years. Now, this is an incredibly brief overview of these three branches. These articles include lots more in them about the specific powers of each of these branches and the kinds of requirements one would need to become a representative or president. So I highly recommend that you read more about the Constitution and check out these articles. But what I want you to get out of this is that the framers here were trying to separate the powers of government."}, {"video_title": "The US Constitution   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "Now, this is an incredibly brief overview of these three branches. These articles include lots more in them about the specific powers of each of these branches and the kinds of requirements one would need to become a representative or president. So I highly recommend that you read more about the Constitution and check out these articles. But what I want you to get out of this is that the framers here were trying to separate the powers of government. So they wanted to make sure that to avoid having too much power in government, remember that they are trying to escape from the monarchy, they want to make sure that government power is kind of diffused among these three branches, with the idea that they're going to have to argue with each other to get things done. They're going to have to cooperate with each other to get things done. So the separation of powers is one of the key principles of the Constitution."}, {"video_title": "The US Constitution   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "But what I want you to get out of this is that the framers here were trying to separate the powers of government. So they wanted to make sure that to avoid having too much power in government, remember that they are trying to escape from the monarchy, they want to make sure that government power is kind of diffused among these three branches, with the idea that they're going to have to argue with each other to get things done. They're going to have to cooperate with each other to get things done. So the separation of powers is one of the key principles of the Constitution. Another key principle is checks and balances. So what do I mean by checks and balances? Well, this is the idea that each of the branches of government has the power to check in the sense of stop, like checkmate in chess, the other branches of government."}, {"video_title": "The US Constitution   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "So the separation of powers is one of the key principles of the Constitution. Another key principle is checks and balances. So what do I mean by checks and balances? Well, this is the idea that each of the branches of government has the power to check in the sense of stop, like checkmate in chess, the other branches of government. And I think of this as kind of like a giant governmental game of rock, paper, scissors. Now, there are many ways that these branches can check each other, but I just want to give a couple of quick examples to help you understand what that might be like. All right, well, say that Congress makes a law, and the President doesn't like that law."}, {"video_title": "The US Constitution   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "Well, this is the idea that each of the branches of government has the power to check in the sense of stop, like checkmate in chess, the other branches of government. And I think of this as kind of like a giant governmental game of rock, paper, scissors. Now, there are many ways that these branches can check each other, but I just want to give a couple of quick examples to help you understand what that might be like. All right, well, say that Congress makes a law, and the President doesn't like that law. Well, the President can use the power of the veto to kill that law. And if Congress gets annoyed enough with the President, they might use their power to impeach the President. All right, well, what about the judicial branch?"}, {"video_title": "The US Constitution   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "All right, well, say that Congress makes a law, and the President doesn't like that law. Well, the President can use the power of the veto to kill that law. And if Congress gets annoyed enough with the President, they might use their power to impeach the President. All right, well, what about the judicial branch? So the judicial branch's main checking function is declaring laws unconstitutional. So the President or Congress may put through a law that the Supreme Court says is not consistent with the Constitution. The judicial branch can then kill that law by declaring it unconstitutional."}, {"video_title": "The US Constitution   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "All right, well, what about the judicial branch? So the judicial branch's main checking function is declaring laws unconstitutional. So the President or Congress may put through a law that the Supreme Court says is not consistent with the Constitution. The judicial branch can then kill that law by declaring it unconstitutional. All right, well, what happens if the other branches are unhappy with the judicial branch? One way that the President can check the judicial branch is through appointing judges. This would kind of change the composition of the court, the people on the court, and so over time, the presidency can influence who is on the Supreme Court and how they rule on laws."}, {"video_title": "The US Constitution   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "The judicial branch can then kill that law by declaring it unconstitutional. All right, well, what happens if the other branches are unhappy with the judicial branch? One way that the President can check the judicial branch is through appointing judges. This would kind of change the composition of the court, the people on the court, and so over time, the presidency can influence who is on the Supreme Court and how they rule on laws. And lastly, if Congress isn't happy with the Supreme Court, they might be able to impeach justices or change jurisdiction of the lower courts. So in this way, like the separation of powers, the framers intended to make sure that one branch couldn't get too powerful because it would be able to check the other branches. And you could really think of this as being a brilliant way of harnessing people's natural inclination to look out for themselves."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "So, we were talking about the wealth inequality that characterized the Gilded Age, but you were telling me that that's not the only thing, Kim, that characterizes this period. Right, what really makes the Gilded Age happen is what we call the Second Industrial Revolution. Are you familiar with the First Industrial Revolution? But of course. So that was the revolution where they had steamships and canals and kind of this early creation of the market system in the United States, say like 1820s, 1830s. The Second Industrial Revolution is more of a revolution of mass production, I would say, and ways of making and shipping and communicating about business transactions and materials that didn't exist before. So what are some of these disruptive technologies that are really poised to change the shipment paradigm?"}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "But of course. So that was the revolution where they had steamships and canals and kind of this early creation of the market system in the United States, say like 1820s, 1830s. The Second Industrial Revolution is more of a revolution of mass production, I would say, and ways of making and shipping and communicating about business transactions and materials that didn't exist before. So what are some of these disruptive technologies that are really poised to change the shipment paradigm? So, okay, so off the top of my head, trains, probably a huge deal, right, in this period? So we've got all this coal going, and that means that there's a lot of smelting happening, and that means that there's also a lot of steel happening, too. Steel."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "So what are some of these disruptive technologies that are really poised to change the shipment paradigm? So, okay, so off the top of my head, trains, probably a huge deal, right, in this period? So we've got all this coal going, and that means that there's a lot of smelting happening, and that means that there's also a lot of steel happening, too. Steel. I think if I had to choose one most important technology of the Gilded Age, it would have to be steel. Now, it's not like steel didn't actually exist before this. Steel has been around for like millennia."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Steel. I think if I had to choose one most important technology of the Gilded Age, it would have to be steel. Now, it's not like steel didn't actually exist before this. Steel has been around for like millennia. Yeah, I think so. Millennium. But what happens in this time period is there's a new process for making steel."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Steel has been around for like millennia. Yeah, I think so. Millennium. But what happens in this time period is there's a new process for making steel. It's called the Bessemer process. And the Bessemer process basically makes steel faster and it makes it cheaper. Okay."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "But what happens in this time period is there's a new process for making steel. It's called the Bessemer process. And the Bessemer process basically makes steel faster and it makes it cheaper. Okay. And in this time period, you know, Andrew Carnegie, we talked about being this major steel baron, railroads throughout the United States, partly supported, majorly supported by the US government. And during this period, they lay 40,000 miles of new tracks of rail. That is so many miles."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Okay. And in this time period, you know, Andrew Carnegie, we talked about being this major steel baron, railroads throughout the United States, partly supported, majorly supported by the US government. And during this period, they lay 40,000 miles of new tracks of rail. That is so many miles. That is so many miles. How long is the United States from Los Angeles to New York? Like 3,000 miles, 3,100 miles?"}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "That is so many miles. That is so many miles. How long is the United States from Los Angeles to New York? Like 3,000 miles, 3,100 miles? Yes, so just imagine a nation where most railroad tracks had gone through sort of eastern coastal cities up until 1865. Now the entire country is connected by rail. There's more rail in the United States in 1900 than all of Europe combined."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Like 3,000 miles, 3,100 miles? Yes, so just imagine a nation where most railroad tracks had gone through sort of eastern coastal cities up until 1865. Now the entire country is connected by rail. There's more rail in the United States in 1900 than all of Europe combined. So steel is this, so the Bessemer process of making steel is this foundational technology that enables a lot of the Gilded Age to happen. Right, so it enables the United States to move out and also to connect markets, right? So you can now take raw materials from the West, which is really important, right?"}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "There's more rail in the United States in 1900 than all of Europe combined. So steel is this, so the Bessemer process of making steel is this foundational technology that enables a lot of the Gilded Age to happen. Right, so it enables the United States to move out and also to connect markets, right? So you can now take raw materials from the West, which is really important, right? That's where the gold lives. And also cattle ranching, right? You take those things from the West, you take them to the cities to be processed, then you take the finished goods and send them back out into the smaller towns."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "So you can now take raw materials from the West, which is really important, right? That's where the gold lives. And also cattle ranching, right? You take those things from the West, you take them to the cities to be processed, then you take the finished goods and send them back out into the smaller towns. So rail facilitates all of that. So this is how my hometown became notorious of Chicago. So there would be cattle drives, I guess, then that came from the West, and then they would all be slaughtered and processed in Chicago."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "You take those things from the West, you take them to the cities to be processed, then you take the finished goods and send them back out into the smaller towns. So rail facilitates all of that. So this is how my hometown became notorious of Chicago. So there would be cattle drives, I guess, then that came from the West, and then they would all be slaughtered and processed in Chicago. Right, yeah. I'm a native Pennsylvanian, you're a native Chicagoan, and we are born from steel places, as the steel industry really grew up in Pittsburgh. And what I think is really interesting about steel, too, is that it's like a self-sustaining industry, right?"}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "So there would be cattle drives, I guess, then that came from the West, and then they would all be slaughtered and processed in Chicago. Right, yeah. I'm a native Pennsylvanian, you're a native Chicagoan, and we are born from steel places, as the steel industry really grew up in Pittsburgh. And what I think is really interesting about steel, too, is that it's like a self-sustaining industry, right? Because you need the steel to make the railroads, right? And then the railroad industry pays for the creation of steel, which facilitates the creation of more railroads, which necessitates the creation of more steel, and it's just like this never-ending boom in steel in the Gilded Age. So steel facilitates the United States moving outward, but it also facilitates the United States moving upward."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "And what I think is really interesting about steel, too, is that it's like a self-sustaining industry, right? Because you need the steel to make the railroads, right? And then the railroad industry pays for the creation of steel, which facilitates the creation of more railroads, which necessitates the creation of more steel, and it's just like this never-ending boom in steel in the Gilded Age. So steel facilitates the United States moving outward, but it also facilitates the United States moving upward. Oh, I see what you did, that was good. Yeah, you like that? Yeah."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "So steel facilitates the United States moving outward, but it also facilitates the United States moving upward. Oh, I see what you did, that was good. Yeah, you like that? Yeah. So steel allows for the construction of buildings that are taller than ever before. So what is this building here? This building here is the Home Insurance Building in Chicago."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Yeah. So steel allows for the construction of buildings that are taller than ever before. So what is this building here? This building here is the Home Insurance Building in Chicago. I don't believe it is there anymore. And do you know what is special about the Home Insurance Building? No, what's special about it?"}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "This building here is the Home Insurance Building in Chicago. I don't believe it is there anymore. And do you know what is special about the Home Insurance Building? No, what's special about it? The Home Insurance Building is considered to be the world's first skyscraper. What? Yeah, it looks pretty short for a skyscraper by modern standards."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "No, what's special about it? The Home Insurance Building is considered to be the world's first skyscraper. What? Yeah, it looks pretty short for a skyscraper by modern standards. I mean, I couldn't build a building that tall. It's 10 stories tall. And what you can do with steel is build these steel frame structures that allow you, without using stone, there's kind of like a steel cage underneath the facade of this."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Yeah, it looks pretty short for a skyscraper by modern standards. I mean, I couldn't build a building that tall. It's 10 stories tall. And what you can do with steel is build these steel frame structures that allow you, without using stone, there's kind of like a steel cage underneath the facade of this. And so you can build buildings that are taller while having windows. It's like a Faraday cage, I bet there was terrible cell phone reception in there. I imagine so, yeah."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "And what you can do with steel is build these steel frame structures that allow you, without using stone, there's kind of like a steel cage underneath the facade of this. And so you can build buildings that are taller while having windows. It's like a Faraday cage, I bet there was terrible cell phone reception in there. I imagine so, yeah. There were no cell phones at this time. All right, so you know what else made these tall buildings possible except for the steel structures? Was it elevators?"}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "I imagine so, yeah. There were no cell phones at this time. All right, so you know what else made these tall buildings possible except for the steel structures? Was it elevators? It was totally elevators. Yes! Yes, see, you're better at this than you thought."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Was it elevators? It was totally elevators. Yes! Yes, see, you're better at this than you thought. Yeah. Ah, this is the time of the invention of the Otis Elevator. And this is my little elevator entrance."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Yes, see, you're better at this than you thought. Yeah. Ah, this is the time of the invention of the Otis Elevator. And this is my little elevator entrance. Nice. That you could go to the top of a tall building without having to walk up 37 flights of stairs, which is pretty sweet for our efficiency if not maybe our waistlines. Okay, so but we've got this steel process which enables the construction of tons and tons of rail and tons and tons of buildings, of new buildings where you can put more industry and more people."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "And this is my little elevator entrance. Nice. That you could go to the top of a tall building without having to walk up 37 flights of stairs, which is pretty sweet for our efficiency if not maybe our waistlines. Okay, so but we've got this steel process which enables the construction of tons and tons of rail and tons and tons of buildings, of new buildings where you can put more industry and more people. And that enables cities to grow and wealth to grow. Yeah, exactly. So there are more and more people flooding into cities."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Okay, so but we've got this steel process which enables the construction of tons and tons of rail and tons and tons of buildings, of new buildings where you can put more industry and more people. And that enables cities to grow and wealth to grow. Yeah, exactly. So there are more and more people flooding into cities. By 1870, there are more people working for other people for wages living in cities than people who work for themselves, which is a new era in the American economic system. There's some other really important business technologies that grow up in this time period as well. So there's the telephone, which makes it possible to do business transactions on the spot, right?"}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "So there are more and more people flooding into cities. By 1870, there are more people working for other people for wages living in cities than people who work for themselves, which is a new era in the American economic system. There's some other really important business technologies that grow up in this time period as well. So there's the telephone, which makes it possible to do business transactions on the spot, right? Revolutionized the speed of business very much the same way that the internet is gonna revolutionize the speed of business in the 1990s. You also have refrigeration, which you would not think would be that big of a deal. But think about how it allows you to move foodstuffs all over the country to new markets."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "So there's the telephone, which makes it possible to do business transactions on the spot, right? Revolutionized the speed of business very much the same way that the internet is gonna revolutionize the speed of business in the 1990s. You also have refrigeration, which you would not think would be that big of a deal. But think about how it allows you to move foodstuffs all over the country to new markets. You were just talking about Chicago, right? So the only way that cattle could be driven into Chicago, slaughtered, and then have meat sent to all the other markets in the United States was through refrigerated train cars. And they have similar things for steamships that allow people to, for example, bring oranges from Florida to New York."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "But think about how it allows you to move foodstuffs all over the country to new markets. You were just talking about Chicago, right? So the only way that cattle could be driven into Chicago, slaughtered, and then have meat sent to all the other markets in the United States was through refrigerated train cars. And they have similar things for steamships that allow people to, for example, bring oranges from Florida to New York. So it's this web of markets that are connecting the United States, and this is my terrible drawing of the United States, but rail and then ships make it possible for all of these markets to connect together over time and over space. That's super cool. You know, the railroad was even so important in this time period that, in a way, it invented the modern system of time, right?"}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "And they have similar things for steamships that allow people to, for example, bring oranges from Florida to New York. So it's this web of markets that are connecting the United States, and this is my terrible drawing of the United States, but rail and then ships make it possible for all of these markets to connect together over time and over space. That's super cool. You know, the railroad was even so important in this time period that, in a way, it invented the modern system of time, right? Because before the railroad, localities would just decide when noon was based on when the sun was highest in the sky. Sure. Which meant that."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "You know, the railroad was even so important in this time period that, in a way, it invented the modern system of time, right? Because before the railroad, localities would just decide when noon was based on when the sun was highest in the sky. Sure. Which meant that. It didn't matter whether or not it was the same time in Kansas City as in St. Louis, but once you have a train connecting them, you know, the St. Louis train gets in at 12.05, if you're off, you know, you'll miss your train. Or that might lead to a collision of trains if they don't know when the other train is going to be coming through. Yeah, okay."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Which meant that. It didn't matter whether or not it was the same time in Kansas City as in St. Louis, but once you have a train connecting them, you know, the St. Louis train gets in at 12.05, if you're off, you know, you'll miss your train. Or that might lead to a collision of trains if they don't know when the other train is going to be coming through. Yeah, okay. So, inventions of the Gilded Age. Intranational train travel. Yes."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Yeah, okay. So, inventions of the Gilded Age. Intranational train travel. Yes. The telephone, refrigeration for meat, the Bessemer process for steel, and the standardization of time. All of those things. And I would say the last thing that might be really important here is also electrification."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Yes. The telephone, refrigeration for meat, the Bessemer process for steel, and the standardization of time. All of those things. And I would say the last thing that might be really important here is also electrification. Ooh. Yeah, and like steel, you know, electricity was not invented in the Gilded Age, but what happened was the spread of the light bulb in both homes and businesses, which meant that you could work longer hours. You didn't sleep as long, actually."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "And I would say the last thing that might be really important here is also electrification. Ooh. Yeah, and like steel, you know, electricity was not invented in the Gilded Age, but what happened was the spread of the light bulb in both homes and businesses, which meant that you could work longer hours. You didn't sleep as long, actually. The amount of sleep that people got per night switched from about nine hours before electrification to about seven hours after. So, Thomas Edison is literally responsible for robbing us of sleep. But it also made it possible for workers to work longer hours, and it significantly reduced the risk of fire in businesses, which meant you could invest in them with more confidence."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "You didn't sleep as long, actually. The amount of sleep that people got per night switched from about nine hours before electrification to about seven hours after. So, Thomas Edison is literally responsible for robbing us of sleep. But it also made it possible for workers to work longer hours, and it significantly reduced the risk of fire in businesses, which meant you could invest in them with more confidence. Oh, because they didn't have gas lamps that could burst into flame. Right. Awesome."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "But it also made it possible for workers to work longer hours, and it significantly reduced the risk of fire in businesses, which meant you could invest in them with more confidence. Oh, because they didn't have gas lamps that could burst into flame. Right. Awesome. Well, that's super cool. So, hooray Gilded Age, right? Right, and I think one thing that's important to understand about these technologies is that one of the goals of these technologies was to make it possible to produce things faster, but also to produce them with less skilled workers, right?"}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Awesome. Well, that's super cool. So, hooray Gilded Age, right? Right, and I think one thing that's important to understand about these technologies is that one of the goals of these technologies was to make it possible to produce things faster, but also to produce them with less skilled workers, right? Because a skilled worker, someone who knows a craft and can produce a finished item from start to finish, that takes a long time and it costs a lot of money, right? This is the difference between buying a suit off the rack and having a bespoke suit. If you wanna pay someone for that time and talent, you're gonna pay a lot."}, {"video_title": "The Gilded Age part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Right, and I think one thing that's important to understand about these technologies is that one of the goals of these technologies was to make it possible to produce things faster, but also to produce them with less skilled workers, right? Because a skilled worker, someone who knows a craft and can produce a finished item from start to finish, that takes a long time and it costs a lot of money, right? This is the difference between buying a suit off the rack and having a bespoke suit. If you wanna pay someone for that time and talent, you're gonna pay a lot. But if you can make something on a machine, then you can make a lot of them very quickly and you don't need someone who is an expert tailor. You just need someone who can operate a sewing machine to do a couple of seams. So, what they're trying to do here with this innovation is spread consumer goods, spread a higher standard of living, but they're also doing that at the price of having less skilled workers making much smaller wages."}, {"video_title": "Thinking like a historian   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Does that mean that you have to go out and buy a tweed jacket with some elbow patches and maybe grow a long white beard and sit around all day pondering whether the Civil War was caused by slavery or states' rights? No, but you can try that if you want. But I would say thinking like a historian is a little bit like being a combination between a storyteller and a scientist. You're gonna see me draw a really, really bad beaker here. There we go. Some little fumes coming off of that. Okay."}, {"video_title": "Thinking like a historian   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "You're gonna see me draw a really, really bad beaker here. There we go. Some little fumes coming off of that. Okay. And a lawyer. Maybe I'll put a gavel here. There."}, {"video_title": "Thinking like a historian   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Okay. And a lawyer. Maybe I'll put a gavel here. There. It's a gavel, not a croquet mallet or a hammer. So first let's start with the storytelling aspect. I think one of the most important things that we can learn from telling the story of history is that in a good story, nothing just happens."}, {"video_title": "Thinking like a historian   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "There. It's a gavel, not a croquet mallet or a hammer. So first let's start with the storytelling aspect. I think one of the most important things that we can learn from telling the story of history is that in a good story, nothing just happens. Imagine a story where everything just happened. The story would be the wind blows, the earth turns. No one is making those things happen and that's why it's kind of a boring story because it doesn't show cause and effect."}, {"video_title": "Thinking like a historian   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "I think one of the most important things that we can learn from telling the story of history is that in a good story, nothing just happens. Imagine a story where everything just happened. The story would be the wind blows, the earth turns. No one is making those things happen and that's why it's kind of a boring story because it doesn't show cause and effect. And that cause and effect is really the backbone of history. And you would be surprised how often people can fall into the trap of telling history, this incredible story about what people have done in the past that has led to the society we have today, as if it were kind of a laundry list of events that just followed one after another without any possibility of things being different. People will say, and then World War II happened or and then the United States was born, right?"}, {"video_title": "Thinking like a historian   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "No one is making those things happen and that's why it's kind of a boring story because it doesn't show cause and effect. And that cause and effect is really the backbone of history. And you would be surprised how often people can fall into the trap of telling history, this incredible story about what people have done in the past that has led to the society we have today, as if it were kind of a laundry list of events that just followed one after another without any possibility of things being different. People will say, and then World War II happened or and then the United States was born, right? Those statements are in passive voice because they don't talk about the people who make these things happen. And really, short of a natural disaster, pretty much everything happens in history because people made it happen. So when you think like a historian, you kind of think the same way that a novelist might think."}, {"video_title": "Thinking like a historian   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "People will say, and then World War II happened or and then the United States was born, right? Those statements are in passive voice because they don't talk about the people who make these things happen. And really, short of a natural disaster, pretty much everything happens in history because people made it happen. So when you think like a historian, you kind of think the same way that a novelist might think. Okay, what is this character's motive? What are they going to do to make their wish come true? What are the influences that lead a person to make certain choices?"}, {"video_title": "Thinking like a historian   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "So when you think like a historian, you kind of think the same way that a novelist might think. Okay, what is this character's motive? What are they going to do to make their wish come true? What are the influences that lead a person to make certain choices? And just like people make choices, nations make choices, right? World War I didn't just happen. And just as people make choices, actions have consequences."}, {"video_title": "Thinking like a historian   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "What are the influences that lead a person to make certain choices? And just like people make choices, nations make choices, right? World War I didn't just happen. And just as people make choices, actions have consequences. You wouldn't write a story where a thief stole $100 million and the police didn't even try to come after her. Neither can you write a story about history without talking about the effects that actions have on people. So that's the storytelling aspect of thinking like a historian."}, {"video_title": "Thinking like a historian   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "And just as people make choices, actions have consequences. You wouldn't write a story where a thief stole $100 million and the police didn't even try to come after her. Neither can you write a story about history without talking about the effects that actions have on people. So that's the storytelling aspect of thinking like a historian. Let's talk about the scientific aspect. We often think of history as something that's pretty much done, right? It's a series of events that happened in the past and now we just have to memorize what happened so we can learn from it and maybe have a good idea about what to do in the future."}, {"video_title": "Thinking like a historian   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "So that's the storytelling aspect of thinking like a historian. Let's talk about the scientific aspect. We often think of history as something that's pretty much done, right? It's a series of events that happened in the past and now we just have to memorize what happened so we can learn from it and maybe have a good idea about what to do in the future. But really, there's only so much we can actually know about what happened in the past. And so historians always have to do a kind of research to understand what happened and get a better idea of what people were feeling. So just like scientists have theories, when historians think about the past, they're really thinking about theories as well."}, {"video_title": "Thinking like a historian   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "It's a series of events that happened in the past and now we just have to memorize what happened so we can learn from it and maybe have a good idea about what to do in the future. But really, there's only so much we can actually know about what happened in the past. And so historians always have to do a kind of research to understand what happened and get a better idea of what people were feeling. So just like scientists have theories, when historians think about the past, they're really thinking about theories as well. They're saying, okay, I have a theory about what caused the evolution of jazz in the 1920s. Why did jazz become a major popular form of music in the 1920s? Well, I'm gonna theorize it was because people were reacting to the horror of World War I, which made so many people interested in kind of staccato notes and discordant sounds."}, {"video_title": "Thinking like a historian   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "So just like scientists have theories, when historians think about the past, they're really thinking about theories as well. They're saying, okay, I have a theory about what caused the evolution of jazz in the 1920s. Why did jazz become a major popular form of music in the 1920s? Well, I'm gonna theorize it was because people were reacting to the horror of World War I, which made so many people interested in kind of staccato notes and discordant sounds. All right, so that's a theory. Well, how do you go about proving a theory? And the answer is you do research and you consult evidence, right?"}, {"video_title": "Thinking like a historian   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Well, I'm gonna theorize it was because people were reacting to the horror of World War I, which made so many people interested in kind of staccato notes and discordant sounds. All right, so that's a theory. Well, how do you go about proving a theory? And the answer is you do research and you consult evidence, right? And the way that you do that in history is usually by doing a lot of reading, right? You might say, all right, well, let me take the letters of some jazz musicians from this time period and see what they write about. Maybe they write all about how they experienced battle in World War I and they were trying to reflect that in their music."}, {"video_title": "Thinking like a historian   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "And the answer is you do research and you consult evidence, right? And the way that you do that in history is usually by doing a lot of reading, right? You might say, all right, well, let me take the letters of some jazz musicians from this time period and see what they write about. Maybe they write all about how they experienced battle in World War I and they were trying to reflect that in their music. Or maybe they write that World War I had nothing to do with their interest in music. Actually, they wanted to simulate the sounds of flight because they were so interested in modern forms of transportation. So our understanding of what happened in the past is always just a theory."}, {"video_title": "Thinking like a historian   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Maybe they write all about how they experienced battle in World War I and they were trying to reflect that in their music. Or maybe they write that World War I had nothing to do with their interest in music. Actually, they wanted to simulate the sounds of flight because they were so interested in modern forms of transportation. So our understanding of what happened in the past is always just a theory. I mean, we have a pretty good idea of what was going on most of the time, but new information comes to light all the time, right? I mean, people are always cleaning out their grandma's attic and finding some new documents. And as the preponderance of the evidence shifts and changes, so might our understanding of the past."}, {"video_title": "Thinking like a historian   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "So our understanding of what happened in the past is always just a theory. I mean, we have a pretty good idea of what was going on most of the time, but new information comes to light all the time, right? I mean, people are always cleaning out their grandma's attic and finding some new documents. And as the preponderance of the evidence shifts and changes, so might our understanding of the past. The last aspect of thinking like a historian I wanna talk about is this kind of lawyerly aspect. And what I mean by this is that historians are always making an argument. Just like a lawyer gets up in a courtroom and says, here's my idea, now let me support it with the evidence from witnesses, from experts, from objects that we might have found at a crime scene."}, {"video_title": "Thinking like a historian   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "And as the preponderance of the evidence shifts and changes, so might our understanding of the past. The last aspect of thinking like a historian I wanna talk about is this kind of lawyerly aspect. And what I mean by this is that historians are always making an argument. Just like a lawyer gets up in a courtroom and says, here's my idea, now let me support it with the evidence from witnesses, from experts, from objects that we might have found at a crime scene. A historian is saying, believe my theory. Believe my evidence. And I think the analogy of law is really powerful here because you could see the same pieces of evidence used to support two different arguments."}, {"video_title": "Thinking like a historian   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Just like a lawyer gets up in a courtroom and says, here's my idea, now let me support it with the evidence from witnesses, from experts, from objects that we might have found at a crime scene. A historian is saying, believe my theory. Believe my evidence. And I think the analogy of law is really powerful here because you could see the same pieces of evidence used to support two different arguments. So for example, say there's maybe a sock that was found at the scene of a crime, right? Here's our sock. Not a beautiful artist."}, {"video_title": "Thinking like a historian   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "And I think the analogy of law is really powerful here because you could see the same pieces of evidence used to support two different arguments. So for example, say there's maybe a sock that was found at the scene of a crime, right? Here's our sock. Not a beautiful artist. But maybe the prosecution tries to argue that the accused must have committed this crime because the sock is his size. The sock shows he did it. Whereas the defense might say, the prosecution might say, my client never wears socks, he always wears sandals."}, {"video_title": "Thinking like a historian   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Not a beautiful artist. But maybe the prosecution tries to argue that the accused must have committed this crime because the sock is his size. The sock shows he did it. Whereas the defense might say, the prosecution might say, my client never wears socks, he always wears sandals. So it's clear that the sock shows that he couldn't possibly have been the one to do this crime. So that's how we end up with so many different interpretations of the same event. The task of the historian is to gather evidence and to present an argument that they think will best convince the public of their interpretation."}, {"video_title": "Thinking like a historian   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Whereas the defense might say, the prosecution might say, my client never wears socks, he always wears sandals. So it's clear that the sock shows that he couldn't possibly have been the one to do this crime. So that's how we end up with so many different interpretations of the same event. The task of the historian is to gather evidence and to present an argument that they think will best convince the public of their interpretation. And so these interpretations do change over time. So in later videos, we'll get into the nuts and bolts of how you tell these stories and make these arguments. But for now, I just kind of want you to see that thinking like a historian is not something that only historians can do."}, {"video_title": "Thinking like a historian   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "The task of the historian is to gather evidence and to present an argument that they think will best convince the public of their interpretation. And so these interpretations do change over time. So in later videos, we'll get into the nuts and bolts of how you tell these stories and make these arguments. But for now, I just kind of want you to see that thinking like a historian is not something that only historians can do. It's actually a really useful skill for lots of aspects of your life. We tell stories, search for evidence, and make arguments in our lives all the time about things that we interact with every day, like our favorite bands, our favorite foods, our political views, right? We base those on our own experiences, consequences in our lives, and evidence that we see around us."}, {"video_title": "Thinking like a historian   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "But for now, I just kind of want you to see that thinking like a historian is not something that only historians can do. It's actually a really useful skill for lots of aspects of your life. We tell stories, search for evidence, and make arguments in our lives all the time about things that we interact with every day, like our favorite bands, our favorite foods, our political views, right? We base those on our own experiences, consequences in our lives, and evidence that we see around us. And we can do the same thing for the past. It's not such a foreign country. What we have are the remnants of that past and the ability to interpret them."}, {"video_title": "Latin American Independence movements   1450 - Present   World History   Khan Academy.mp3", "Sentence": "Most prominent is Spain. You can see in this peach brownish color. It had control all the way as south as modern day Chile and Argentina, and all the way as far north as modern day Texas and California. You also see significant control by the Portuguese in what will eventually be Brazil. The French have at this point some territory, especially in North America and in several islands in the Caribbean. And the British, of course, have control along the east coast of North America. And they also have several islands in the Caribbean and the Atlantic."}, {"video_title": "Latin American Independence movements   1450 - Present   World History   Khan Academy.mp3", "Sentence": "You also see significant control by the Portuguese in what will eventually be Brazil. The French have at this point some territory, especially in North America and in several islands in the Caribbean. And the British, of course, have control along the east coast of North America. And they also have several islands in the Caribbean and the Atlantic. As we fast forward 100 years, we're going to see a dramatic change. Notice, roughly 100 years later, most of what used to be these European colonies have now achieved independence. In other videos, we go in some depth from 1776 to 1783."}, {"video_title": "Latin American Independence movements   1450 - Present   World History   Khan Academy.mp3", "Sentence": "And they also have several islands in the Caribbean and the Atlantic. As we fast forward 100 years, we're going to see a dramatic change. Notice, roughly 100 years later, most of what used to be these European colonies have now achieved independence. In other videos, we go in some depth from 1776 to 1783. You have the American War for Independence. You see on this map now, the United States is an independent country. From 1791 to 1804, you have Toussaint Louverture lead the revolt against French control, eventually gaining independence and establishing Haiti."}, {"video_title": "Latin American Independence movements   1450 - Present   World History   Khan Academy.mp3", "Sentence": "In other videos, we go in some depth from 1776 to 1783. You have the American War for Independence. You see on this map now, the United States is an independent country. From 1791 to 1804, you have Toussaint Louverture lead the revolt against French control, eventually gaining independence and establishing Haiti. From 1807 to 1830, you have a series of revolutions in Latin America, many of which were led by Simon Bolivar, who was a criollo, or Creole, Venezuelan. The term creole has many meanings in modern day language, but in this context, it refers to someone of mostly Spanish descent who was born in the New World. And Simon Bolivar plays an active role in achieving independence from Spain for Venezuela, what will eventually be Colombia and Panama, Ecuador, Peru, and the country that will eventually be named for him Bolivia."}, {"video_title": "Latin American Independence movements   1450 - Present   World History   Khan Academy.mp3", "Sentence": "From 1791 to 1804, you have Toussaint Louverture lead the revolt against French control, eventually gaining independence and establishing Haiti. From 1807 to 1830, you have a series of revolutions in Latin America, many of which were led by Simon Bolivar, who was a criollo, or Creole, Venezuelan. The term creole has many meanings in modern day language, but in this context, it refers to someone of mostly Spanish descent who was born in the New World. And Simon Bolivar plays an active role in achieving independence from Spain for Venezuela, what will eventually be Colombia and Panama, Ecuador, Peru, and the country that will eventually be named for him Bolivia. So there is an interesting question here. What led to all of these revolutions? The map that I showed you before, that colonial map of the Americas, these colonies had been in place for several hundred years before these revolutions."}, {"video_title": "Latin American Independence movements   1450 - Present   World History   Khan Academy.mp3", "Sentence": "And Simon Bolivar plays an active role in achieving independence from Spain for Venezuela, what will eventually be Colombia and Panama, Ecuador, Peru, and the country that will eventually be named for him Bolivia. So there is an interesting question here. What led to all of these revolutions? The map that I showed you before, that colonial map of the Americas, these colonies had been in place for several hundred years before these revolutions. Why did all of these revolutions happen roughly at the same time? Well, one overarching idea is that as we enter into the 1700s, you have the intellectual movement known as the Enlightenment. There were many authors and many publications involved in the Enlightenment, but perhaps most famous is the Encyclop\u00e9die, in French, or Encyclopedia, which had the intent of collecting much of the scientific and political science knowledge of the time."}, {"video_title": "Latin American Independence movements   1450 - Present   World History   Khan Academy.mp3", "Sentence": "The map that I showed you before, that colonial map of the Americas, these colonies had been in place for several hundred years before these revolutions. Why did all of these revolutions happen roughly at the same time? Well, one overarching idea is that as we enter into the 1700s, you have the intellectual movement known as the Enlightenment. There were many authors and many publications involved in the Enlightenment, but perhaps most famous is the Encyclop\u00e9die, in French, or Encyclopedia, which had the intent of collecting much of the scientific and political science knowledge of the time. And it's considered one of the central texts of the Enlightenment, and it was a series of articles published from the 1750s all the way until the 1770s. And to get a sense of it, here is an excerpt of an article by one of the authors, Denis Diderot, considered one of the primary actors in the Enlightenment. No man has received from nature the right to command others."}, {"video_title": "Latin American Independence movements   1450 - Present   World History   Khan Academy.mp3", "Sentence": "There were many authors and many publications involved in the Enlightenment, but perhaps most famous is the Encyclop\u00e9die, in French, or Encyclopedia, which had the intent of collecting much of the scientific and political science knowledge of the time. And it's considered one of the central texts of the Enlightenment, and it was a series of articles published from the 1750s all the way until the 1770s. And to get a sense of it, here is an excerpt of an article by one of the authors, Denis Diderot, considered one of the primary actors in the Enlightenment. No man has received from nature the right to command others. Liberty is a gift from heaven, and each individual of the same species has the right to enjoy it as soon as he enjoys the use of reason. And so when we get into the Declaration of Independence written by Thomas Jefferson, he borrows heavily from these ideas of the Enlightenment. Now, the Haitian Revolution was partially inspired by these ideas of the Enlightenment, but they were also helped by the fact that France was undergoing its own revolution at the time, and it was not in the position to exert strong control over a far-flung colony."}, {"video_title": "Latin American Independence movements   1450 - Present   World History   Khan Academy.mp3", "Sentence": "No man has received from nature the right to command others. Liberty is a gift from heaven, and each individual of the same species has the right to enjoy it as soon as he enjoys the use of reason. And so when we get into the Declaration of Independence written by Thomas Jefferson, he borrows heavily from these ideas of the Enlightenment. Now, the Haitian Revolution was partially inspired by these ideas of the Enlightenment, but they were also helped by the fact that France was undergoing its own revolution at the time, and it was not in the position to exert strong control over a far-flung colony. The French Revolution lasts from 1789 to 1799, at which point Napoleon Bonaparte takes control of France and starts the Napoleonic Wars. Napoleon tries to keep control, what would eventually be Haiti, but it was an incredibly valuable resource. It produced a good chunk of coffee and sugar in the world."}, {"video_title": "Latin American Independence movements   1450 - Present   World History   Khan Academy.mp3", "Sentence": "Now, the Haitian Revolution was partially inspired by these ideas of the Enlightenment, but they were also helped by the fact that France was undergoing its own revolution at the time, and it was not in the position to exert strong control over a far-flung colony. The French Revolution lasts from 1789 to 1799, at which point Napoleon Bonaparte takes control of France and starts the Napoleonic Wars. Napoleon tries to keep control, what would eventually be Haiti, but it was an incredibly valuable resource. It produced a good chunk of coffee and sugar in the world. It was incredibly profitable for the plantation owners and for France as a nation. But between the ideas of the Enlightenment and the French Revolution, the slaves of Haiti, led initially by Toussaint Louverture, were able to overthrow and set up their own nation, which is the first time that this has happened from a successful slave revolt. This is a map of the empire that Napoleon establishes at its peak, and as you can see, you see France, but he's able to take over much of modern-day Germany, Italy, he goes to war with Portugal, and then eventually Spain as well, both significant colonial powers in South America."}, {"video_title": "Latin American Independence movements   1450 - Present   World History   Khan Academy.mp3", "Sentence": "It produced a good chunk of coffee and sugar in the world. It was incredibly profitable for the plantation owners and for France as a nation. But between the ideas of the Enlightenment and the French Revolution, the slaves of Haiti, led initially by Toussaint Louverture, were able to overthrow and set up their own nation, which is the first time that this has happened from a successful slave revolt. This is a map of the empire that Napoleon establishes at its peak, and as you can see, you see France, but he's able to take over much of modern-day Germany, Italy, he goes to war with Portugal, and then eventually Spain as well, both significant colonial powers in South America. So it's in this context, you have the Enlightenment as we get into the 1700s. You already have the example of the American War for Independence, 13 colonies being able to declare independence from one of the largest powers at the time. Then a successful slave revolt to establish their own country against another significant power."}, {"video_title": "The Constitutional Convention   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "In the United States today, we know our system of government so well that it hardly bears thinking about. We know that there's a president who's the head of the executive branch, there's Congress, which is made up of the House of Representatives and the Senate, and there's the judicial branch, which has the Supreme Court as its head of a whole court system that stretches throughout the United States. But how did the United States end up with this system? We frequently forget that the Constitutional Convention, which created this system we know today, happened in 1787. That was more than a decade after the Declaration of Independence. So there was this 11-year-plus period before the United States had its modern-day Constitution. And during that time, it fought the Revolutionary War, which it won in 1783, and tried out a completely different system of government called the Articles of Confederation, which we talked a little bit more about in another video."}, {"video_title": "The Constitutional Convention   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "We frequently forget that the Constitutional Convention, which created this system we know today, happened in 1787. That was more than a decade after the Declaration of Independence. So there was this 11-year-plus period before the United States had its modern-day Constitution. And during that time, it fought the Revolutionary War, which it won in 1783, and tried out a completely different system of government called the Articles of Confederation, which we talked a little bit more about in another video. Now, the Articles of Confederation had a very strong sense of limited government. In fact, you could think of the Articles of Confederation as being a little bit more like a loose confederation of states, where each state had one vote in the legislative branch, the branch that makes laws, and they had to really agree on most things, nine out of 13 for most legislation, and unanimous agreement for any kind of amendments to this system. And I think it's clear why the founders first went with this system of limited government, because they had just revolted against a monarchy."}, {"video_title": "The Constitutional Convention   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "And during that time, it fought the Revolutionary War, which it won in 1783, and tried out a completely different system of government called the Articles of Confederation, which we talked a little bit more about in another video. Now, the Articles of Confederation had a very strong sense of limited government. In fact, you could think of the Articles of Confederation as being a little bit more like a loose confederation of states, where each state had one vote in the legislative branch, the branch that makes laws, and they had to really agree on most things, nine out of 13 for most legislation, and unanimous agreement for any kind of amendments to this system. And I think it's clear why the founders first went with this system of limited government, because they had just revolted against a monarchy. They thought of the states as being, in what they called, just kind of a league of friendship. You could almost see it as being similar to the European Union today, independent nations who do some things together for foreign policy reasons and economic reasons. But by the late 1780s, it was becoming clear that the Articles of Confederation were not working."}, {"video_title": "The Constitutional Convention   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "And I think it's clear why the founders first went with this system of limited government, because they had just revolted against a monarchy. They thought of the states as being, in what they called, just kind of a league of friendship. You could almost see it as being similar to the European Union today, independent nations who do some things together for foreign policy reasons and economic reasons. But by the late 1780s, it was becoming clear that the Articles of Confederation were not working. With such a weak central government, it was really hard to get things done. They couldn't raise taxes. They couldn't raise a military."}, {"video_title": "The Constitutional Convention   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "But by the late 1780s, it was becoming clear that the Articles of Confederation were not working. With such a weak central government, it was really hard to get things done. They couldn't raise taxes. They couldn't raise a military. Some states were even putting taxes on the goods of other states. So in 1787, delegates from 12 of the 13 states, Rhode Island did not participate, because Rhode Island was not a big fan of central government, came together in Philadelphia in the same place where they had signed the Declaration of Independence to think about how to revise the Articles of Confederation. And some very notable figures were there."}, {"video_title": "The Constitutional Convention   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "They couldn't raise a military. Some states were even putting taxes on the goods of other states. So in 1787, delegates from 12 of the 13 states, Rhode Island did not participate, because Rhode Island was not a big fan of central government, came together in Philadelphia in the same place where they had signed the Declaration of Independence to think about how to revise the Articles of Confederation. And some very notable figures were there. George Washington was one of them. See Ben Franklin over here, and James Madison. Although some people that you might have expected to be at the Constitutional Convention were not, namely Thomas Jefferson and John Adams, who were out of the country being diplomats at the time."}, {"video_title": "The Constitutional Convention   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "And some very notable figures were there. George Washington was one of them. See Ben Franklin over here, and James Madison. Although some people that you might have expected to be at the Constitutional Convention were not, namely Thomas Jefferson and John Adams, who were out of the country being diplomats at the time. So the delegates at the Constitutional Convention have a pretty difficult problem to solve. They want to have a stronger central government, one that can get things done, make sure the states play well together, raise armies, raise taxes, but they don't want a central government that is too strong, because they just escaped from monarchy. They don't want to recreate monarchy in the United States."}, {"video_title": "The Constitutional Convention   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "Although some people that you might have expected to be at the Constitutional Convention were not, namely Thomas Jefferson and John Adams, who were out of the country being diplomats at the time. So the delegates at the Constitutional Convention have a pretty difficult problem to solve. They want to have a stronger central government, one that can get things done, make sure the states play well together, raise armies, raise taxes, but they don't want a central government that is too strong, because they just escaped from monarchy. They don't want to recreate monarchy in the United States. So they're looking for a very delicate balance of a government strong enough to get things done, but not so strong as to promote tyranny. Now even though the delegates were supposed to be revising the Articles of Confederation, some people had in secret been considering completely throwing out the Articles of Confederation and starting anew. But one of the biggest hurdles they had to solve was what would a new sort of legislature look like?"}, {"video_title": "The Constitutional Convention   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "They don't want to recreate monarchy in the United States. So they're looking for a very delicate balance of a government strong enough to get things done, but not so strong as to promote tyranny. Now even though the delegates were supposed to be revising the Articles of Confederation, some people had in secret been considering completely throwing out the Articles of Confederation and starting anew. But one of the biggest hurdles they had to solve was what would a new sort of legislature look like? So the Virginia delegates suggested a plan for the legislature, it's the law-making body, that would be bicameral, means two room or two house, from bi meaning two, and camara, Latin for room. And their idea was that there would be a lower house, similar to the House of Commons in English Parliament, that would be directly elected. It is individuals would vote for the representatives, but the number of representatives that each state would get would be decided by their population."}, {"video_title": "The Constitutional Convention   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "But one of the biggest hurdles they had to solve was what would a new sort of legislature look like? So the Virginia delegates suggested a plan for the legislature, it's the law-making body, that would be bicameral, means two room or two house, from bi meaning two, and camara, Latin for room. And their idea was that there would be a lower house, similar to the House of Commons in English Parliament, that would be directly elected. It is individuals would vote for the representatives, but the number of representatives that each state would get would be decided by their population. Now Virginia was the largest state by population by far, and so this plan would have worked out pretty well for them because they would have gotten the largest proportion of representatives. Small states like Delaware and Georgia, Rhode Island, would have very few representatives indeed comparatively. They also wanted to have an upper house, similar to the House of Lords in the British Parliament, which would be appointed by state legislatures."}, {"video_title": "The Constitutional Convention   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "It is individuals would vote for the representatives, but the number of representatives that each state would get would be decided by their population. Now Virginia was the largest state by population by far, and so this plan would have worked out pretty well for them because they would have gotten the largest proportion of representatives. Small states like Delaware and Georgia, Rhode Island, would have very few representatives indeed comparatively. They also wanted to have an upper house, similar to the House of Lords in the British Parliament, which would be appointed by state legislatures. But just like the lower house, the number of representatives would also be determined by population. Now as you can imagine, the small states were not big fans of having representation based just on population, so they came back with a different plan. This was called the New Jersey Plan."}, {"video_title": "The Constitutional Convention   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "They also wanted to have an upper house, similar to the House of Lords in the British Parliament, which would be appointed by state legislatures. But just like the lower house, the number of representatives would also be determined by population. Now as you can imagine, the small states were not big fans of having representation based just on population, so they came back with a different plan. This was called the New Jersey Plan. So the little states said, all right, the Virginia Plan gives way too much power to the big states. We want an equal voice in legislation. So the New Jersey Plan, much like the Articles of Confederation, gave one vote to each of the states so that the small states would have the same representation in Congress as the large states."}, {"video_title": "The Constitutional Convention   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "This was called the New Jersey Plan. So the little states said, all right, the Virginia Plan gives way too much power to the big states. We want an equal voice in legislation. So the New Jersey Plan, much like the Articles of Confederation, gave one vote to each of the states so that the small states would have the same representation in Congress as the large states. And their plan was for a single chamber or a unicameral legislature. So this really wasn't much different from the Articles of Confederation at all. So how did the delegates resolve this issue of how to balance the voices of large states with large populations with small states that had small populations?"}, {"video_title": "The Constitutional Convention   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "So the New Jersey Plan, much like the Articles of Confederation, gave one vote to each of the states so that the small states would have the same representation in Congress as the large states. And their plan was for a single chamber or a unicameral legislature. So this really wasn't much different from the Articles of Confederation at all. So how did the delegates resolve this issue of how to balance the voices of large states with large populations with small states that had small populations? Because in a situation where all states have an equal number of votes, like in the New Jersey Plan, the 60,000 residents of Delaware could have as much say as the almost 700,000 residents of Virginia, meaning that the people who lived in Delaware were, in effect, more powerful. But at the same time, you wouldn't want it so that people living in the larger states could get their way all the time. What if the people in Delaware had a very legitimate concern that those in Virginia didn't share?"}, {"video_title": "The Constitutional Convention   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "So how did the delegates resolve this issue of how to balance the voices of large states with large populations with small states that had small populations? Because in a situation where all states have an equal number of votes, like in the New Jersey Plan, the 60,000 residents of Delaware could have as much say as the almost 700,000 residents of Virginia, meaning that the people who lived in Delaware were, in effect, more powerful. But at the same time, you wouldn't want it so that people living in the larger states could get their way all the time. What if the people in Delaware had a very legitimate concern that those in Virginia didn't share? It would be impossible to get all of these states to agree to amend or replace the Articles of Confederation if some of them felt like their interests weren't being taken into account at all. So to solve this issue of how to weight the representation of the states, the delegates came up with what's called the Great Compromise, or sometimes the Connecticut Compromise. And in a way, what they did was combine these two plans."}, {"video_title": "The Constitutional Convention   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "What if the people in Delaware had a very legitimate concern that those in Virginia didn't share? It would be impossible to get all of these states to agree to amend or replace the Articles of Confederation if some of them felt like their interests weren't being taken into account at all. So to solve this issue of how to weight the representation of the states, the delegates came up with what's called the Great Compromise, or sometimes the Connecticut Compromise. And in a way, what they did was combine these two plans. They made a legislative branch that was bicameral, two house, with a lower and an upper house. And this lower house would become the House of Representatives, where each state would have representatives in proportion to their population. So states that have large populations have more representatives."}, {"video_title": "The Constitutional Convention   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "And in a way, what they did was combine these two plans. They made a legislative branch that was bicameral, two house, with a lower and an upper house. And this lower house would become the House of Representatives, where each state would have representatives in proportion to their population. So states that have large populations have more representatives. States with small populations have fewer representatives. And those representatives would be directly elected by the people. Now, and this time, the people was a fairly small proportion."}, {"video_title": "The Constitutional Convention   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "So states that have large populations have more representatives. States with small populations have fewer representatives. And those representatives would be directly elected by the people. Now, and this time, the people was a fairly small proportion. To vote in the 1790s, you had to be a white man with fairly significant property. So it wasn't full suffrage, it wasn't even full suffrage for white men, but these folks were elected by vote. Then this upper house would be the Senate."}, {"video_title": "The Constitutional Convention   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "Now, and this time, the people was a fairly small proportion. To vote in the 1790s, you had to be a white man with fairly significant property. So it wasn't full suffrage, it wasn't even full suffrage for white men, but these folks were elected by vote. Then this upper house would be the Senate. And in the Senate, each state would have two senators, regardless of their size, so that as legislation moved through Congress, first from the lower house, where it would be approved, and if approved, sent to the upper house, there all states would have an equal voice in whether legislation was passed. And in this upper house, the senators would not be directly elected, but rather appointed by state legislatures. And in fact, senators were appointed into the 20th century."}, {"video_title": "Constitutional compromises The Electoral College   US government and civics   Khan Academy.mp3", "Sentence": "In this series of videos about the Constitution, we've been discussing all the elements of balance and compromise that appear in the Constitution. The balance between large states and small states, and between the different branches of government. But in this video, I wanna talk about one particular compromise made at the Constitutional Convention over how the President of the United States is elected, and that is the Electoral College. I think these compromises reveal some real conflict among the framers over how they think the American Revolution did. Did they think that the Revolution went too far? Had created too much equality and too much liberty for people who weren't ready to deal with it? Or did it not go far enough?"}, {"video_title": "Constitutional compromises The Electoral College   US government and civics   Khan Academy.mp3", "Sentence": "I think these compromises reveal some real conflict among the framers over how they think the American Revolution did. Did they think that the Revolution went too far? Had created too much equality and too much liberty for people who weren't ready to deal with it? Or did it not go far enough? So let's talk about this idea that perhaps the Revolution went too far. That the average American Joe, or Jedediah, I guess could be the revolutionary version of Joe, had too much a sense of his own importance, was going to tear down the social structures that had seemed natural during the American Revolution. The wealthy elites, the middling farmers, the rough and rowdy workers."}, {"video_title": "Constitutional compromises The Electoral College   US government and civics   Khan Academy.mp3", "Sentence": "Or did it not go far enough? So let's talk about this idea that perhaps the Revolution went too far. That the average American Joe, or Jedediah, I guess could be the revolutionary version of Joe, had too much a sense of his own importance, was going to tear down the social structures that had seemed natural during the American Revolution. The wealthy elites, the middling farmers, the rough and rowdy workers. You'll remember that one of the incidents that led to the decision to revise the Articles of Confederation was Shays' Rebellion, in which a group of unruly farmers, Revolutionary War veterans, had marched against the governor of Massachusetts. So the people were used to rebelling, and they first had rebelled against Great Britain, but now that war was over, and they started rebelling against state governments. So there's a real sense throughout the Constitution that the founders were attempting to balance democracy, a representative government, with what they saw as too much democracy, or mobocracy in their words."}, {"video_title": "Constitutional compromises The Electoral College   US government and civics   Khan Academy.mp3", "Sentence": "The wealthy elites, the middling farmers, the rough and rowdy workers. You'll remember that one of the incidents that led to the decision to revise the Articles of Confederation was Shays' Rebellion, in which a group of unruly farmers, Revolutionary War veterans, had marched against the governor of Massachusetts. So the people were used to rebelling, and they first had rebelled against Great Britain, but now that war was over, and they started rebelling against state governments. So there's a real sense throughout the Constitution that the founders were attempting to balance democracy, a representative government, with what they saw as too much democracy, or mobocracy in their words. That unruly mobs who perhaps lacked the virtue of elite, educated citizens, would foolishly tear down government that they weren't prepared to be part of. Now you see that in things like the Senate. The members of the Senate were appointed, not elected, up until the 20th century."}, {"video_title": "Constitutional compromises The Electoral College   US government and civics   Khan Academy.mp3", "Sentence": "So there's a real sense throughout the Constitution that the founders were attempting to balance democracy, a representative government, with what they saw as too much democracy, or mobocracy in their words. That unruly mobs who perhaps lacked the virtue of elite, educated citizens, would foolishly tear down government that they weren't prepared to be part of. Now you see that in things like the Senate. The members of the Senate were appointed, not elected, up until the 20th century. The idea that there had to be one part of the legislative branch that was selected by the better sort of men, the sort of people who really knew what good leadership looked like, not by a mob that might be swayed by any fancy-talking politician. The founders didn't want all white men to be able to vote. They wanted voting to be reserved to the elite, the propertied, the educated, those who were prepared to be virtuous citizens."}, {"video_title": "Constitutional compromises The Electoral College   US government and civics   Khan Academy.mp3", "Sentence": "The members of the Senate were appointed, not elected, up until the 20th century. The idea that there had to be one part of the legislative branch that was selected by the better sort of men, the sort of people who really knew what good leadership looked like, not by a mob that might be swayed by any fancy-talking politician. The founders didn't want all white men to be able to vote. They wanted voting to be reserved to the elite, the propertied, the educated, those who were prepared to be virtuous citizens. It wouldn't be until the 1820s that all white men could vote in elections, regardless of how much property they owned. Of course, it wouldn't be until the late 19th and 20th centuries that women and minorities would get the right to vote. So they had a very dim idea of the average citizen's ability to engage productively in democracy."}, {"video_title": "Constitutional compromises The Electoral College   US government and civics   Khan Academy.mp3", "Sentence": "They wanted voting to be reserved to the elite, the propertied, the educated, those who were prepared to be virtuous citizens. It wouldn't be until the 1820s that all white men could vote in elections, regardless of how much property they owned. Of course, it wouldn't be until the late 19th and 20th centuries that women and minorities would get the right to vote. So they had a very dim idea of the average citizen's ability to engage productively in democracy. And another way that they show this in the Constitution is in the process of electing the president. Article Two establishes the executive branch, and it also discusses how presidential elections shall work. And it's a kind of complex process, the electoral college, but the simple version is that instead of having citizens vote directly for the president, the citizens would vote in each state, and then that state would have electors equal to the number of senators and representatives."}, {"video_title": "Constitutional compromises The Electoral College   US government and civics   Khan Academy.mp3", "Sentence": "So they had a very dim idea of the average citizen's ability to engage productively in democracy. And another way that they show this in the Constitution is in the process of electing the president. Article Two establishes the executive branch, and it also discusses how presidential elections shall work. And it's a kind of complex process, the electoral college, but the simple version is that instead of having citizens vote directly for the president, the citizens would vote in each state, and then that state would have electors equal to the number of senators and representatives. And those electors would then cast votes for the president, and whoever got the most electoral votes should be president. And we still have this system today. This is a map of the current number of electoral votes that each state has."}, {"video_title": "Continuity and change in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "The second Industrial Revolution in the United States ushered in new technologies and new ways of living and working during the Gilded Age. Steel, electricity, and the telephone allowed railroads to crisscross the country, skyscrapers to rise out of cities, factories to hum along long after sunset, and business transactions to take place instantly over hundreds of miles. This was the time when the United States began its transition from a nation of rural farmers to a nation of city-dwelling factory workers. So at a glance, the Gilded Age seems like a time of radical change for the country. But as historians, how can we tell just how much change really occurred from 1865 to 1898? One way we can do this is to track over time what changed and what stayed the same from the beginning of the Gilded Age to its end. Historians call this process examining continuity and change over time."}, {"video_title": "Continuity and change in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "So at a glance, the Gilded Age seems like a time of radical change for the country. But as historians, how can we tell just how much change really occurred from 1865 to 1898? One way we can do this is to track over time what changed and what stayed the same from the beginning of the Gilded Age to its end. Historians call this process examining continuity and change over time. When we study history, it's important to look at continuities or things that continued on the same as they were before, because it's really easy to focus on how one aspect of society really transformed during a certain period of time, and then forget to account for the fact that almost everything else didn't change at all. But it would be practically impossible to track the changes in every aspect of society. So let's dial in on a few areas."}, {"video_title": "Continuity and change in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "Historians call this process examining continuity and change over time. When we study history, it's important to look at continuities or things that continued on the same as they were before, because it's really easy to focus on how one aspect of society really transformed during a certain period of time, and then forget to account for the fact that almost everything else didn't change at all. But it would be practically impossible to track the changes in every aspect of society. So let's dial in on a few areas. Since the major transformations came through technology and business in this time period, and those are both aspects of work, I'm curious about how the kind of work that people did and the way that they did it changed over the course of the Gilded Age. And since I know that cities grew a lot during this time period, let's also look at changes in living patterns, where people migrated to and from, and how they lived. I'm also curious about the extent to which these changes in work and living patterns affected the major ideas and culture of the time."}, {"video_title": "Continuity and change in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "So let's dial in on a few areas. Since the major transformations came through technology and business in this time period, and those are both aspects of work, I'm curious about how the kind of work that people did and the way that they did it changed over the course of the Gilded Age. And since I know that cities grew a lot during this time period, let's also look at changes in living patterns, where people migrated to and from, and how they lived. I'm also curious about the extent to which these changes in work and living patterns affected the major ideas and culture of the time. Did people's beliefs about society change much during the Gilded Age, or was the culture of the United States at the end of the 19th century pretty much the same as it was at the end of the Civil War? So let's look at the major trends in each of these areas at the beginning and the end of this time period, so we can try to answer the question, how much change did industrialization really bring during the Gilded Age? By the way, I'm not gonna go into a whole lot of detail on these trends, because we're doing a really big overview of the Gilded Age here."}, {"video_title": "Continuity and change in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "I'm also curious about the extent to which these changes in work and living patterns affected the major ideas and culture of the time. Did people's beliefs about society change much during the Gilded Age, or was the culture of the United States at the end of the 19th century pretty much the same as it was at the end of the Civil War? So let's look at the major trends in each of these areas at the beginning and the end of this time period, so we can try to answer the question, how much change did industrialization really bring during the Gilded Age? By the way, I'm not gonna go into a whole lot of detail on these trends, because we're doing a really big overview of the Gilded Age here. So if you find that you're not familiar with something that comes up, just make a note of it, and you can look it up when you have time. Okay, first, let's compare the changes in work and business from 1865 to 1898. Well, in 1865, the United States was still primarily a nation of farmers, although there were a good number of people in the North and the West who worked in mills and mines and on railroads."}, {"video_title": "Continuity and change in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "By the way, I'm not gonna go into a whole lot of detail on these trends, because we're doing a really big overview of the Gilded Age here. So if you find that you're not familiar with something that comes up, just make a note of it, and you can look it up when you have time. Okay, first, let's compare the changes in work and business from 1865 to 1898. Well, in 1865, the United States was still primarily a nation of farmers, although there were a good number of people in the North and the West who worked in mills and mines and on railroads. Many African Americans had transitioned from working as slave laborers on plantations in the South to working as sharecroppers, where they would work portions of plantations in return for a pretty measly share of the profits. In fact, most work in the United States was segregated by race. It was pretty uncommon for whites, African Americans, Chinese laborers, or Mexican American laborers to work side by side anywhere."}, {"video_title": "Continuity and change in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "Well, in 1865, the United States was still primarily a nation of farmers, although there were a good number of people in the North and the West who worked in mills and mines and on railroads. Many African Americans had transitioned from working as slave laborers on plantations in the South to working as sharecroppers, where they would work portions of plantations in return for a pretty measly share of the profits. In fact, most work in the United States was segregated by race. It was pretty uncommon for whites, African Americans, Chinese laborers, or Mexican American laborers to work side by side anywhere. In terms of the way businesses were organized, the Civil War had sowed some initial seeds of business consolidation. The industrial might that had helped the North win the Civil War made it easy for some large companies to begin turning natural resources into infrastructure. How did that compare to the state of work in 1898?"}, {"video_title": "Continuity and change in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "It was pretty uncommon for whites, African Americans, Chinese laborers, or Mexican American laborers to work side by side anywhere. In terms of the way businesses were organized, the Civil War had sowed some initial seeds of business consolidation. The industrial might that had helped the North win the Civil War made it easy for some large companies to begin turning natural resources into infrastructure. How did that compare to the state of work in 1898? Well, there were still plenty of farmers and sharecroppers, although the mechanization of agriculture in the late 19th century had a negative effect on many farmers, sending them to the city looking for work. By the end of the century, more people worked for someone else for wages than worked for themselves for the first time in American history. A lot of this factory growth was driven by new business practices, like mass production on the assembly line, which broke complex tasks down into tiny steps so that no one required much training to work in a factory, a process known as de-skilling."}, {"video_title": "Continuity and change in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "How did that compare to the state of work in 1898? Well, there were still plenty of farmers and sharecroppers, although the mechanization of agriculture in the late 19th century had a negative effect on many farmers, sending them to the city looking for work. By the end of the century, more people worked for someone else for wages than worked for themselves for the first time in American history. A lot of this factory growth was driven by new business practices, like mass production on the assembly line, which broke complex tasks down into tiny steps so that no one required much training to work in a factory, a process known as de-skilling. Women and children began working in factories as well, but as at the beginning of the Gilded Age, workplaces still tended to be racially segregated. And by the end of the 19th century, businesses had undergone major consolidation, often using monopolistic practices to dominate industries and fix prices and wages. In response, many workers began to organize labor unions, but they had pretty limited success."}, {"video_title": "Continuity and change in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "A lot of this factory growth was driven by new business practices, like mass production on the assembly line, which broke complex tasks down into tiny steps so that no one required much training to work in a factory, a process known as de-skilling. Women and children began working in factories as well, but as at the beginning of the Gilded Age, workplaces still tended to be racially segregated. And by the end of the 19th century, businesses had undergone major consolidation, often using monopolistic practices to dominate industries and fix prices and wages. In response, many workers began to organize labor unions, but they had pretty limited success. So overall, I would say that industrialization led to some pretty major changes in the world of work. Although work generally remained segregated and the process of transitioning from farms to factories wasn't entirely complete, during the Gilded Age, there was a huge shift towards unskilled wage work and big corporations. Next, let's look at living and migration patterns."}, {"video_title": "Continuity and change in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "In response, many workers began to organize labor unions, but they had pretty limited success. So overall, I would say that industrialization led to some pretty major changes in the world of work. Although work generally remained segregated and the process of transitioning from farms to factories wasn't entirely complete, during the Gilded Age, there was a huge shift towards unskilled wage work and big corporations. Next, let's look at living and migration patterns. In 1865, only about 20% of the population lived in cities. Most of the migrants to cities were Irish and German immigrants coming from Northern and Western Europe. Most African Americans continued to live in the South in the immediate aftermath of the Civil War, and the cities themselves had pockets of density and poverty like New York City's Five Points neighborhood, but they weren't yet incredibly crowded."}, {"video_title": "Continuity and change in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "Next, let's look at living and migration patterns. In 1865, only about 20% of the population lived in cities. Most of the migrants to cities were Irish and German immigrants coming from Northern and Western Europe. Most African Americans continued to live in the South in the immediate aftermath of the Civil War, and the cities themselves had pockets of density and poverty like New York City's Five Points neighborhood, but they weren't yet incredibly crowded. What about in 1898? Well, the percentage of the population living in cities nearly doubled, up to 40%. Several cities grew to more than one million people for the first time during the Gilded Age."}, {"video_title": "Continuity and change in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "Most African Americans continued to live in the South in the immediate aftermath of the Civil War, and the cities themselves had pockets of density and poverty like New York City's Five Points neighborhood, but they weren't yet incredibly crowded. What about in 1898? Well, the percentage of the population living in cities nearly doubled, up to 40%. Several cities grew to more than one million people for the first time during the Gilded Age. And who was coming to the cities changed as well. Political and economic trouble at home led many Southern and Eastern Europeans to head for the factories in American cities, and African Americans also began to slowly trickle northward in order to escape sharecropping and Jim Crow. This massive influx of people meant that cities were very dense, and many people had to crowd into tenements, unsafe, unventilated, ramshackle apartment buildings."}, {"video_title": "Continuity and change in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "Several cities grew to more than one million people for the first time during the Gilded Age. And who was coming to the cities changed as well. Political and economic trouble at home led many Southern and Eastern Europeans to head for the factories in American cities, and African Americans also began to slowly trickle northward in order to escape sharecropping and Jim Crow. This massive influx of people meant that cities were very dense, and many people had to crowd into tenements, unsafe, unventilated, ramshackle apartment buildings. In 1900, the Lower East Side of Manhattan was the most densely populated neighborhood in the world. So I would say that industrialization also led to quite the transformation in living and migration patterns. The factory jobs available in American cities drew new people to them from all over the country and the world, and also changed the standards of living."}, {"video_title": "Continuity and change in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "This massive influx of people meant that cities were very dense, and many people had to crowd into tenements, unsafe, unventilated, ramshackle apartment buildings. In 1900, the Lower East Side of Manhattan was the most densely populated neighborhood in the world. So I would say that industrialization also led to quite the transformation in living and migration patterns. The factory jobs available in American cities drew new people to them from all over the country and the world, and also changed the standards of living. Last, let's map the changes and continuities in prominent cultural ideas over the course of the Gilded Age. Although there are lots of different ideas and forms of cultural expression we could talk about, I'm gonna focus on ideas about the economy and race and immigration, since those are so closely tied to the other two categories of analysis we've got here. Immediately after the Civil War, there was an intense push in Congress and in the North to ensure racial equality for African Americans, with the passage of the 13th, 14th, and 15th Amendments."}, {"video_title": "Continuity and change in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "The factory jobs available in American cities drew new people to them from all over the country and the world, and also changed the standards of living. Last, let's map the changes and continuities in prominent cultural ideas over the course of the Gilded Age. Although there are lots of different ideas and forms of cultural expression we could talk about, I'm gonna focus on ideas about the economy and race and immigration, since those are so closely tied to the other two categories of analysis we've got here. Immediately after the Civil War, there was an intense push in Congress and in the North to ensure racial equality for African Americans, with the passage of the 13th, 14th, and 15th Amendments. There was also a very strong nativist or anti-immigrant sentiment among white native-born Protestants, who especially objected to the immigration of Irish Catholics. As far as the economy went, there were many people who argued in favor of laissez-faire economics, that the government should engage in little to no regulation of the market. That was pretty much the prevailing government approach of the day."}, {"video_title": "Continuity and change in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "Immediately after the Civil War, there was an intense push in Congress and in the North to ensure racial equality for African Americans, with the passage of the 13th, 14th, and 15th Amendments. There was also a very strong nativist or anti-immigrant sentiment among white native-born Protestants, who especially objected to the immigration of Irish Catholics. As far as the economy went, there were many people who argued in favor of laissez-faire economics, that the government should engage in little to no regulation of the market. That was pretty much the prevailing government approach of the day. All right, how does that compare to 1898? Well, unlike in the immediate post-war period, racial equality for African Americans had been abandoned as a mainstream idea with the rise of Jim Crow and rulings like the 1896 Supreme Court case Plessy versus Ferguson, which approved segregation. Nativism was also still a force in American life, and it had even intensified thanks to the flawed racial pseudoscience known as Social Darwinism, which suggested that people who were in high positions in society, both in terms of race and wealth, belonged there because they were the fittest."}, {"video_title": "Continuity and change in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "That was pretty much the prevailing government approach of the day. All right, how does that compare to 1898? Well, unlike in the immediate post-war period, racial equality for African Americans had been abandoned as a mainstream idea with the rise of Jim Crow and rulings like the 1896 Supreme Court case Plessy versus Ferguson, which approved segregation. Nativism was also still a force in American life, and it had even intensified thanks to the flawed racial pseudoscience known as Social Darwinism, which suggested that people who were in high positions in society, both in terms of race and wealth, belonged there because they were the fittest. But there were a few reformers who were beginning to question the effects of industrialization, like settlement house founder Jane Addams or early muckraker Jacob Rees. So in terms of ideas and culture, it looks like there was actually more continuity than change over the course of the Gilded Age. There may even have been an overall regression in ideas about race and immigration in this time period."}, {"video_title": "Continuity and change in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "Nativism was also still a force in American life, and it had even intensified thanks to the flawed racial pseudoscience known as Social Darwinism, which suggested that people who were in high positions in society, both in terms of race and wealth, belonged there because they were the fittest. But there were a few reformers who were beginning to question the effects of industrialization, like settlement house founder Jane Addams or early muckraker Jacob Rees. So in terms of ideas and culture, it looks like there was actually more continuity than change over the course of the Gilded Age. There may even have been an overall regression in ideas about race and immigration in this time period. There were a few efforts to soften the pains of industrialization and urbanization, but they weren't yet widespread. Let's return to our question then and see if we can formulate a thesis statement to address the extent to which industrialization brought change from 1865 to 1898. From the evidence we've gathered, I'd say that the technological and business advancements of the Second Industrial Revolution brought enormous changes to the ways that people lived and worked in the United States, transforming the country from a rural farming nation to an urban industrial one."}, {"video_title": "Continuity and change in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "There may even have been an overall regression in ideas about race and immigration in this time period. There were a few efforts to soften the pains of industrialization and urbanization, but they weren't yet widespread. Let's return to our question then and see if we can formulate a thesis statement to address the extent to which industrialization brought change from 1865 to 1898. From the evidence we've gathered, I'd say that the technological and business advancements of the Second Industrial Revolution brought enormous changes to the ways that people lived and worked in the United States, transforming the country from a rural farming nation to an urban industrial one. But the major ideas about immigration, race, and the economy didn't change as much. Segregation and nativist sentiments intensified over the time period, and efforts to rein in the excesses of industrial capitalism were just getting started. The major social efforts to improve the lives and work of this new urban population would have to wait until the Progressive Era."}, {"video_title": "The Gilded Age part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "So I've brought you here to talk about the Gilded Age, which is one of my favorite eras of American history. Because everything was great and covered in gold? No, because it is the only era of American history I can think of that has a sarcastic name. So what's to be sarcastic about? What's happening between, so I see it's from 1865 to 1898, which is the end of the Civil War, and then what happens in 1898? It's basically everyone woke up one morning and they were like, oh, we're done with the Gilded Age. Now it's time for the Progressive Era."}, {"video_title": "The Gilded Age part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "So what's to be sarcastic about? What's happening between, so I see it's from 1865 to 1898, which is the end of the Civil War, and then what happens in 1898? It's basically everyone woke up one morning and they were like, oh, we're done with the Gilded Age. Now it's time for the Progressive Era. Hooray, Spanish-American War times. More for the Spanish-American War. So the Gilded Age is kind of this period of really intense industrialization, kind of focusing on America's development as an industrial and business power."}, {"video_title": "The Gilded Age part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Now it's time for the Progressive Era. Hooray, Spanish-American War times. More for the Spanish-American War. So the Gilded Age is kind of this period of really intense industrialization, kind of focusing on America's development as an industrial and business power. It's very inward-looking, whereas after the Spanish-American War, the United States takes a bigger role on the world stage. The sarcastic part of the Gilded Age is that this was a term coined by Mark Twain, of all people, in 1890, and he wrote a book called The Gilded Age. And what Twain was trying to say was that the United States in this period wasn't experiencing a golden age, an era of prosperity and happiness, but rather a gilded age."}, {"video_title": "The Gilded Age part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "So the Gilded Age is kind of this period of really intense industrialization, kind of focusing on America's development as an industrial and business power. It's very inward-looking, whereas after the Spanish-American War, the United States takes a bigger role on the world stage. The sarcastic part of the Gilded Age is that this was a term coined by Mark Twain, of all people, in 1890, and he wrote a book called The Gilded Age. And what Twain was trying to say was that the United States in this period wasn't experiencing a golden age, an era of prosperity and happiness, but rather a gilded age. Oh, so just like a thin layer of gold on top disguising the cheap tin beneath? Exactly. Oh, snap, Mark Twain."}, {"video_title": "The Gilded Age part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "And what Twain was trying to say was that the United States in this period wasn't experiencing a golden age, an era of prosperity and happiness, but rather a gilded age. Oh, so just like a thin layer of gold on top disguising the cheap tin beneath? Exactly. Oh, snap, Mark Twain. So what's going on in this era that earns this nickname? Like, what is the appearance of fancy, lovely gold that just turns out to be tacky and miserable? Well, I think what people are talking about under the title of Gilded Age is that it's this time when immense wealth is accumulated by a number of individuals, many of whom still have their names on things today, like Andrew Carnegie of Carnegie Mellon University, or Carnegie Hall, JP Morgan, who was a banking magnate."}, {"video_title": "The Gilded Age part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Oh, snap, Mark Twain. So what's going on in this era that earns this nickname? Like, what is the appearance of fancy, lovely gold that just turns out to be tacky and miserable? Well, I think what people are talking about under the title of Gilded Age is that it's this time when immense wealth is accumulated by a number of individuals, many of whom still have their names on things today, like Andrew Carnegie of Carnegie Mellon University, or Carnegie Hall, JP Morgan, who was a banking magnate. We still have JP Morgan as a financial institution today. And I would say John D. Rockefeller is another. He was the founder of Standard Oil, so he was an oil baron at Rockefeller Center, right?"}, {"video_title": "The Gilded Age part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Well, I think what people are talking about under the title of Gilded Age is that it's this time when immense wealth is accumulated by a number of individuals, many of whom still have their names on things today, like Andrew Carnegie of Carnegie Mellon University, or Carnegie Hall, JP Morgan, who was a banking magnate. We still have JP Morgan as a financial institution today. And I would say John D. Rockefeller is another. He was the founder of Standard Oil, so he was an oil baron at Rockefeller Center, right? So these are the individuals who got enormously wealthy in the Gilded Age, and they got wealthy by being the captains of these new expanding industries. Titans of industry. The titans of industry, so steel and banking and oil."}, {"video_title": "The Gilded Age part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "He was the founder of Standard Oil, so he was an oil baron at Rockefeller Center, right? So these are the individuals who got enormously wealthy in the Gilded Age, and they got wealthy by being the captains of these new expanding industries. Titans of industry. The titans of industry, so steel and banking and oil. But they got rich partly through political corruption. So one of the less than savory parts of the Gilded Age is that a lot of this was done through political kickbacks, bribing of officials, bribing of the vice president of the United States. Wait, whoa, whoa, whoa, whoa, whoa, what, to bribe the vice president?"}, {"video_title": "The Gilded Age part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "The titans of industry, so steel and banking and oil. But they got rich partly through political corruption. So one of the less than savory parts of the Gilded Age is that a lot of this was done through political kickbacks, bribing of officials, bribing of the vice president of the United States. Wait, whoa, whoa, whoa, whoa, whoa, what, to bribe the vice president? That was a scandal that dogged the presidency of Ulysses S. Grant. Oh, man. Cr\u00e9dit Mobilier was a construction company that had less than savory ties to some people very high up in government."}, {"video_title": "The Gilded Age part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Wait, whoa, whoa, whoa, whoa, whoa, what, to bribe the vice president? That was a scandal that dogged the presidency of Ulysses S. Grant. Oh, man. Cr\u00e9dit Mobilier was a construction company that had less than savory ties to some people very high up in government. So these fortunes of people like Carnegie and Morgan were built partly on political corruption and partly on the backs of waves of immigrant laborers. Like my ancestors. Like my ancestors."}, {"video_title": "The Gilded Age part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Cr\u00e9dit Mobilier was a construction company that had less than savory ties to some people very high up in government. So these fortunes of people like Carnegie and Morgan were built partly on political corruption and partly on the backs of waves of immigrant laborers. Like my ancestors. Like my ancestors. And so during this time period in the eastern part of Europe, in the southern part of Europe, there were political eruptions, there were just general poverty, especially in Italy, and in Russia there were a number of pogroms which sent Russian Jews out of Russia and they came to the United States. And they came from very bad situations, so what they came to was a little bit better, but it wasn't much better. Which is how they all ended up living in this one apartment in lower Manhattan, as you've detailed in this, what is this, a Jacob Rees photograph."}, {"video_title": "The Gilded Age part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Like my ancestors. And so during this time period in the eastern part of Europe, in the southern part of Europe, there were political eruptions, there were just general poverty, especially in Italy, and in Russia there were a number of pogroms which sent Russian Jews out of Russia and they came to the United States. And they came from very bad situations, so what they came to was a little bit better, but it wasn't much better. Which is how they all ended up living in this one apartment in lower Manhattan, as you've detailed in this, what is this, a Jacob Rees photograph. Right, okay, so Jacob Rees was a photographer in the 1890s and he went around the lower east side of Manhattan basically just photographing what he called how the other half lives. And by the other half he meant immigrants, the poor, who were living in the lower east side of Manhattan, which at that time was the most dense section of humanity on earth. And you can see here that this is a photograph from a tenement that he took a picture of."}, {"video_title": "The Gilded Age part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Which is how they all ended up living in this one apartment in lower Manhattan, as you've detailed in this, what is this, a Jacob Rees photograph. Right, okay, so Jacob Rees was a photographer in the 1890s and he went around the lower east side of Manhattan basically just photographing what he called how the other half lives. And by the other half he meant immigrants, the poor, who were living in the lower east side of Manhattan, which at that time was the most dense section of humanity on earth. And you can see here that this is a photograph from a tenement that he took a picture of. And what is a tenement? So tenements were these apartment dwellings which kind of sprang up, often in the backyards of other normal buildings, but they were sort of hastily constructed. They had many rooms in them, they weren't up to fire code, I'm not even sure there was a fire code."}, {"video_title": "The Gilded Age part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "And you can see here that this is a photograph from a tenement that he took a picture of. And what is a tenement? So tenements were these apartment dwellings which kind of sprang up, often in the backyards of other normal buildings, but they were sort of hastily constructed. They had many rooms in them, they weren't up to fire code, I'm not even sure there was a fire code. Most of the rooms didn't have windows or electric lighting or ventilation. Sounds like a great place to live. One thing that I..."}, {"video_title": "The Gilded Age part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "They had many rooms in them, they weren't up to fire code, I'm not even sure there was a fire code. Most of the rooms didn't have windows or electric lighting or ventilation. Sounds like a great place to live. One thing that I... But does it have curb appeal, Kim? There's some pictures that can show you no, most of them were next to giant, rotting heaps of garbage. Oh boy."}, {"video_title": "The Gilded Age part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "One thing that I... But does it have curb appeal, Kim? There's some pictures that can show you no, most of them were next to giant, rotting heaps of garbage. Oh boy. One of my favorite things about the story of Jacob Rees is that he was a pioneer in the field of photography because he used flash photography. So you've seen in old movies those flash bulbs that go off, right? Because that was the only way he could get these apartments to be... Because there was no lighting in there."}, {"video_title": "The Gilded Age part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Oh boy. One of my favorite things about the story of Jacob Rees is that he was a pioneer in the field of photography because he used flash photography. So you've seen in old movies those flash bulbs that go off, right? Because that was the only way he could get these apartments to be... Because there was no lighting in there. There's no lighting in them, so you couldn't take a picture of them without light. So he brought his flash camera and he regularly set things on fire in these apartments as he was trying to document what life was like. So this is a photograph by Rees called Five Cents a Spot."}, {"video_title": "The Gilded Age part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Because that was the only way he could get these apartments to be... Because there was no lighting in there. There's no lighting in them, so you couldn't take a picture of them without light. So he brought his flash camera and he regularly set things on fire in these apartments as he was trying to document what life was like. So this is a photograph by Rees called Five Cents a Spot. And so you paid five cents a night to live in this apartment. And if you count here, there's one, two, three, four, five, six, I think this is somebody else's legs. Seven, did I get everybody?"}, {"video_title": "The Gilded Age part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "So this is a photograph by Rees called Five Cents a Spot. And so you paid five cents a night to live in this apartment. And if you count here, there's one, two, three, four, five, six, I think this is somebody else's legs. Seven, did I get everybody? There might be somebody else hiding over here. Seven men sharing this room and they're just doing the best they can. And you compare that with this, which is John D. Rockefeller's mansion in New York."}, {"video_title": "The Gilded Age part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Seven, did I get everybody? There might be somebody else hiding over here. Seven men sharing this room and they're just doing the best they can. And you compare that with this, which is John D. Rockefeller's mansion in New York. It's called, and I'm gonna butcher this, Kikett. So the real question of the Gilded Age is how is it that some people get so wealthy while some people are incredibly poor? Sure."}, {"video_title": "The Gilded Age part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "And you compare that with this, which is John D. Rockefeller's mansion in New York. It's called, and I'm gonna butcher this, Kikett. So the real question of the Gilded Age is how is it that some people get so wealthy while some people are incredibly poor? Sure. And whose responsibility is that, right? At one point, so J.P. Morgan decides he's going to buy out Andrew Carnegie. He buys him out for more than $400 million."}, {"video_title": "The Gilded Age part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Sure. And whose responsibility is that, right? At one point, so J.P. Morgan decides he's going to buy out Andrew Carnegie. He buys him out for more than $400 million. He loans money to the U.S. government. So he is like the single biggest creditor to the U.S. government. At that point, who has more power?"}, {"video_title": "The Gilded Age part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "He buys him out for more than $400 million. He loans money to the U.S. government. So he is like the single biggest creditor to the U.S. government. At that point, who has more power? The federal government or J.P. Morgan? So we're really talking about the clash of two great and terrible energies, right? Like this immense wealth and this immense deprivation."}, {"video_title": "The Gilded Age part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "At that point, who has more power? The federal government or J.P. Morgan? So we're really talking about the clash of two great and terrible energies, right? Like this immense wealth and this immense deprivation. Yeah. How do they play out? We'll get to that in some more videos."}, {"video_title": "The development of an American culture   AP US History   Khan Academy.mp3", "Sentence": "The United States itself was born in the midst of an intellectual movement that crossed the Atlantic from Europe, the Enlightenment. And if you read the Declaration of Independence, you can hear the echoes of the Enlightenment. \"'We hold these truths to be self-evident, \"'that all men are created equal, \"'that they are endowed by their Creator \"'with certain unalienable rights, \"'that among these are life, liberty, \"'and the pursuit of happiness, \"'that to secure these rights, \"'governments are instituted among men, \"'deriving their just powers \"'from the consent of the governed.'\" Jefferson looks at the evidence, the rational reasons for self-government. Now, contrast that with a piece of writing from an American at the end of this period. Here's the last stanza from Edgar Allan Poe's poem, \"'The Raven,' first published in 1845. \"'And the raven, never flitting, \"'still is sitting, still is sitting, \"'on the pallid bust of palace \"'just above my chamber door."}, {"video_title": "The development of an American culture   AP US History   Khan Academy.mp3", "Sentence": "Jefferson looks at the evidence, the rational reasons for self-government. Now, contrast that with a piece of writing from an American at the end of this period. Here's the last stanza from Edgar Allan Poe's poem, \"'The Raven,' first published in 1845. \"'And the raven, never flitting, \"'still is sitting, still is sitting, \"'on the pallid bust of palace \"'just above my chamber door. \"'And his eyes have all the seeming \"'of a demon's that is dreaming, \"'and the lamplight o'er him streaming \"'throws his shadow on the floor, \"'and my soul from out that shadow \"'that lies floating on the floor \"'shall be lifted nevermore.'\" What is going on here? Poe's talking about demons and souls and shadows."}, {"video_title": "The development of an American culture   AP US History   Khan Academy.mp3", "Sentence": "\"'And the raven, never flitting, \"'still is sitting, still is sitting, \"'on the pallid bust of palace \"'just above my chamber door. \"'And his eyes have all the seeming \"'of a demon's that is dreaming, \"'and the lamplight o'er him streaming \"'throws his shadow on the floor, \"'and my soul from out that shadow \"'that lies floating on the floor \"'shall be lifted nevermore.'\" What is going on here? Poe's talking about demons and souls and shadows. He's clearly not interested in reason or logic. Where Jefferson is cold, Poe is hot, emotional, imaginative, concentrating on the unseen world instead of the observable world that Jefferson prizes. This is because Poe, writing nearly 70 years later, was a product of the Romantic era."}, {"video_title": "The development of an American culture   AP US History   Khan Academy.mp3", "Sentence": "Poe's talking about demons and souls and shadows. He's clearly not interested in reason or logic. Where Jefferson is cold, Poe is hot, emotional, imaginative, concentrating on the unseen world instead of the observable world that Jefferson prizes. This is because Poe, writing nearly 70 years later, was a product of the Romantic era. The Romantics rebelled against the Enlightenment ideas of pure reason and the scientific method, arguing instead that individual experience and emotion mattered more. So why do we care about this transition from the Enlightenment to the Romantic era in the history of the United States? Well, for one thing, because it helps us explain the Second Great Awakening, that period of intense religious devotion that emerged in the first half of the 19th century and drove not only the creation of new religious movements in the United States, but also major reform movements."}, {"video_title": "The development of an American culture   AP US History   Khan Academy.mp3", "Sentence": "This is because Poe, writing nearly 70 years later, was a product of the Romantic era. The Romantics rebelled against the Enlightenment ideas of pure reason and the scientific method, arguing instead that individual experience and emotion mattered more. So why do we care about this transition from the Enlightenment to the Romantic era in the history of the United States? Well, for one thing, because it helps us explain the Second Great Awakening, that period of intense religious devotion that emerged in the first half of the 19th century and drove not only the creation of new religious movements in the United States, but also major reform movements. But we also care because it was during this time of transition that the first truly American art and literary movements emerged. Artists and writers stopped merely imitating European styles, although they were certainly still influenced by them, and began trying to capture a unique and different American culture. What they produced not only tells us a lot about their time period, but also created the foundation of what's considered American art or American literature today."}, {"video_title": "The development of an American culture   AP US History   Khan Academy.mp3", "Sentence": "Well, for one thing, because it helps us explain the Second Great Awakening, that period of intense religious devotion that emerged in the first half of the 19th century and drove not only the creation of new religious movements in the United States, but also major reform movements. But we also care because it was during this time of transition that the first truly American art and literary movements emerged. Artists and writers stopped merely imitating European styles, although they were certainly still influenced by them, and began trying to capture a unique and different American culture. What they produced not only tells us a lot about their time period, but also created the foundation of what's considered American art or American literature today. One of the ways that Americans began to distinguish their culture was through architecture. In the late 1700s, American architecture started to move away from the Georgian style it had borrowed from Britain, the very symmetrical brick homes that were built during the era when kings named George were in power, and they started to draw more from the models of Roman and Greek architecture. Americans saw themselves as carrying on the traditions of the Roman Republic and Greek democracy, so they started employing some of the same architectural language."}, {"video_title": "The development of an American culture   AP US History   Khan Academy.mp3", "Sentence": "What they produced not only tells us a lot about their time period, but also created the foundation of what's considered American art or American literature today. One of the ways that Americans began to distinguish their culture was through architecture. In the late 1700s, American architecture started to move away from the Georgian style it had borrowed from Britain, the very symmetrical brick homes that were built during the era when kings named George were in power, and they started to draw more from the models of Roman and Greek architecture. Americans saw themselves as carrying on the traditions of the Roman Republic and Greek democracy, so they started employing some of the same architectural language. The federal style started incorporating Roman elements into Georgian buildings, like Roman arches. Here you can see a bit of the transition from this Georgian building on Harvard's campus to this federal building in Salem, Massachusetts. You go from square windows and doors to Roman arches, and this transition continued as the US Capitol was built in Washington, DC."}, {"video_title": "The development of an American culture   AP US History   Khan Academy.mp3", "Sentence": "Americans saw themselves as carrying on the traditions of the Roman Republic and Greek democracy, so they started employing some of the same architectural language. The federal style started incorporating Roman elements into Georgian buildings, like Roman arches. Here you can see a bit of the transition from this Georgian building on Harvard's campus to this federal building in Salem, Massachusetts. You go from square windows and doors to Roman arches, and this transition continued as the US Capitol was built in Washington, DC. Starting in the 1820s, the Greek Revival style became prominent for monumental buildings, incorporating triangular pediments and Greek columns. Here you can see the original design of the US Capitol building, which houses Congress. It has a central dome, like the Pantheon in Rome, and then a full-on Greek temple pasted to its face."}, {"video_title": "The development of an American culture   AP US History   Khan Academy.mp3", "Sentence": "You go from square windows and doors to Roman arches, and this transition continued as the US Capitol was built in Washington, DC. Starting in the 1820s, the Greek Revival style became prominent for monumental buildings, incorporating triangular pediments and Greek columns. Here you can see the original design of the US Capitol building, which houses Congress. It has a central dome, like the Pantheon in Rome, and then a full-on Greek temple pasted to its face. By adopting these elements, American architects sent the message that the United States wasn't just imitating British styles. Instead, they were crafting an architectural form that was suitable for a republic. American art also began to diverge from its European forebears during the early 19th century."}, {"video_title": "The development of an American culture   AP US History   Khan Academy.mp3", "Sentence": "It has a central dome, like the Pantheon in Rome, and then a full-on Greek temple pasted to its face. By adopting these elements, American architects sent the message that the United States wasn't just imitating British styles. Instead, they were crafting an architectural form that was suitable for a republic. American art also began to diverge from its European forebears during the early 19th century. American-born painters in the Revolutionary era, like Gilbert Stuart, went to Europe to study and start their careers before heading back to the United States. Stuart's portraits of important American figures, like George Washington, followed the conventions of classical portraiture. It wasn't until the 1820s that American art began to come into its own with the Hudson River School."}, {"video_title": "The development of an American culture   AP US History   Khan Academy.mp3", "Sentence": "American art also began to diverge from its European forebears during the early 19th century. American-born painters in the Revolutionary era, like Gilbert Stuart, went to Europe to study and start their careers before heading back to the United States. Stuart's portraits of important American figures, like George Washington, followed the conventions of classical portraiture. It wasn't until the 1820s that American art began to come into its own with the Hudson River School. This was started by a group of painters working in upstate New York who captured the majestic nature of the American landscape. They were influenced by the Romantic movement's emphasis on emotion and the sublime, which is the awe-inspiring, untamed aspect of nature that you find in mountains and storms and wilderness. The painters of the Hudson River School explored the relationship between the American environment and the March of Settlement."}, {"video_title": "The development of an American culture   AP US History   Khan Academy.mp3", "Sentence": "It wasn't until the 1820s that American art began to come into its own with the Hudson River School. This was started by a group of painters working in upstate New York who captured the majestic nature of the American landscape. They were influenced by the Romantic movement's emphasis on emotion and the sublime, which is the awe-inspiring, untamed aspect of nature that you find in mountains and storms and wilderness. The painters of the Hudson River School explored the relationship between the American environment and the March of Settlement. Let's take a look at one Hudson River School painting, the Oxbow, which was painted in 1836 by Thomas Cole. The painting depicts a bend in the Connecticut River in western Massachusetts. You can see that a thunderstorm is passing with dark clouds here on the left, and there's this twisted tree and downed limbs which show how violent the storm was up on the mountain."}, {"video_title": "The development of an American culture   AP US History   Khan Academy.mp3", "Sentence": "The painters of the Hudson River School explored the relationship between the American environment and the March of Settlement. Let's take a look at one Hudson River School painting, the Oxbow, which was painted in 1836 by Thomas Cole. The painting depicts a bend in the Connecticut River in western Massachusetts. You can see that a thunderstorm is passing with dark clouds here on the left, and there's this twisted tree and downed limbs which show how violent the storm was up on the mountain. It feels dangerous and unpredictable. That's the sublime right there. Then on the right side, you have this river valley with farms and little plumes of smoke from houses."}, {"video_title": "The development of an American culture   AP US History   Khan Academy.mp3", "Sentence": "You can see that a thunderstorm is passing with dark clouds here on the left, and there's this twisted tree and downed limbs which show how violent the storm was up on the mountain. It feels dangerous and unpredictable. That's the sublime right there. Then on the right side, you have this river valley with farms and little plumes of smoke from houses. There's a boat on the river and some sheep grazing down here and just barely visible in the foreground is a little self-portrait of Thomas Cole out with his easel. He's kind of saying, yeah, that's right, I'm out here dodging lightning to show you how the real deal looks. So you can see in this painting that there's kind of a tension between the settled society on the right side and the wilderness on the left side."}, {"video_title": "The development of an American culture   AP US History   Khan Academy.mp3", "Sentence": "Then on the right side, you have this river valley with farms and little plumes of smoke from houses. There's a boat on the river and some sheep grazing down here and just barely visible in the foreground is a little self-portrait of Thomas Cole out with his easel. He's kind of saying, yeah, that's right, I'm out here dodging lightning to show you how the real deal looks. So you can see in this painting that there's kind of a tension between the settled society on the right side and the wilderness on the left side. The vastness of the American West and the march of the first wave of industrialization gave painters a unique American subject for their art. Lastly, the first American writers and thinkers came on the scene during this era. Remember, the Romantics glorified the experience of the individual and their emotions."}, {"video_title": "The development of an American culture   AP US History   Khan Academy.mp3", "Sentence": "So you can see in this painting that there's kind of a tension between the settled society on the right side and the wilderness on the left side. The vastness of the American West and the march of the first wave of industrialization gave painters a unique American subject for their art. Lastly, the first American writers and thinkers came on the scene during this era. Remember, the Romantics glorified the experience of the individual and their emotions. The first American fiction writers to gain traction for an international audience described unique aspects of American society. Washington Irving, who we remember today for the headless horseman in the Legend of Sleepy Hollow, another Romantic ghost story like Poe's The Raven, achieved renown by telling folk tales about the lingering Dutch culture in upstate New York. James Fenimore Cooper's protagonist in his leather stocking tales, Natty Bumpo, was a white frontiersman who grew up among the indigenous Delaware people."}, {"video_title": "The development of an American culture   AP US History   Khan Academy.mp3", "Sentence": "Remember, the Romantics glorified the experience of the individual and their emotions. The first American fiction writers to gain traction for an international audience described unique aspects of American society. Washington Irving, who we remember today for the headless horseman in the Legend of Sleepy Hollow, another Romantic ghost story like Poe's The Raven, achieved renown by telling folk tales about the lingering Dutch culture in upstate New York. James Fenimore Cooper's protagonist in his leather stocking tales, Natty Bumpo, was a white frontiersman who grew up among the indigenous Delaware people. His nickname was Hawkeye. And yes, the Marvel character is named after him, which gives you a sense of how these first American characters have continued to live on in our contemporary culture. In New England, particularly Boston and the surrounding areas, American intellectuals embraced Romanticism in the philosophy of Transcendentalism."}, {"video_title": "The development of an American culture   AP US History   Khan Academy.mp3", "Sentence": "James Fenimore Cooper's protagonist in his leather stocking tales, Natty Bumpo, was a white frontiersman who grew up among the indigenous Delaware people. His nickname was Hawkeye. And yes, the Marvel character is named after him, which gives you a sense of how these first American characters have continued to live on in our contemporary culture. In New England, particularly Boston and the surrounding areas, American intellectuals embraced Romanticism in the philosophy of Transcendentalism. The Transcendentalists were a group of writers, poets, and philosophers who believed that truth transcended the observable world of the Enlightenment, and that spiritual meaning could be found in nature. Henry David Thoreau is probably the most famous Transcendentalist. He wrote a book about his two years living simply in a cabin he built on the edge of Walden Pond on fellow Transcendentalist Ralph Waldo Emerson's property."}, {"video_title": "The development of an American culture   AP US History   Khan Academy.mp3", "Sentence": "In New England, particularly Boston and the surrounding areas, American intellectuals embraced Romanticism in the philosophy of Transcendentalism. The Transcendentalists were a group of writers, poets, and philosophers who believed that truth transcended the observable world of the Enlightenment, and that spiritual meaning could be found in nature. Henry David Thoreau is probably the most famous Transcendentalist. He wrote a book about his two years living simply in a cabin he built on the edge of Walden Pond on fellow Transcendentalist Ralph Waldo Emerson's property. The Transcendentalists also emphasized the individual and freedom of thought. Emerson, who's generally considered the founder of the Transcendentalist movement, wrote essays encouraging Americans to think for themselves, not just go along with the crowd. Some of the most influential Transcendentalists were women, like Margaret Fuller, who wrote about the state of women in the 19th century and edited the Transcendentalist magazine, The Dial."}, {"video_title": "The development of an American culture   AP US History   Khan Academy.mp3", "Sentence": "He wrote a book about his two years living simply in a cabin he built on the edge of Walden Pond on fellow Transcendentalist Ralph Waldo Emerson's property. The Transcendentalists also emphasized the individual and freedom of thought. Emerson, who's generally considered the founder of the Transcendentalist movement, wrote essays encouraging Americans to think for themselves, not just go along with the crowd. Some of the most influential Transcendentalists were women, like Margaret Fuller, who wrote about the state of women in the 19th century and edited the Transcendentalist magazine, The Dial. Poet Emily Dickinson has sometimes been classed among the Transcendentalists, as has Louisa May Alcott, the author of Little Women. The freedom of thought that the Transcendentalists espoused also led them to become some of the strongest opponents of the institution of slavery. Thoreau refused to pay his taxes in protest of the Mexican-American War, which he and many Northerners saw as an unjust land grab to extend Southern territory and spread slavery west."}, {"video_title": "Society and religion in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "Depending on where you grow up in the United States, you might hear a different story about the founding of this country. Now, I grew up in Pennsylvania, and the story that I heard was about the Pilgrims landing at Plymouth Rock. They were a group of deeply religious people who had been persecuted in England and were looking for a new world where they could practice their religion freely. But many of my friends grew up in Virginia, and the story they heard was about the founding of Jamestown, where a group of men from England who were adventurers looking for gold and glory landed in the new world hoping to make a profit. And I think both of these stories tells us a little bit about the founding mythology of the United States. Were the original settlers here looking for religious freedom, or were they here looking to make a quick buck? Well, in this video, I'd like to take some time to explore the New England colonies, the story of the people who landed at Plymouth Rock and then later at Boston to begin the colony of Massachusetts Bay."}, {"video_title": "Society and religion in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "But many of my friends grew up in Virginia, and the story they heard was about the founding of Jamestown, where a group of men from England who were adventurers looking for gold and glory landed in the new world hoping to make a profit. And I think both of these stories tells us a little bit about the founding mythology of the United States. Were the original settlers here looking for religious freedom, or were they here looking to make a quick buck? Well, in this video, I'd like to take some time to explore the New England colonies, the story of the people who landed at Plymouth Rock and then later at Boston to begin the colony of Massachusetts Bay. And we'll see as we go along just how different the settlers in Massachusetts Bay were from those at Jamestown, and also some of the ways in which they were quite similar. Now, there's no question about who got here first. As you can see, Jamestown was founded in 1607, but it wasn't too much later that the Pilgrims landed at Plymouth Rock in 1620, and then they were followed by a much larger group of Puritans who landed at Boston and founded Massachusetts Bay in 1630."}, {"video_title": "Society and religion in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "Well, in this video, I'd like to take some time to explore the New England colonies, the story of the people who landed at Plymouth Rock and then later at Boston to begin the colony of Massachusetts Bay. And we'll see as we go along just how different the settlers in Massachusetts Bay were from those at Jamestown, and also some of the ways in which they were quite similar. Now, there's no question about who got here first. As you can see, Jamestown was founded in 1607, but it wasn't too much later that the Pilgrims landed at Plymouth Rock in 1620, and then they were followed by a much larger group of Puritans who landed at Boston and founded Massachusetts Bay in 1630. So let's talk about Puritans. So who or what was a Puritan? This is an image of Cotton Mather."}, {"video_title": "Society and religion in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "As you can see, Jamestown was founded in 1607, but it wasn't too much later that the Pilgrims landed at Plymouth Rock in 1620, and then they were followed by a much larger group of Puritans who landed at Boston and founded Massachusetts Bay in 1630. So let's talk about Puritans. So who or what was a Puritan? This is an image of Cotton Mather. He was a prominent Puritan minister. In fact, the Mather family will go on to be one of the great theological families of Massachusetts. Puritans started in England, and their main concern was that they believed the Church of England, the Anglican Church, was too much like the Catholic Church."}, {"video_title": "Society and religion in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "This is an image of Cotton Mather. He was a prominent Puritan minister. In fact, the Mather family will go on to be one of the great theological families of Massachusetts. Puritans started in England, and their main concern was that they believed the Church of England, the Anglican Church, was too much like the Catholic Church. And this is a fairly legitimate criticism because in many ways, the Anglican Church was very similar to the Catholic Church, except that instead of being headed by the Pope, the Church of England was led by the king. So Puritans hoped that they could purify the Church of England from its many Catholic influences. So that's where Puritan comes from, purify."}, {"video_title": "Society and religion in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "Puritans started in England, and their main concern was that they believed the Church of England, the Anglican Church, was too much like the Catholic Church. And this is a fairly legitimate criticism because in many ways, the Anglican Church was very similar to the Catholic Church, except that instead of being headed by the Pope, the Church of England was led by the king. So Puritans hoped that they could purify the Church of England from its many Catholic influences. So that's where Puritan comes from, purify. And by this, they meant that there were too many rituals, too much pomp and circumstance, and not enough focus on the Bible itself. So they kinda wanted to strip away a lot of the fanciness of the Church of England. In the 1620s, the Puritans began to face more persecution in England."}, {"video_title": "Society and religion in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "So that's where Puritan comes from, purify. And by this, they meant that there were too many rituals, too much pomp and circumstance, and not enough focus on the Bible itself. So they kinda wanted to strip away a lot of the fanciness of the Church of England. In the 1620s, the Puritans began to face more persecution in England. Now, why did the English government care about a group of religious folks who were not big fans of the Church of England? Well, the answer is that there was no separation of church and state. And so as the king was the head of the church, if you're casting doubt on the church, you are then casting doubt on the king."}, {"video_title": "Society and religion in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "In the 1620s, the Puritans began to face more persecution in England. Now, why did the English government care about a group of religious folks who were not big fans of the Church of England? Well, the answer is that there was no separation of church and state. And so as the king was the head of the church, if you're casting doubt on the church, you are then casting doubt on the king. And so the Puritans did not make themselves very popular in England. And sensing that they might be in trouble, many Puritans began to emigrate to the New World. They'd seen lots of tracts about Virginia and how one could make a new life there, and they thought that perhaps if they went to Virginia, and they were originally aiming to go to Virginia, they ended up landing a bit north of there, that they could set an example of what a righteous church and a righteous society would look like, because they believed that the church and the society of England were becoming much too corrupt, much too divorced from the principles of the Bible."}, {"video_title": "Society and religion in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "And so as the king was the head of the church, if you're casting doubt on the church, you are then casting doubt on the king. And so the Puritans did not make themselves very popular in England. And sensing that they might be in trouble, many Puritans began to emigrate to the New World. They'd seen lots of tracts about Virginia and how one could make a new life there, and they thought that perhaps if they went to Virginia, and they were originally aiming to go to Virginia, they ended up landing a bit north of there, that they could set an example of what a righteous church and a righteous society would look like, because they believed that the church and the society of England were becoming much too corrupt, much too divorced from the principles of the Bible. So in 1620, one group of Puritans set out for the New World and landed at Plymouth Rock, and we call them the Pilgrims. And then in 1630, a second group set out, and they were just Puritans more broadly. And over the course of the 1630s, about 14,000 Puritans emigrated from England to New England, Massachusetts Bay, in what's called the Great Migration."}, {"video_title": "Society and religion in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "They'd seen lots of tracts about Virginia and how one could make a new life there, and they thought that perhaps if they went to Virginia, and they were originally aiming to go to Virginia, they ended up landing a bit north of there, that they could set an example of what a righteous church and a righteous society would look like, because they believed that the church and the society of England were becoming much too corrupt, much too divorced from the principles of the Bible. So in 1620, one group of Puritans set out for the New World and landed at Plymouth Rock, and we call them the Pilgrims. And then in 1630, a second group set out, and they were just Puritans more broadly. And over the course of the 1630s, about 14,000 Puritans emigrated from England to New England, Massachusetts Bay, in what's called the Great Migration. So what was the difference between these two groups, the Pilgrims and the Puritans? Well, the Pilgrims, who arrived in 1620, they were separatists. And what that means is that they thought that the Church of England was so corrupt that there was just no chance that they were going to be able to save it."}, {"video_title": "Society and religion in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "And over the course of the 1630s, about 14,000 Puritans emigrated from England to New England, Massachusetts Bay, in what's called the Great Migration. So what was the difference between these two groups, the Pilgrims and the Puritans? Well, the Pilgrims, who arrived in 1620, they were separatists. And what that means is that they thought that the Church of England was so corrupt that there was just no chance that they were going to be able to save it. So they wanted to separate from that church altogether and live a completely separate life at Plymouth. They had a pretty small settlement. About 100 people crossed over on the Mayflower, the ship that brought them to the New World."}, {"video_title": "Society and religion in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "And what that means is that they thought that the Church of England was so corrupt that there was just no chance that they were going to be able to save it. So they wanted to separate from that church altogether and live a completely separate life at Plymouth. They had a pretty small settlement. About 100 people crossed over on the Mayflower, the ship that brought them to the New World. But the group that came over in 1630, the Puritans, they did not want to separate from the Church of England altogether, they wanted to purify it. And they hoped that by setting an example of a righteous society, they would actually convince people back in England to adopt their ways, invite them back, and that all of England could become like New England. This man here is John Winthrop, and he was a lawyer who became a leader of the Puritans."}, {"video_title": "Society and religion in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "About 100 people crossed over on the Mayflower, the ship that brought them to the New World. But the group that came over in 1630, the Puritans, they did not want to separate from the Church of England altogether, they wanted to purify it. And they hoped that by setting an example of a righteous society, they would actually convince people back in England to adopt their ways, invite them back, and that all of England could become like New England. This man here is John Winthrop, and he was a lawyer who became a leader of the Puritans. He was elected governor pretty much for his entire life. And he wrote that he wanted Massachusetts Bay to be like a city upon a hill, and be kind of a beacon of light, showing the world what a good society could be like. Now, obviously, the New England Puritans did not get their way."}, {"video_title": "Society and religion in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "This man here is John Winthrop, and he was a lawyer who became a leader of the Puritans. He was elected governor pretty much for his entire life. And he wrote that he wanted Massachusetts Bay to be like a city upon a hill, and be kind of a beacon of light, showing the world what a good society could be like. Now, obviously, the New England Puritans did not get their way. They were not invited back to England to become the model of English society, but they did become the model of society in Massachusetts Bay and New England more generally, and I think a strong influence on American culture writ large. So how did life in New England compare to life in Virginia? Well, a lot depended on the different environment of the colony and the reasons that migrants came to New England."}, {"video_title": "Society and religion in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "Now, obviously, the New England Puritans did not get their way. They were not invited back to England to become the model of English society, but they did become the model of society in Massachusetts Bay and New England more generally, and I think a strong influence on American culture writ large. So how did life in New England compare to life in Virginia? Well, a lot depended on the different environment of the colony and the reasons that migrants came to New England. Because the environment of New England was colder, the land was rockier, it was both a healthier place to live because tropical diseases couldn't flourish there the way that they could in the marshy areas of Virginia, and it was also the unsuitable place for large-scale plantation agriculture. So they couldn't grow the kinds of crops that Virginia grew, like tobacco or even sugar in the West Indies. So that meant that in New England, most of the industry was either family farming and fishing and also some trading, since they were on the coast."}, {"video_title": "Society and religion in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "Well, a lot depended on the different environment of the colony and the reasons that migrants came to New England. Because the environment of New England was colder, the land was rockier, it was both a healthier place to live because tropical diseases couldn't flourish there the way that they could in the marshy areas of Virginia, and it was also the unsuitable place for large-scale plantation agriculture. So they couldn't grow the kinds of crops that Virginia grew, like tobacco or even sugar in the West Indies. So that meant that in New England, most of the industry was either family farming and fishing and also some trading, since they were on the coast. And because most Puritans came over to help build this city upon a hill, they came in family units, not as single men like in Virginia. So there was a much more even ratio of men to women. The families that came over tended to be well-off enough to pay their own passage across the Atlantic, tended to be kind of middle-class artisan types."}, {"video_title": "Society and religion in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "So that meant that in New England, most of the industry was either family farming and fishing and also some trading, since they were on the coast. And because most Puritans came over to help build this city upon a hill, they came in family units, not as single men like in Virginia. So there was a much more even ratio of men to women. The families that came over tended to be well-off enough to pay their own passage across the Atlantic, tended to be kind of middle-class artisan types. And so New England didn't have the kind of influx of indentured servants that Virginia had, nor did it have an influx of enslaved Africans as laborers, because most New Englanders were farmers, and they were small farmers. So they relied on their own family as labor. So a major consequence of these motivations for emigrating and this environment was that New England society was relatively egalitarian."}, {"video_title": "Society and religion in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "The families that came over tended to be well-off enough to pay their own passage across the Atlantic, tended to be kind of middle-class artisan types. And so New England didn't have the kind of influx of indentured servants that Virginia had, nor did it have an influx of enslaved Africans as laborers, because most New Englanders were farmers, and they were small farmers. So they relied on their own family as labor. So a major consequence of these motivations for emigrating and this environment was that New England society was relatively egalitarian. There were very few very wealthy landowners like there were in Virginia, and very few people who were completely at the bottom, like servants and enslaved people. People who lived in Virginia had a life expectancy of up to 70 years, which was one of the highest life expectancies in the world at this time. And because reading the Bible was so important to the Puritans, New England also had one of the highest rates of literacy in the world at this time."}, {"video_title": "Society and religion in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "So a major consequence of these motivations for emigrating and this environment was that New England society was relatively egalitarian. There were very few very wealthy landowners like there were in Virginia, and very few people who were completely at the bottom, like servants and enslaved people. People who lived in Virginia had a life expectancy of up to 70 years, which was one of the highest life expectancies in the world at this time. And because reading the Bible was so important to the Puritans, New England also had one of the highest rates of literacy in the world at this time. But for all of these positives, there were plenty of reasons why living in New England wasn't so much fun. Most of them related to the strictness of the congregational church. Puritans canceled Christmas, that they thought was too much of a pagan ritual."}, {"video_title": "Society and religion in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "And because reading the Bible was so important to the Puritans, New England also had one of the highest rates of literacy in the world at this time. But for all of these positives, there were plenty of reasons why living in New England wasn't so much fun. Most of them related to the strictness of the congregational church. Puritans canceled Christmas, that they thought was too much of a pagan ritual. And though you would think that their own experience of religious intolerance in England would have led them to be more tolerant to dissidents, that was not the case. Anyone who disagreed with a Puritan theology or leadership was given the option to go somewhere else or be executed. For example, Roger Williams, who questioned the Puritans' actions toward Native Americans, was expelled from Massachusetts Bay in 1636, and he went on to found the colony of Rhode Island, where religious dissenters could find a place of refuge from Massachusetts Bay, just as the people of Massachusetts Bay had found refuge from England."}, {"video_title": "Society and religion in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "Puritans canceled Christmas, that they thought was too much of a pagan ritual. And though you would think that their own experience of religious intolerance in England would have led them to be more tolerant to dissidents, that was not the case. Anyone who disagreed with a Puritan theology or leadership was given the option to go somewhere else or be executed. For example, Roger Williams, who questioned the Puritans' actions toward Native Americans, was expelled from Massachusetts Bay in 1636, and he went on to found the colony of Rhode Island, where religious dissenters could find a place of refuge from Massachusetts Bay, just as the people of Massachusetts Bay had found refuge from England. One of these was a woman named Anne Hutchinson, who in 1637 was expelled from Massachusetts Bay for daring to be a woman who preached the Bible. So in this video, I've explored some of the background to Puritans and pilgrims and aspects of New England society and religion. In the next video, we'll continue our exploration of New England's life through its politics and policies toward Native Americans."}, {"video_title": "Emancipation Proclamation   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "No, it's actually a lot more complicated than that. So, the Emancipation Proclamation itself was not a speech. It was actually closer to a decree. Even though Lincoln didn't originally come in to his presidency intending to end slavery, it became pretty clear in the first year of the war that- He was anti-slavery, he just didn't want it to spread. He didn't think that he could end it. Right, so he specifically says in his inaugural address that he has no intention of ending slavery, and that if the slave states return to the Union, everything will just go back to the status quo. But it very quickly becomes apparent in the Civil War that ending slavery is going to have to be a goal of the North."}, {"video_title": "Emancipation Proclamation   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "Even though Lincoln didn't originally come in to his presidency intending to end slavery, it became pretty clear in the first year of the war that- He was anti-slavery, he just didn't want it to spread. He didn't think that he could end it. Right, so he specifically says in his inaugural address that he has no intention of ending slavery, and that if the slave states return to the Union, everything will just go back to the status quo. But it very quickly becomes apparent in the Civil War that ending slavery is going to have to be a goal of the North. For one thing, the slaves provide so much of the production for the South that interfering with that production is really important for the North to secure victory. But it also is important on a moral ground. As almost as soon as the war begins, enslaved men and women in the South start going to Union lines, hoping for the Army to protect them."}, {"video_title": "Emancipation Proclamation   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "But it very quickly becomes apparent in the Civil War that ending slavery is going to have to be a goal of the North. For one thing, the slaves provide so much of the production for the South that interfering with that production is really important for the North to secure victory. But it also is important on a moral ground. As almost as soon as the war begins, enslaved men and women in the South start going to Union lines, hoping for the Army to protect them. They want to be part of the war effort. They interpret it as a war to end slavery long before Abraham Lincoln interprets it as a war to end slavery. So it becomes clear by the summer of 1862 that the Union is going to have to deal with slavery one way or another."}, {"video_title": "Emancipation Proclamation   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "As almost as soon as the war begins, enslaved men and women in the South start going to Union lines, hoping for the Army to protect them. They want to be part of the war effort. They interpret it as a war to end slavery long before Abraham Lincoln interprets it as a war to end slavery. So it becomes clear by the summer of 1862 that the Union is going to have to deal with slavery one way or another. Once again, the reason why it's strategically important is that this war is not going as well as the North would have hoped, or as Lincoln would have hoped. It's lasting longer. The first year, as we mentioned in a previous video, the South was winning, and it was going on the offensive."}, {"video_title": "Emancipation Proclamation   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "So it becomes clear by the summer of 1862 that the Union is going to have to deal with slavery one way or another. Once again, the reason why it's strategically important is that this war is not going as well as the North would have hoped, or as Lincoln would have hoped. It's lasting longer. The first year, as we mentioned in a previous video, the South was winning, and it was going on the offensive. And then also on the moral argument, I guess it gave the North something more to fight for. Yes, and even in some pockets of the South, individual Union generals were even making their own small emancipation proclamations. So it became clear that the North was going to need an overall stance on whether this was a war to end slavery."}, {"video_title": "Emancipation Proclamation   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "The first year, as we mentioned in a previous video, the South was winning, and it was going on the offensive. And then also on the moral argument, I guess it gave the North something more to fight for. Yes, and even in some pockets of the South, individual Union generals were even making their own small emancipation proclamations. So it became clear that the North was going to need an overall stance on whether this was a war to end slavery. And Lincoln decides, yes, this is going to be a war to end slavery. And so does he announce it just all of a sudden, or is he kind of waiting for the right time? He's definitely waiting for the right time."}, {"video_title": "Emancipation Proclamation   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "So it became clear that the North was going to need an overall stance on whether this was a war to end slavery. And Lincoln decides, yes, this is going to be a war to end slavery. And so does he announce it just all of a sudden, or is he kind of waiting for the right time? He's definitely waiting for the right time. In the summer of 1862, he makes the first draft of the Emancipation Proclamation. And even in the summer, he shows it to the members of his cabinets, and they're shocked. Most of them are themselves very strongly abolitionist, but they are terrified that this document is gonna be so revolutionary at a time when the North is already struggling, that it's going to force the border states out, that many of the whites in the North who don't care about the fate of slaves are going to leave the war effort."}, {"video_title": "Emancipation Proclamation   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "He's definitely waiting for the right time. In the summer of 1862, he makes the first draft of the Emancipation Proclamation. And even in the summer, he shows it to the members of his cabinets, and they're shocked. Most of them are themselves very strongly abolitionist, but they are terrified that this document is gonna be so revolutionary at a time when the North is already struggling, that it's going to force the border states out, that many of the whites in the North who don't care about the fate of slaves are going to leave the war effort. So they advise Lincoln not to just proclaim the Emancipation Proclamation, but rather to wait for a big Union victory to kind of put a stamp on the document. And just to make sure we understand, I mean, the fear of his advisors was not all the Union states were free states. You had states like Missouri and Kentucky and Maryland that were slave states but still part of the Union."}, {"video_title": "Emancipation Proclamation   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "Most of them are themselves very strongly abolitionist, but they are terrified that this document is gonna be so revolutionary at a time when the North is already struggling, that it's going to force the border states out, that many of the whites in the North who don't care about the fate of slaves are going to leave the war effort. So they advise Lincoln not to just proclaim the Emancipation Proclamation, but rather to wait for a big Union victory to kind of put a stamp on the document. And just to make sure we understand, I mean, the fear of his advisors was not all the Union states were free states. You had states like Missouri and Kentucky and Maryland that were slave states but still part of the Union. And so the fear is if you emancipate, or if you say that if you make this proclamation, all of a sudden those states would leave. Right, and those are very important states. They have a very large white population relative to their enslaved population, which means that if they go to the South, all of those fighters will go for the South."}, {"video_title": "Emancipation Proclamation   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "You had states like Missouri and Kentucky and Maryland that were slave states but still part of the Union. And so the fear is if you emancipate, or if you say that if you make this proclamation, all of a sudden those states would leave. Right, and those are very important states. They have a very large white population relative to their enslaved population, which means that if they go to the South, all of those fighters will go for the South. And it's also where a lot of the South's industry is. So it would mean that a tremendous amount of manpower and also industrial power would join the South. So Lincoln and his cabinet are very concerned about alienating these states."}, {"video_title": "Emancipation Proclamation   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "They have a very large white population relative to their enslaved population, which means that if they go to the South, all of those fighters will go for the South. And it's also where a lot of the South's industry is. So it would mean that a tremendous amount of manpower and also industrial power would join the South. So Lincoln and his cabinet are very concerned about alienating these states. They wanna make sure that their power doesn't go with the South. Does the Emancipation Proclamation end slavery in those states, or the entire United States, or just in the South, or just in the Confederate states? So this is a strategy of military necessity, as Lincoln says."}, {"video_title": "Emancipation Proclamation   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "So Lincoln and his cabinet are very concerned about alienating these states. They wanna make sure that their power doesn't go with the South. Does the Emancipation Proclamation end slavery in those states, or the entire United States, or just in the South, or just in the Confederate states? So this is a strategy of military necessity, as Lincoln says. He specifically accepts the border states from the Emancipation Proclamation. He exempts them. He exempts them."}, {"video_title": "Emancipation Proclamation   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "So this is a strategy of military necessity, as Lincoln says. He specifically accepts the border states from the Emancipation Proclamation. He exempts them. He exempts them. He says this does not apply to them. So it's not a pure moral ground that slavery is evil and needs to be gone from the Earth. He's saying in these states that are trying to secede, he is banning slavery."}, {"video_title": "Emancipation Proclamation   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "He exempts them. He says this does not apply to them. So it's not a pure moral ground that slavery is evil and needs to be gone from the Earth. He's saying in these states that are trying to secede, he is banning slavery. Right, and he almost makes it like a form of enticement for the South to come back. He says, here is my plan for emancipation. I am going to put it into effect on the first day of January, 1863."}, {"video_title": "Emancipation Proclamation   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "He's saying in these states that are trying to secede, he is banning slavery. Right, and he almost makes it like a form of enticement for the South to come back. He says, here is my plan for emancipation. I am going to put it into effect on the first day of January, 1863. He puts it out in September of 1862 just after the Union victory at Antietam. So this big Union victory gives him the confidence. The backdrop, the context."}, {"video_title": "Emancipation Proclamation   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "I am going to put it into effect on the first day of January, 1863. He puts it out in September of 1862 just after the Union victory at Antietam. So this big Union victory gives him the confidence. The backdrop, the context. The context in which he can put the Emancipation Proclamation out there. But he says, if the states that are in rebellion come back into the Union before January 1st, then it will be null and void. I see, so he's still trying to get them back in the fold and he's willing to accept slavery, at least for the time being, if he could end this war that's turning out far bloodier and far longer lasting than, frankly, anyone, especially folks in the North, had expected it to be."}, {"video_title": "Emancipation Proclamation   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "The backdrop, the context. The context in which he can put the Emancipation Proclamation out there. But he says, if the states that are in rebellion come back into the Union before January 1st, then it will be null and void. I see, so he's still trying to get them back in the fold and he's willing to accept slavery, at least for the time being, if he could end this war that's turning out far bloodier and far longer lasting than, frankly, anyone, especially folks in the North, had expected it to be. So he didn't immediately say, hey, no more slavery, which might have made the South fight even harder. It's like, hey, well, I'm gonna make this effective in January, January 1863, which would be over here. So you have a couple of months to come back, come back to the mothership, so to speak."}, {"video_title": "Emancipation Proclamation   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "I see, so he's still trying to get them back in the fold and he's willing to accept slavery, at least for the time being, if he could end this war that's turning out far bloodier and far longer lasting than, frankly, anyone, especially folks in the North, had expected it to be. So he didn't immediately say, hey, no more slavery, which might have made the South fight even harder. It's like, hey, well, I'm gonna make this effective in January, January 1863, which would be over here. So you have a couple of months to come back, come back to the mothership, so to speak. Right, and the South does not take him up on this offer. So when January 1st, 1863 rolls around, he signs the Emancipation Proclamation. And we have some of the text of the proclamation here."}, {"video_title": "Emancipation Proclamation   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "So you have a couple of months to come back, come back to the mothership, so to speak. Right, and the South does not take him up on this offer. So when January 1st, 1863 rolls around, he signs the Emancipation Proclamation. And we have some of the text of the proclamation here. And what I think is interesting, and we have this right on the Khan Academy site in one of the articles, is that it doesn't have the beauty of the Declaration of Independence, or even the Constitution. It actually reads kind of like a legal document. I mean, if I read this, that on the first day of January in the year of our Lord, 1863, all persons held as slaves within any state or designated part of a state, so it's kind of this legalese, the people whereof shall then be in rebellion against the United States, shall be then, thenceforth, and forever free."}, {"video_title": "Emancipation Proclamation   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "And we have some of the text of the proclamation here. And what I think is interesting, and we have this right on the Khan Academy site in one of the articles, is that it doesn't have the beauty of the Declaration of Independence, or even the Constitution. It actually reads kind of like a legal document. I mean, if I read this, that on the first day of January in the year of our Lord, 1863, all persons held as slaves within any state or designated part of a state, so it's kind of this legalese, the people whereof shall then be in rebellion against the United States, shall be then, thenceforth, and forever free. And the executive government of the United States, including the military and naval authority thereof, will recognize and maintain the freedom of such persons, and will do no act or acts to repress such persons, or any of them, in any efforts they make for their actual freedom. Which is, in spirit, a really nice thing to say, but it reads like a legal document. And I could keep going."}, {"video_title": "Emancipation Proclamation   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "I mean, if I read this, that on the first day of January in the year of our Lord, 1863, all persons held as slaves within any state or designated part of a state, so it's kind of this legalese, the people whereof shall then be in rebellion against the United States, shall be then, thenceforth, and forever free. And the executive government of the United States, including the military and naval authority thereof, will recognize and maintain the freedom of such persons, and will do no act or acts to repress such persons, or any of them, in any efforts they make for their actual freedom. Which is, in spirit, a really nice thing to say, but it reads like a legal document. And I could keep going. I encourage the folks listening to read it, and it literally lists the various states. And as you mentioned, it's much more of a decree. It's not this beautiful speech."}, {"video_title": "Emancipation Proclamation   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "And I could keep going. I encourage the folks listening to read it, and it literally lists the various states. And as you mentioned, it's much more of a decree. It's not this beautiful speech. Right, and we know Lincoln for his beautiful speeches. The Gettysburg Address is perhaps the most famous speech in American history. And so it's a little bit strange that, arguably, the most important thing that Lincoln ever does is arguably the ugliest piece of writing that Lincoln ever put out there."}, {"video_title": "Emancipation Proclamation   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "It's not this beautiful speech. Right, and we know Lincoln for his beautiful speeches. The Gettysburg Address is perhaps the most famous speech in American history. And so it's a little bit strange that, arguably, the most important thing that Lincoln ever does is arguably the ugliest piece of writing that Lincoln ever put out there. It's because he's a lawyer. And we forget, sometimes, about Lincoln's background as a lawyer, but he practiced for decades. And so what he's trying to do here is really create an ironclad legal document, that no one can turn around later and say, well, here's a loophole."}, {"video_title": "Emancipation Proclamation   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "And so it's a little bit strange that, arguably, the most important thing that Lincoln ever does is arguably the ugliest piece of writing that Lincoln ever put out there. It's because he's a lawyer. And we forget, sometimes, about Lincoln's background as a lawyer, but he practiced for decades. And so what he's trying to do here is really create an ironclad legal document, that no one can turn around later and say, well, here's a loophole. Yeah, although it has its moments, I mean, right here. And upon this act, and upon this act, sincerely believed to be an act of justice, warranted by the Constitution, upon military necessity, I invoke the considerate judgment of mankind and the gracious favor of Almighty God. So, I mean, it's kind of, it's still kind of illegal."}, {"video_title": "Emancipation Proclamation   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "And so what he's trying to do here is really create an ironclad legal document, that no one can turn around later and say, well, here's a loophole. Yeah, although it has its moments, I mean, right here. And upon this act, and upon this act, sincerely believed to be an act of justice, warranted by the Constitution, upon military necessity, I invoke the considerate judgment of mankind and the gracious favor of Almighty God. So, I mean, it's kind of, it's still kind of illegal. Yeah, it's not moving to the passions or to the moral as much as, kind of. And he even also talks about, well, it is what it is. We'll let other people judge it on their own."}, {"video_title": "Emancipation Proclamation   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "So, I mean, it's kind of, it's still kind of illegal. Yeah, it's not moving to the passions or to the moral as much as, kind of. And he even also talks about, well, it is what it is. We'll let other people judge it on their own. But, you know, what's really important about the Emancipation Proclamation is, from that point forward, even though he's particularly putting this on the southern states, where any jurisdiction he has is really just what can be enforced by the army, it turns the Union Army into an army of liberation, that as they go throughout the south, enslaved people will flock to them and want to contribute to the war effort. And shortly after this, Lincoln will make it possible, well, one part of the Emancipation Proclamation is saying that African Americans can join the Union Army as soldiers. And so, they really, from this point forward, can play an active role, a direct and recognized role in ending slavery."}, {"video_title": "The Declaration of Independence   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "And we know parts of it very well. For example, we hold these truths to be self-evident, that all men are created equal. The Declaration of Independence was really the point of no return for the young United States of America, making an appeal to the rest of the world to say that their time as a colony of the United Kingdom had ended. Now, the principal author of the Declaration of Independence was this man here, Thomas Jefferson. I tried to find a picture of him as a young man. In fact, at the time, he was about 10 years younger than you even see him here. He was 33."}, {"video_title": "The Declaration of Independence   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "Now, the principal author of the Declaration of Independence was this man here, Thomas Jefferson. I tried to find a picture of him as a young man. In fact, at the time, he was about 10 years younger than you even see him here. He was 33. So, where did young Thomas Jefferson get all of the ideas that he expressed in the Declaration of Independence? And what happened to those ideas once he put them down on paper? In this video, I'd like to explore some of the origins and effects of the Declaration of Independence."}, {"video_title": "The Declaration of Independence   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "He was 33. So, where did young Thomas Jefferson get all of the ideas that he expressed in the Declaration of Independence? And what happened to those ideas once he put them down on paper? In this video, I'd like to explore some of the origins and effects of the Declaration of Independence. Now, we often think that the Revolutionary War started with the Declaration of Independence. We think of 1776 as being this opening moment of the Revolution. In fact, parts of the Revolutionary War had been going on for some time."}, {"video_title": "The Declaration of Independence   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "In this video, I'd like to explore some of the origins and effects of the Declaration of Independence. Now, we often think that the Revolutionary War started with the Declaration of Independence. We think of 1776 as being this opening moment of the Revolution. In fact, parts of the Revolutionary War had been going on for some time. It was in 1765, more than a decade earlier, that some of the first unrest over taxation, specifically the Stamp Act, had begun. In 1773, the famous Boston Tea Party, when a group of colonists dumped over 300 crates of tea into Boston Harbor, had happened. And in 1775, over a year before the Declaration of Independence, the first shots of the Revolutionary War had taken place outside Boston at the towns of Lexington and Concord."}, {"video_title": "The Declaration of Independence   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "In fact, parts of the Revolutionary War had been going on for some time. It was in 1765, more than a decade earlier, that some of the first unrest over taxation, specifically the Stamp Act, had begun. In 1773, the famous Boston Tea Party, when a group of colonists dumped over 300 crates of tea into Boston Harbor, had happened. And in 1775, over a year before the Declaration of Independence, the first shots of the Revolutionary War had taken place outside Boston at the towns of Lexington and Concord. So, by the time the delegates had met in Philadelphia, the Revolutionary War had been a shooting war for more than a year. So, why was it that in July of 1776, the delegates finally made the Declaration of Independence? Well, the primary reason that they did it at this time was because they wanted help."}, {"video_title": "The Declaration of Independence   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "And in 1775, over a year before the Declaration of Independence, the first shots of the Revolutionary War had taken place outside Boston at the towns of Lexington and Concord. So, by the time the delegates had met in Philadelphia, the Revolutionary War had been a shooting war for more than a year. So, why was it that in July of 1776, the delegates finally made the Declaration of Independence? Well, the primary reason that they did it at this time was because they wanted help. And they were particularly eager to get the assistance of the nation of France, which had been a longtime enemy of the United Kingdom. And the delegates really knew that the new United States of America would have no hope of winning a war against a massive imperial power, like Great Britain, without the help of another world power, such as France. So, in a way, what Jefferson was doing in the Declaration of Independence wasn't so much declaring, but rather explaining why the states were declaring themselves independent with the hope that they could get the sympathy and the help of the international community."}, {"video_title": "The Declaration of Independence   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "Well, the primary reason that they did it at this time was because they wanted help. And they were particularly eager to get the assistance of the nation of France, which had been a longtime enemy of the United Kingdom. And the delegates really knew that the new United States of America would have no hope of winning a war against a massive imperial power, like Great Britain, without the help of another world power, such as France. So, in a way, what Jefferson was doing in the Declaration of Independence wasn't so much declaring, but rather explaining why the states were declaring themselves independent with the hope that they could get the sympathy and the help of the international community. So, let's read some of the Declaration of Independence. And I know that this is a gigantic block of text here, but bear with me, we'll go through it fairly quickly. The Unanimous Declaration of the 13 United States of America and you'll notice here that he specifically points out that there are 13 United States."}, {"video_title": "The Declaration of Independence   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "So, in a way, what Jefferson was doing in the Declaration of Independence wasn't so much declaring, but rather explaining why the states were declaring themselves independent with the hope that they could get the sympathy and the help of the international community. So, let's read some of the Declaration of Independence. And I know that this is a gigantic block of text here, but bear with me, we'll go through it fairly quickly. The Unanimous Declaration of the 13 United States of America and you'll notice here that he specifically points out that there are 13 United States. This is important because it gives you a sense that they aren't really thinking of the individual former colonies, now states, as one larger country, but rather as a collection of states, a confederation of allied states, instead of a single nation. When, in the course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another and to assume among the powers of the earth the separate and equal station to which the laws of nature and of nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation. So, here's this explanation part, saying, we feel it necessary to explain why we want to separate from Great Britain."}, {"video_title": "The Declaration of Independence   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "The Unanimous Declaration of the 13 United States of America and you'll notice here that he specifically points out that there are 13 United States. This is important because it gives you a sense that they aren't really thinking of the individual former colonies, now states, as one larger country, but rather as a collection of states, a confederation of allied states, instead of a single nation. When, in the course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another and to assume among the powers of the earth the separate and equal station to which the laws of nature and of nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation. So, here's this explanation part, saying, we feel it necessary to explain why we want to separate from Great Britain. We hold these truths to be self-evident, that all men are created equal, that they are endowed by their creator with certain unalienable rights, that among these are life, liberty, and the pursuit of happiness, that to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed, that whenever any form of government becomes destructive of these ends, it is the right of the people to alter or to abolish it and to institute new government, laying its foundation on such principles and organizing its powers in such form as to them shall seem most likely to affect their safety and happiness. So, I think this might be the most important passage of the Declaration of Independence, and let me tell you why. In this paragraph, you can really see the influence of the Enlightenment on Jefferson's thought."}, {"video_title": "The Declaration of Independence   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "So, here's this explanation part, saying, we feel it necessary to explain why we want to separate from Great Britain. We hold these truths to be self-evident, that all men are created equal, that they are endowed by their creator with certain unalienable rights, that among these are life, liberty, and the pursuit of happiness, that to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed, that whenever any form of government becomes destructive of these ends, it is the right of the people to alter or to abolish it and to institute new government, laying its foundation on such principles and organizing its powers in such form as to them shall seem most likely to affect their safety and happiness. So, I think this might be the most important passage of the Declaration of Independence, and let me tell you why. In this paragraph, you can really see the influence of the Enlightenment on Jefferson's thought. Now, the Enlightenment was a period in the 1600s and 1700s when people began to explore scientific observation and reason. They became more interested in observing the world around them and trying to make reasoned arguments from what they saw as compared to accepting the religious explanations for how the world worked. And during the Enlightenment, many philosophers began to rethink government as well, kind of questioning whether the governmental system in Europe and other places was the right system."}, {"video_title": "The Declaration of Independence   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "In this paragraph, you can really see the influence of the Enlightenment on Jefferson's thought. Now, the Enlightenment was a period in the 1600s and 1700s when people began to explore scientific observation and reason. They became more interested in observing the world around them and trying to make reasoned arguments from what they saw as compared to accepting the religious explanations for how the world worked. And during the Enlightenment, many philosophers began to rethink government as well, kind of questioning whether the governmental system in Europe and other places was the right system. There was one philosopher in particular who really captured Jefferson's imagination, and his name was John Locke. So, John Locke was an English philosopher who had lived in the 1600s, and he wrote a book that had really influenced Jefferson and many thinkers in this time period called Two Treatises on Government. And there were two really important points in Locke's work."}, {"video_title": "The Declaration of Independence   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "And during the Enlightenment, many philosophers began to rethink government as well, kind of questioning whether the governmental system in Europe and other places was the right system. There was one philosopher in particular who really captured Jefferson's imagination, and his name was John Locke. So, John Locke was an English philosopher who had lived in the 1600s, and he wrote a book that had really influenced Jefferson and many thinkers in this time period called Two Treatises on Government. And there were two really important points in Locke's work. One was the idea of natural rights. And what Locke meant by natural rights are rights that were endowed by nature, that all people were born with. Now, if you think about Europe in this time period, there was a sense that some people were born with more rights than others."}, {"video_title": "The Declaration of Independence   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "And there were two really important points in Locke's work. One was the idea of natural rights. And what Locke meant by natural rights are rights that were endowed by nature, that all people were born with. Now, if you think about Europe in this time period, there was a sense that some people were born with more rights than others. In fact, there was the idea of the divine right of kings, that the king or monarch of any sort had been born the king because God wanted that person to rule. Well, Locke rejects that. He says, when people are born, they're all born the same, and they all have rights that can't be given away, that are unalienable, and those are life, liberty, and property."}, {"video_title": "The Declaration of Independence   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "Now, if you think about Europe in this time period, there was a sense that some people were born with more rights than others. In fact, there was the idea of the divine right of kings, that the king or monarch of any sort had been born the king because God wanted that person to rule. Well, Locke rejects that. He says, when people are born, they're all born the same, and they all have rights that can't be given away, that are unalienable, and those are life, liberty, and property. Sounds pretty familiar, doesn't it? The other important idea that Locke had is the idea of the social contract. The idea of the social contract was that government came from the people, that society members got together and agreed on what the forms of government should be, so that the only just government was one that took into account the opinions of the people who live within it."}, {"video_title": "The Declaration of Independence   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "He says, when people are born, they're all born the same, and they all have rights that can't be given away, that are unalienable, and those are life, liberty, and property. Sounds pretty familiar, doesn't it? The other important idea that Locke had is the idea of the social contract. The idea of the social contract was that government came from the people, that society members got together and agreed on what the forms of government should be, so that the only just government was one that took into account the opinions of the people who live within it. You see that here, too. Governments are instituted among men, deriving their just powers from the consent of the governed. And there's a third thing that Locke suggests that Jefferson also gets at, which is that when governments become tyrannical, when they do not abide by the social contract, it is the right of the people to rebel."}, {"video_title": "The Declaration of Independence   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "The idea of the social contract was that government came from the people, that society members got together and agreed on what the forms of government should be, so that the only just government was one that took into account the opinions of the people who live within it. You see that here, too. Governments are instituted among men, deriving their just powers from the consent of the governed. And there's a third thing that Locke suggests that Jefferson also gets at, which is that when governments become tyrannical, when they do not abide by the social contract, it is the right of the people to rebel. All right, back to the Declaration. So most of the rest of the Declaration is just a list of grievances of what the king has done to the colonies that has made them very angry. And this is an extremely abridged list of them."}, {"video_title": "The Declaration of Independence   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "And there's a third thing that Locke suggests that Jefferson also gets at, which is that when governments become tyrannical, when they do not abide by the social contract, it is the right of the people to rebel. All right, back to the Declaration. So most of the rest of the Declaration is just a list of grievances of what the king has done to the colonies that has made them very angry. And this is an extremely abridged list of them. I highly recommend you read the entire Declaration because I think it gives you a really good sense of what the colonists were thinking at this time period. But here are some of the highlights. Jefferson says that the king has kept among us in times of peace standing armies without the consent of our legislatures."}, {"video_title": "The Declaration of Independence   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "And this is an extremely abridged list of them. I highly recommend you read the entire Declaration because I think it gives you a really good sense of what the colonists were thinking at this time period. But here are some of the highlights. Jefferson says that the king has kept among us in times of peace standing armies without the consent of our legislatures. Those are the British regulars who've been stationed in North America for a long time. For cutting off our trade with all parts of the world, this is the Navigation Acts that said that the colonies could only trade with Great Britain. For imposing taxes on us without our consent, the idea of taxation without representation, which really motivated the colonists to rebel."}, {"video_title": "The Declaration of Independence   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "Jefferson says that the king has kept among us in times of peace standing armies without the consent of our legislatures. Those are the British regulars who've been stationed in North America for a long time. For cutting off our trade with all parts of the world, this is the Navigation Acts that said that the colonies could only trade with Great Britain. For imposing taxes on us without our consent, the idea of taxation without representation, which really motivated the colonists to rebel. And so forth and so on. Now, it's worth noting that the Declaration of Independence, as an explanation hoping to get France on the side of the new United States, worked very well. The United States allied with France, which led them to win the Revolutionary War in 1783."}, {"video_title": "The Declaration of Independence   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "For imposing taxes on us without our consent, the idea of taxation without representation, which really motivated the colonists to rebel. And so forth and so on. Now, it's worth noting that the Declaration of Independence, as an explanation hoping to get France on the side of the new United States, worked very well. The United States allied with France, which led them to win the Revolutionary War in 1783. But as we close, it's worth pondering what it was that Thomas Jefferson really meant by the phrase all men are created equal. The Revolutionary War didn't abolish slavery in the United States. In fact, Jefferson himself owned over 100 enslaved people of African descent."}, {"video_title": "The Declaration of Independence   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "The United States allied with France, which led them to win the Revolutionary War in 1783. But as we close, it's worth pondering what it was that Thomas Jefferson really meant by the phrase all men are created equal. The Revolutionary War didn't abolish slavery in the United States. In fact, Jefferson himself owned over 100 enslaved people of African descent. So when Jefferson said all men are created equal, was he thinking only of all white men? Was he thinking only of elite white men? After all, after the Revolution, only a handful of propertied elite men could vote."}, {"video_title": "The Declaration of Independence   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "In fact, Jefferson himself owned over 100 enslaved people of African descent. So when Jefferson said all men are created equal, was he thinking only of all white men? Was he thinking only of elite white men? After all, after the Revolution, only a handful of propertied elite men could vote. But then there's this larger idea here. He's saying that your ordinary man wasn't born any different than someone who was born a king, so why should someone who was born black be different than someone who was born white? It's hard to imagine how Jefferson separated those things in his mind."}, {"video_title": "The Declaration of Independence   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "After all, after the Revolution, only a handful of propertied elite men could vote. But then there's this larger idea here. He's saying that your ordinary man wasn't born any different than someone who was born a king, so why should someone who was born black be different than someone who was born white? It's hard to imagine how Jefferson separated those things in his mind. Certainly, others at the time period realized that there was an inherent contradiction between slavery and also between the rights of women and the idea that all men are created equal. Over time, the rhetoric of the Declaration of Independence would go on to spur many different movements for independence and civil rights, the most notable of which being the French Revolution, which took much of its rhetoric from the American Revolution. And later, in 1848, the first women's rights movement would gather at Seneca Falls, New York, and release what they called the Declaration of Sentiments, which began all men and women are created equal."}, {"video_title": "The Declaration of Independence   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "It's hard to imagine how Jefferson separated those things in his mind. Certainly, others at the time period realized that there was an inherent contradiction between slavery and also between the rights of women and the idea that all men are created equal. Over time, the rhetoric of the Declaration of Independence would go on to spur many different movements for independence and civil rights, the most notable of which being the French Revolution, which took much of its rhetoric from the American Revolution. And later, in 1848, the first women's rights movement would gather at Seneca Falls, New York, and release what they called the Declaration of Sentiments, which began all men and women are created equal. So Jefferson's ideas here are both deeply radical, insisting that ordinary people are just as good as kings and even more entitled to decide their own form of government. But that revolution only went so far. It didn't change much about the status of everyday citizens in the United States, but it put forward an ideal which we've been working toward ever since."}, {"video_title": "The rise of industrial capitalism   AP US History   Khan Academy.mp3", "Sentence": "By the 1890s, it had leapt to first place. At the same time, where people worked, how people worked, and how much money they made all changed drastically. During the Gilded Age, the United States went from being a nation of farmers to a nation of factory workers. The nature of work itself also changed as large corporations began to implement management techniques aimed at increasing efficiency and profit. The gap between rich and poor also increased considerably during this era. So what caused this economic transformation? In this video, I wanna explore some of the factors that contributed to these changes in work and the economy."}, {"video_title": "The rise of industrial capitalism   AP US History   Khan Academy.mp3", "Sentence": "The nature of work itself also changed as large corporations began to implement management techniques aimed at increasing efficiency and profit. The gap between rich and poor also increased considerably during this era. So what caused this economic transformation? In this video, I wanna explore some of the factors that contributed to these changes in work and the economy. Technological advancements, new business strategies, business consolidation, and pro-growth government policies. So let's dive a little deeper into each of these. One of the biggest factors contributing to the rise of industrial capitalism was technology."}, {"video_title": "The rise of industrial capitalism   AP US History   Khan Academy.mp3", "Sentence": "In this video, I wanna explore some of the factors that contributed to these changes in work and the economy. Technological advancements, new business strategies, business consolidation, and pro-growth government policies. So let's dive a little deeper into each of these. One of the biggest factors contributing to the rise of industrial capitalism was technology. The late 19th century was an era of innovation. Nearly half a million patents were issued between 1860 and 1900. Improvements in machinery and manufacturing processes like the Bessemer process to make steel increased productivity."}, {"video_title": "The rise of industrial capitalism   AP US History   Khan Academy.mp3", "Sentence": "One of the biggest factors contributing to the rise of industrial capitalism was technology. The late 19th century was an era of innovation. Nearly half a million patents were issued between 1860 and 1900. Improvements in machinery and manufacturing processes like the Bessemer process to make steel increased productivity. And there were new technologies that helped business. The telephone to coordinate transactions over long distances, the typewriter to speed up record keeping, and electricity, which made it possible to work safely after dark. And the expansion of the railroad made it easy to get raw materials to factories and finished goods to markets."}, {"video_title": "The rise of industrial capitalism   AP US History   Khan Academy.mp3", "Sentence": "Improvements in machinery and manufacturing processes like the Bessemer process to make steel increased productivity. And there were new technologies that helped business. The telephone to coordinate transactions over long distances, the typewriter to speed up record keeping, and electricity, which made it possible to work safely after dark. And the expansion of the railroad made it easy to get raw materials to factories and finished goods to markets. Corporations also devised new strategies to cope with doing business at a national scale. In this era, the first national brands emerged. Companies like Coca-Cola and Kellogg's Corn Flakes began advertising to national audiences."}, {"video_title": "The rise of industrial capitalism   AP US History   Khan Academy.mp3", "Sentence": "And the expansion of the railroad made it easy to get raw materials to factories and finished goods to markets. Corporations also devised new strategies to cope with doing business at a national scale. In this era, the first national brands emerged. Companies like Coca-Cola and Kellogg's Corn Flakes began advertising to national audiences. And mail order catalogs like Montgomery Ward and Sears sold products across the country. An integrated nationwide system of business and shipping made it easy for customers and companies to connect. During the Gilded Age, coordinating supplies and workers, timetables and sales became its own full-time job called management."}, {"video_title": "The rise of industrial capitalism   AP US History   Khan Academy.mp3", "Sentence": "Companies like Coca-Cola and Kellogg's Corn Flakes began advertising to national audiences. And mail order catalogs like Montgomery Ward and Sears sold products across the country. An integrated nationwide system of business and shipping made it easy for customers and companies to connect. During the Gilded Age, coordinating supplies and workers, timetables and sales became its own full-time job called management. Managers worked to increase efficiency and cut costs. They did this in a number of ways, by replacing workers with machines, increasing working hours, and decreasing wages for laborers. The titans of industry used other measures to maximize profits as well."}, {"video_title": "The rise of industrial capitalism   AP US History   Khan Academy.mp3", "Sentence": "During the Gilded Age, coordinating supplies and workers, timetables and sales became its own full-time job called management. Managers worked to increase efficiency and cut costs. They did this in a number of ways, by replacing workers with machines, increasing working hours, and decreasing wages for laborers. The titans of industry used other measures to maximize profits as well. The Gilded Age was an era of ruthless business competition, and the magnets of each industry set out to crush their enemies. Many of the men who made fabulous fortunes during the Gilded Age started out in the railroad industry, taking advantage of government subsidies and land grants. The US government took a laissez-faire, or hands-off approach to regulating business at this time."}, {"video_title": "The rise of industrial capitalism   AP US History   Khan Academy.mp3", "Sentence": "The titans of industry used other measures to maximize profits as well. The Gilded Age was an era of ruthless business competition, and the magnets of each industry set out to crush their enemies. Many of the men who made fabulous fortunes during the Gilded Age started out in the railroad industry, taking advantage of government subsidies and land grants. The US government took a laissez-faire, or hands-off approach to regulating business at this time. And there were no corporate or income taxes, so it was possible for a few individuals and companies to amass enormous wealth. They did so by consolidating their businesses, reducing competition, and controlling markets. Steel baron Andrew Carnegie was one of the first businessmen to employ vertical integration in his companies."}, {"video_title": "The rise of industrial capitalism   AP US History   Khan Academy.mp3", "Sentence": "The US government took a laissez-faire, or hands-off approach to regulating business at this time. And there were no corporate or income taxes, so it was possible for a few individuals and companies to amass enormous wealth. They did so by consolidating their businesses, reducing competition, and controlling markets. Steel baron Andrew Carnegie was one of the first businessmen to employ vertical integration in his companies. The goal of vertical integration is to control every part of the supply chain for a product. For example, Carnegie owned not just steel mills, but the mines that produced the iron ore and coal necessary for making steel, and the ships and railroads that transported raw materials to the factories, and finished steel from the factories. This cut out middlemen and ensured that Carnegie never had to wait for other companies to send him supplies."}, {"video_title": "The rise of industrial capitalism   AP US History   Khan Academy.mp3", "Sentence": "Steel baron Andrew Carnegie was one of the first businessmen to employ vertical integration in his companies. The goal of vertical integration is to control every part of the supply chain for a product. For example, Carnegie owned not just steel mills, but the mines that produced the iron ore and coal necessary for making steel, and the ships and railroads that transported raw materials to the factories, and finished steel from the factories. This cut out middlemen and ensured that Carnegie never had to wait for other companies to send him supplies. Big businesses in the Gilded Age also reduced competition through holding companies, trusts, and pools. Holding companies and trusts allowed mergers that put many companies under the control of one parent company. Using these tactics, John D. Rockefeller, who owned Standard Oil, controlled 95% of the country's oil supply by the end of the 19th century."}, {"video_title": "The rise of industrial capitalism   AP US History   Khan Academy.mp3", "Sentence": "This cut out middlemen and ensured that Carnegie never had to wait for other companies to send him supplies. Big businesses in the Gilded Age also reduced competition through holding companies, trusts, and pools. Holding companies and trusts allowed mergers that put many companies under the control of one parent company. Using these tactics, John D. Rockefeller, who owned Standard Oil, controlled 95% of the country's oil supply by the end of the 19th century. Standard Oil became the nation's first billion-dollar company. Some companies realized that cooperation was better than competition, and simply agreed to divide markets and profits between them. These groups of supposedly competing business entities were known as pools."}, {"video_title": "The rise of industrial capitalism   AP US History   Khan Academy.mp3", "Sentence": "Using these tactics, John D. Rockefeller, who owned Standard Oil, controlled 95% of the country's oil supply by the end of the 19th century. Standard Oil became the nation's first billion-dollar company. Some companies realized that cooperation was better than competition, and simply agreed to divide markets and profits between them. These groups of supposedly competing business entities were known as pools. The rise of industrial capitalism had major consequences on American life, politics, and foreign policy. For some, this new economy meant a higher standard of living than ever before, with cheap and plentiful material comforts. But this new way of doing business came at the expense of wages and working conditions, leading workers to begin organizing unions and advocating for political solutions to economic problems."}, {"video_title": "England in the Age of Exploration.mp3", "Sentence": "But when you look back to the Age of Exploration, it becomes clear that England was actually pretty late to the imperial game. As we know, Christopher Columbus, backed by Spain, had arrived in Hispaniola in the New World in 1492. He was the first European to start a colony in the New World. England, by contrast, didn't actually have a successful colonial venture in the New World until 1607 with Jamestown. Now, from this distance, it doesn't look that far behind, but this is more than 100 years later than Spain's first colonial ventures. So what was England up to? Why were they so late in the colonial game?"}, {"video_title": "England in the Age of Exploration.mp3", "Sentence": "England, by contrast, didn't actually have a successful colonial venture in the New World until 1607 with Jamestown. Now, from this distance, it doesn't look that far behind, but this is more than 100 years later than Spain's first colonial ventures. So what was England up to? Why were they so late in the colonial game? That's what I'd like to take a closer look at in this video, and I'll also talk a little bit more about what conditions in England led that nation to start New World colonies. Now, I think the biggest reason why England waited another 100 years to have a New World colony is that England had its own problems, and it had a number of problems in this time period, and we're talking about the 1500s here. And the first of these was ongoing conflict between Catholics and Protestants in England."}, {"video_title": "England in the Age of Exploration.mp3", "Sentence": "Why were they so late in the colonial game? That's what I'd like to take a closer look at in this video, and I'll also talk a little bit more about what conditions in England led that nation to start New World colonies. Now, I think the biggest reason why England waited another 100 years to have a New World colony is that England had its own problems, and it had a number of problems in this time period, and we're talking about the 1500s here. And the first of these was ongoing conflict between Catholics and Protestants in England. Now, this is a very long story. I don't have time to do justice to it here, but suffice it to say that the trouble started with Henry VIII, who we know from his many wives and many beheadings, and Henry VIII broke away from the Catholic Church in Rome to start his own church, the Church of England, also known as the Anglican Church, and this is a Protestant religion. I'm gonna put P here for Protestant."}, {"video_title": "England in the Age of Exploration.mp3", "Sentence": "And the first of these was ongoing conflict between Catholics and Protestants in England. Now, this is a very long story. I don't have time to do justice to it here, but suffice it to say that the trouble started with Henry VIII, who we know from his many wives and many beheadings, and Henry VIII broke away from the Catholic Church in Rome to start his own church, the Church of England, also known as the Anglican Church, and this is a Protestant religion. I'm gonna put P here for Protestant. Now, Henry had two daughters, Elizabeth, who, like him, was a Protestant, and Mary, who was a Catholic, and Mary occupied the throne for a number of years, but Elizabeth managed to wrest it away from her, and once Elizabeth was on the throne as Elizabeth I, England became a Protestant nation. So it's hard to be involved in world affairs when you've got kind of a crisis of succession going on. So one factor here is religious conflict."}, {"video_title": "England in the Age of Exploration.mp3", "Sentence": "I'm gonna put P here for Protestant. Now, Henry had two daughters, Elizabeth, who, like him, was a Protestant, and Mary, who was a Catholic, and Mary occupied the throne for a number of years, but Elizabeth managed to wrest it away from her, and once Elizabeth was on the throne as Elizabeth I, England became a Protestant nation. So it's hard to be involved in world affairs when you've got kind of a crisis of succession going on. So one factor here is religious conflict. Another reason why England is not headed over to the New World is that they have colonial problems closer to home in Ireland. England is trying to and will succeed at subduing Ireland as one of its colonies, and they're undertaking a very bloody and costly war, and they think of this Catholic Irish population almost as barbarian savages who don't know what's good for them, and in the opinion of the English, what's good for them is English rule and Protestantism, when of course what the Irish really want is self-rule and to be left alone, but they use very brutal tactics against the Irish, and we'll kind of see that again when they're met with another hostile colonial population in North America. Another issue England is dealing with is economic depression."}, {"video_title": "England in the Age of Exploration.mp3", "Sentence": "So one factor here is religious conflict. Another reason why England is not headed over to the New World is that they have colonial problems closer to home in Ireland. England is trying to and will succeed at subduing Ireland as one of its colonies, and they're undertaking a very bloody and costly war, and they think of this Catholic Irish population almost as barbarian savages who don't know what's good for them, and in the opinion of the English, what's good for them is English rule and Protestantism, when of course what the Irish really want is self-rule and to be left alone, but they use very brutal tactics against the Irish, and we'll kind of see that again when they're met with another hostile colonial population in North America. Another issue England is dealing with is economic depression. The crown doesn't have a lot of money, and there's a great deal of crime and poverty throughout the nation. So while the crown can't actually afford to sponsor colonial exploits the way that Spain sponsored Columbus, they still managed to get some riches out of the New World by giving ship captains license to plunder Spanish ships coming back with New World riches, and these were called privateers. The most famous of them here is this man, Sir Francis Drake, and really privateers are just pirates with a fancy name, but the logic here was why bother trying to set up a colony here in Mexico or South America, the West Indies, and do all the work of setting up housing and trying to tame laborers and mining when instead you could just let the Spanish do all of that and then put that gold on a ship and then use your awesome navy, because England is growing a very awesome navy, to steal those riches."}, {"video_title": "England in the Age of Exploration.mp3", "Sentence": "Another issue England is dealing with is economic depression. The crown doesn't have a lot of money, and there's a great deal of crime and poverty throughout the nation. So while the crown can't actually afford to sponsor colonial exploits the way that Spain sponsored Columbus, they still managed to get some riches out of the New World by giving ship captains license to plunder Spanish ships coming back with New World riches, and these were called privateers. The most famous of them here is this man, Sir Francis Drake, and really privateers are just pirates with a fancy name, but the logic here was why bother trying to set up a colony here in Mexico or South America, the West Indies, and do all the work of setting up housing and trying to tame laborers and mining when instead you could just let the Spanish do all of that and then put that gold on a ship and then use your awesome navy, because England is growing a very awesome navy, to steal those riches. So England doesn't have a strong incentive to do all the labor when they can just steal it from the ships along the way. All right, those are some of the reasons why it took England so long to start colonization in North America. In the next video I'll talk about the factors that led England to finally join the race for New World colonies."}, {"video_title": "Later stages of the Civil War part 1.mp3", "Sentence": "So if you think back to the very beginning of the war, the North's strategy was called the Anaconda Plan, and the anaconda is a kind of snake that squeezes its victims, and so the plan of the North was gonna be to squeeze the South by completely surrounding it, and then not allowing anything to get in or out, so the South would have no choice but to surrender as they ran out of supplies. And so the Anaconda Plan is going fairly well in this late period of the war, so now you recall that they were going to blockade the Atlantic Ocean so that the South couldn't ship any of its cotton or receive any supplies from Europe, so that's not happening, and to take control of the Mississippi River, which goes here. And so the other reason why Abraham Lincoln was so happy after the North won the Battle of Gettysburg is because Ulysses S. Grant had just taken Vicksburg, which meant that the Union had control of the Mississippi River, so you can see that the plan to surround the South is going pretty well, and this blockade extended all the way down around Florida. So the last real area here that the Union needs to control is this sort of middle region here, and you know that these are the border states, so there's still slavery allowed in places like Kentucky and Tennessee and Maryland, and another thing that's kind of hard to see from this map is that there are mountains here. This is the Appalachian Mountain Range, and so this is gonna be a difficult area to strategize through. So thanks to this mountain range, there are two real main theaters of war during the Civil War. There's the Eastern Theater of the War, which is over here, and that includes a lot of the battles that are gonna take place in this Shenandoah Valley area of Virginia and through Georgia, so kind of the tidewater, Piedmont region of the East is one of the main areas where battle takes place during the Civil War, but the other theater is this Western Theater, and that includes the Mississippi River and these key border states of Kentucky and Tennessee."}, {"video_title": "Later stages of the Civil War part 1.mp3", "Sentence": "So the last real area here that the Union needs to control is this sort of middle region here, and you know that these are the border states, so there's still slavery allowed in places like Kentucky and Tennessee and Maryland, and another thing that's kind of hard to see from this map is that there are mountains here. This is the Appalachian Mountain Range, and so this is gonna be a difficult area to strategize through. So thanks to this mountain range, there are two real main theaters of war during the Civil War. There's the Eastern Theater of the War, which is over here, and that includes a lot of the battles that are gonna take place in this Shenandoah Valley area of Virginia and through Georgia, so kind of the tidewater, Piedmont region of the East is one of the main areas where battle takes place during the Civil War, but the other theater is this Western Theater, and that includes the Mississippi River and these key border states of Kentucky and Tennessee. So when last we left off with the Battle of Gettysburg, Robert E. Lee, who was the commander of the armies for the Confederacy, had made an attempt to invade the North and got as far as Southern Pennsylvania where the Union troops led by General George Meade turned the Confederates away, and so now they're headed back to Virginia, and there's going to be some really fierce fighting here in this northern part of Virginia known as the Wilderness Campaign as Lee retreats to Richmond. So that's the Eastern Theater, and I'll draw the blue line that's gonna be following them here as well. Now in the Western Theater of the war, Ulysses S. Grant has just provided a major victory by taking Vicksburg and now controlling all of the Mississippi River."}, {"video_title": "Later stages of the Civil War part 1.mp3", "Sentence": "There's the Eastern Theater of the War, which is over here, and that includes a lot of the battles that are gonna take place in this Shenandoah Valley area of Virginia and through Georgia, so kind of the tidewater, Piedmont region of the East is one of the main areas where battle takes place during the Civil War, but the other theater is this Western Theater, and that includes the Mississippi River and these key border states of Kentucky and Tennessee. So when last we left off with the Battle of Gettysburg, Robert E. Lee, who was the commander of the armies for the Confederacy, had made an attempt to invade the North and got as far as Southern Pennsylvania where the Union troops led by General George Meade turned the Confederates away, and so now they're headed back to Virginia, and there's going to be some really fierce fighting here in this northern part of Virginia known as the Wilderness Campaign as Lee retreats to Richmond. So that's the Eastern Theater, and I'll draw the blue line that's gonna be following them here as well. Now in the Western Theater of the war, Ulysses S. Grant has just provided a major victory by taking Vicksburg and now controlling all of the Mississippi River. So Abraham Lincoln has been looking for a great general to lead his armies. Now Lee has been the commander of the Confederate armies this entire time, but the Union army has had a multitude of commanders from Winfield Scott to George McClellan, but in Ulysses S. Grant, Lincoln finally finds his general, and so after the victory at the Siege of Vicksburg, Grant goes up into Tennessee and finally captures Tennessee. So he takes Chattanooga and firmly puts Tennessee in control of the Union."}, {"video_title": "Later stages of the Civil War part 1.mp3", "Sentence": "Now in the Western Theater of the war, Ulysses S. Grant has just provided a major victory by taking Vicksburg and now controlling all of the Mississippi River. So Abraham Lincoln has been looking for a great general to lead his armies. Now Lee has been the commander of the Confederate armies this entire time, but the Union army has had a multitude of commanders from Winfield Scott to George McClellan, but in Ulysses S. Grant, Lincoln finally finds his general, and so after the victory at the Siege of Vicksburg, Grant goes up into Tennessee and finally captures Tennessee. So he takes Chattanooga and firmly puts Tennessee in control of the Union. So look how well the Anaconda Strategy is going now. We've got Tennessee, we're almost there. So after taking Chattanooga, Lincoln makes Grant the commander of all the Union armies."}, {"video_title": "Later stages of the Civil War part 1.mp3", "Sentence": "So he takes Chattanooga and firmly puts Tennessee in control of the Union. So look how well the Anaconda Strategy is going now. We've got Tennessee, we're almost there. So after taking Chattanooga, Lincoln makes Grant the commander of all the Union armies. He is the general-in-chief, and it's going to be Grant who ultimately leads the Union to victory, and when he meets up with Lee, as he will do once he heads to Richmond and then later Appomattox, he's going to be the one who really ends the war by forcing Lee's surrender, but we'll get to that. All right, so that's 1863, the period at which Grant becomes commander of the armies. Lee is turned away from his second invasion of the North and flees to Richmond, and the stage is set for the final year and little bit more of the war, which we'll get to in the next video."}, {"video_title": "Native American societies before contact   Period 1 1491-1607   AP US History   Khan Academy.mp3", "Sentence": "In this video, I want to provide a very brief overview of Native societies before contact to give you an idea of just how diverse and complex these societies were as Native groups adapted to and interacted with their environments. Now, there's recently been a scholarly debate about how people first arrived. We know that maybe 12,000 years ago, during an ice age, the sea level was lower, and so a spit of land in between the Americas and Asia was exposed over which people may have traveled. But recent archeological evidence suggests that people were perhaps already in the Americas at the time of this ice age. So it's possible that they may have come earlier in boats. Now, however it was that they arrived, they spread north and south and east throughout the Americas, so that by the time that Europeans arrived in the late 1400s, there were perhaps 50 million people. Million people?"}, {"video_title": "Native American societies before contact   Period 1 1491-1607   AP US History   Khan Academy.mp3", "Sentence": "But recent archeological evidence suggests that people were perhaps already in the Americas at the time of this ice age. So it's possible that they may have come earlier in boats. Now, however it was that they arrived, they spread north and south and east throughout the Americas, so that by the time that Europeans arrived in the late 1400s, there were perhaps 50 million people. Million people? That's kind of a mid-range number for the estimates that historians have made living in the Americas. And of those, four to six million were living in North America. So how did these societies develop?"}, {"video_title": "Native American societies before contact   Period 1 1491-1607   AP US History   Khan Academy.mp3", "Sentence": "Million people? That's kind of a mid-range number for the estimates that historians have made living in the Americas. And of those, four to six million were living in North America. So how did these societies develop? Well, a really big moment was around 5,000 BCE when people in Mexico domesticated corn. Corn. Maize, as it's also known."}, {"video_title": "Native American societies before contact   Period 1 1491-1607   AP US History   Khan Academy.mp3", "Sentence": "So how did these societies develop? Well, a really big moment was around 5,000 BCE when people in Mexico domesticated corn. Corn. Maize, as it's also known. And domesticating maize meant that people who had originally been hunters, gatherers, following herds of animals, could partake in settled agriculture. So they could develop villages, complex societies. This isn't to say that they stopped hunting or gathering, but they began staying in one place."}, {"video_title": "Native American societies before contact   Period 1 1491-1607   AP US History   Khan Academy.mp3", "Sentence": "Maize, as it's also known. And domesticating maize meant that people who had originally been hunters, gatherers, following herds of animals, could partake in settled agriculture. So they could develop villages, complex societies. This isn't to say that they stopped hunting or gathering, but they began staying in one place. So let's zoom in a little bit and take a look at some of the major societies in these regions. Native American societies developed around their natural environments using the resources that were available to them. For example, the Southwest Plains and Great Basin are quite dry."}, {"video_title": "Native American societies before contact   Period 1 1491-1607   AP US History   Khan Academy.mp3", "Sentence": "This isn't to say that they stopped hunting or gathering, but they began staying in one place. So let's zoom in a little bit and take a look at some of the major societies in these regions. Native American societies developed around their natural environments using the resources that were available to them. For example, the Southwest Plains and Great Basin are quite dry. There's a lot of desert. And so societies in these regions adapted to the dry climate in several ways. For example, Native American groups that lived on the Great Plains continued their hunting and gathering way of life, hunting bison, and following the herds of animals in teepees, which were dwellings that were easy to set up and then take down."}, {"video_title": "Native American societies before contact   Period 1 1491-1607   AP US History   Khan Academy.mp3", "Sentence": "For example, the Southwest Plains and Great Basin are quite dry. There's a lot of desert. And so societies in these regions adapted to the dry climate in several ways. For example, Native American groups that lived on the Great Plains continued their hunting and gathering way of life, hunting bison, and following the herds of animals in teepees, which were dwellings that were easy to set up and then take down. People in the Southwest, like the ancestral Puebloan people, dealt with this dry environment by creating very complex irrigation projects so that they could water their maize crops using what little moisture there was. The Puebloans lived in large cave complexes as agriculture allowed them to grow their population. In the Northwest, fishing in the Pacific Ocean gave Native Americans a plentiful source of food, while farming allowed the Mississippian peoples to develop large settlements like Cahokia near modern-day St. Louis, which at its peak may have had as many as 25,000 to 40,000 residents."}, {"video_title": "Native American societies before contact   Period 1 1491-1607   AP US History   Khan Academy.mp3", "Sentence": "For example, Native American groups that lived on the Great Plains continued their hunting and gathering way of life, hunting bison, and following the herds of animals in teepees, which were dwellings that were easy to set up and then take down. People in the Southwest, like the ancestral Puebloan people, dealt with this dry environment by creating very complex irrigation projects so that they could water their maize crops using what little moisture there was. The Puebloans lived in large cave complexes as agriculture allowed them to grow their population. In the Northwest, fishing in the Pacific Ocean gave Native Americans a plentiful source of food, while farming allowed the Mississippian peoples to develop large settlements like Cahokia near modern-day St. Louis, which at its peak may have had as many as 25,000 to 40,000 residents. The Mississippians and other East Coast Native peoples relied a lot on what's known as three-sister farming, in which people would plant corn, beans, and squash together, which was mutually beneficial to all three plants as the corn served as a trellis for the beans and the squash protected the root system of the corn. All three together create a very nutritious diet, which allowed for relatively high population density on the East Coast. So by the time that Europeans began to arrive in the late 1400s and 1500s, Native societies had been evolving for over 14,000 years, but the introduction of European people, pathogens, plants and animals would introduce an unprecedented amount of change in the Americas."}, {"video_title": "Later stages of the Civil War part 3.mp3", "Sentence": "So in 1864, William Tecumseh Sherman had his famous march to the sea, where he captured Atlanta and then carried on a total war through the state of Georgia to Savannah. And from Savannah, he turns north and starts heading to the forces of Grant. So he can back him up in a final victory against Lee, who has encamped in Richmond. Meanwhile, Abraham Lincoln wins the election of 1864 and is ready to bring this war to a close. So let's move on to 1865. A lot happens very quickly in 1865, starting with in January, Congress passed the 13th Amendment. The 13th Amendment outlawed slavery for all time."}, {"video_title": "Later stages of the Civil War part 3.mp3", "Sentence": "Meanwhile, Abraham Lincoln wins the election of 1864 and is ready to bring this war to a close. So let's move on to 1865. A lot happens very quickly in 1865, starting with in January, Congress passed the 13th Amendment. The 13th Amendment outlawed slavery for all time. So it's clear that when the South is brought back into the United States, it is going to be brought back in without slavery. There is no option for slavery in the United States going forward. Now Grant, after his incredible victory in Tennessee, in Vicksburg, has been going after Lee's army in Virginia."}, {"video_title": "Later stages of the Civil War part 3.mp3", "Sentence": "The 13th Amendment outlawed slavery for all time. So it's clear that when the South is brought back into the United States, it is going to be brought back in without slavery. There is no option for slavery in the United States going forward. Now Grant, after his incredible victory in Tennessee, in Vicksburg, has been going after Lee's army in Virginia. Now Lee has holed up in Richmond and eventually he realizes his forces can't stay there anymore, they can't hold the city. So in the beginning of April, they evacuate Richmond and on April 3rd, the United States forces occupy Richmond. And Abraham Lincoln himself actually goes down to visit Richmond, which he'd never been to before."}, {"video_title": "Later stages of the Civil War part 3.mp3", "Sentence": "Now Grant, after his incredible victory in Tennessee, in Vicksburg, has been going after Lee's army in Virginia. Now Lee has holed up in Richmond and eventually he realizes his forces can't stay there anymore, they can't hold the city. So in the beginning of April, they evacuate Richmond and on April 3rd, the United States forces occupy Richmond. And Abraham Lincoln himself actually goes down to visit Richmond, which he'd never been to before. And he even goes to the government building in Richmond where Confederate President Jefferson Davis had governed and goes into his office. And he's there less than 48 hours after Davis himself had left. And then events, after that, events take place very quickly."}, {"video_title": "Later stages of the Civil War part 3.mp3", "Sentence": "And Abraham Lincoln himself actually goes down to visit Richmond, which he'd never been to before. And he even goes to the government building in Richmond where Confederate President Jefferson Davis had governed and goes into his office. And he's there less than 48 hours after Davis himself had left. And then events, after that, events take place very quickly. So Lee falls back from Richmond to Petersburg and Grant is kind of marking him the whole time and they retreat across Virginia to the west. Lee's probably heading for Lynchburg and Grant manages to catch up with him at Appomattox. And at first, Lee thinks that he's actually gonna fight at Appomattox and then he realizes he just does not have the men necessary."}, {"video_title": "Later stages of the Civil War part 3.mp3", "Sentence": "And then events, after that, events take place very quickly. So Lee falls back from Richmond to Petersburg and Grant is kind of marking him the whole time and they retreat across Virginia to the west. Lee's probably heading for Lynchburg and Grant manages to catch up with him at Appomattox. And at first, Lee thinks that he's actually gonna fight at Appomattox and then he realizes he just does not have the men necessary. So he invites Grant to come and have a parley for surrender and they meet, this is actually a picture of Lee outside the house in Appomattox Courthouse, Virginia, where he surrendered the Army of Northern Virginia to Grant. Now that is not the actual end of the Civil War, but it's kind of the end for all intents and purposes because Lee is the General-in-Chief of the Confederate Armies. Grant is likewise for the United States."}, {"video_title": "Later stages of the Civil War part 3.mp3", "Sentence": "And at first, Lee thinks that he's actually gonna fight at Appomattox and then he realizes he just does not have the men necessary. So he invites Grant to come and have a parley for surrender and they meet, this is actually a picture of Lee outside the house in Appomattox Courthouse, Virginia, where he surrendered the Army of Northern Virginia to Grant. Now that is not the actual end of the Civil War, but it's kind of the end for all intents and purposes because Lee is the General-in-Chief of the Confederate Armies. Grant is likewise for the United States. And after this point, it's just gonna be kind of a matter of time until all the rest of the Confederate Armies surrender. So there's great celebration in Washington, D.C. Everyone is very happy. Finally, this four-year-long war where 620,000 Americans have died is over and Abraham Lincoln goes and gives a speech talking about what Reconstruction is going to be like."}, {"video_title": "Later stages of the Civil War part 3.mp3", "Sentence": "Grant is likewise for the United States. And after this point, it's just gonna be kind of a matter of time until all the rest of the Confederate Armies surrender. So there's great celebration in Washington, D.C. Everyone is very happy. Finally, this four-year-long war where 620,000 Americans have died is over and Abraham Lincoln goes and gives a speech talking about what Reconstruction is going to be like. And in this speech, he lays out that African Americans after the Civil War are going to have citizenship, at least some of them, and the right to vote, which is in keeping with everything that he's really said since the Emancipation Proclamation. But what he does not know is that this man, John Wilkes Booth, is in the crowd that day listening to him. And when he hears Lincoln say that African Americans are gonna have citizenship, they're gonna have the right to vote, he vows to kill Lincoln."}, {"video_title": "Later stages of the Civil War part 3.mp3", "Sentence": "Finally, this four-year-long war where 620,000 Americans have died is over and Abraham Lincoln goes and gives a speech talking about what Reconstruction is going to be like. And in this speech, he lays out that African Americans after the Civil War are going to have citizenship, at least some of them, and the right to vote, which is in keeping with everything that he's really said since the Emancipation Proclamation. But what he does not know is that this man, John Wilkes Booth, is in the crowd that day listening to him. And when he hears Lincoln say that African Americans are gonna have citizenship, they're gonna have the right to vote, he vows to kill Lincoln. John Wilkes Booth is a really interesting character. We only know so much about him. He himself was a famous actor."}, {"video_title": "Later stages of the Civil War part 3.mp3", "Sentence": "And when he hears Lincoln say that African Americans are gonna have citizenship, they're gonna have the right to vote, he vows to kill Lincoln. John Wilkes Booth is a really interesting character. We only know so much about him. He himself was a famous actor. In fact, Lincoln had seen him perform a number of times and liked him, even invited him to the White House because he thought he was a great actor, but Booth refused to go and see Lincoln. And he was from a family of famous actors. I think kind of a modern-day equivalent might be the Sheen family."}, {"video_title": "Later stages of the Civil War part 3.mp3", "Sentence": "He himself was a famous actor. In fact, Lincoln had seen him perform a number of times and liked him, even invited him to the White House because he thought he was a great actor, but Booth refused to go and see Lincoln. And he was from a family of famous actors. I think kind of a modern-day equivalent might be the Sheen family. Booth had a famous brother who was also an actor and a famous father who was also an actor, just like Martin Sheen's sons are Emilio Estevez and Charlie Sheen today. So this would be like if Emilio Estevez or Charlie Sheen suddenly decided to murder the president, which would be a pretty incredibly big deal, just as it was then. Booth was a Confederate sympathizer and almost certainly a Confederate spy who had gone up to Canada at some time to plot some movement on behalf of the Confederacy."}, {"video_title": "Later stages of the Civil War part 3.mp3", "Sentence": "I think kind of a modern-day equivalent might be the Sheen family. Booth had a famous brother who was also an actor and a famous father who was also an actor, just like Martin Sheen's sons are Emilio Estevez and Charlie Sheen today. So this would be like if Emilio Estevez or Charlie Sheen suddenly decided to murder the president, which would be a pretty incredibly big deal, just as it was then. Booth was a Confederate sympathizer and almost certainly a Confederate spy who had gone up to Canada at some time to plot some movement on behalf of the Confederacy. And he was an outright racist. I think the part where Lincoln said that African Americans would have citizenship was what pushed him over the edge into assassinating Lincoln. Originally, he had actually planned to kidnap Lincoln and ransom him for the end of the Civil War."}, {"video_title": "Later stages of the Civil War part 3.mp3", "Sentence": "Booth was a Confederate sympathizer and almost certainly a Confederate spy who had gone up to Canada at some time to plot some movement on behalf of the Confederacy. And he was an outright racist. I think the part where Lincoln said that African Americans would have citizenship was what pushed him over the edge into assassinating Lincoln. Originally, he had actually planned to kidnap Lincoln and ransom him for the end of the Civil War. But after Lee surrenders, Booth's plan changes. He wants to basically decapitate the government. So he conspires with a couple of other people and they plan that they're going to kill all the highest people in government at once."}, {"video_title": "Later stages of the Civil War part 3.mp3", "Sentence": "Originally, he had actually planned to kidnap Lincoln and ransom him for the end of the Civil War. But after Lee surrenders, Booth's plan changes. He wants to basically decapitate the government. So he conspires with a couple of other people and they plan that they're going to kill all the highest people in government at once. So they're going to kill Lincoln, they're going to kill General Grant, they're going to kill William Seward, the Secretary of State, and they're going to kill Andrew Johnson, the Vice President. And Booth thinks that perhaps in this moment of panic that follows the decapitation of the entire United States government, that perhaps something positive for the South will happen. Remember, they had hoped that getting rid of Lincoln in the election of 1864 might result in putting a government more favorable to the South in office in the North, which didn't happen."}, {"video_title": "Later stages of the Civil War part 3.mp3", "Sentence": "So he conspires with a couple of other people and they plan that they're going to kill all the highest people in government at once. So they're going to kill Lincoln, they're going to kill General Grant, they're going to kill William Seward, the Secretary of State, and they're going to kill Andrew Johnson, the Vice President. And Booth thinks that perhaps in this moment of panic that follows the decapitation of the entire United States government, that perhaps something positive for the South will happen. Remember, they had hoped that getting rid of Lincoln in the election of 1864 might result in putting a government more favorable to the South in office in the North, which didn't happen. So perhaps Booth wants to do the same thing this time. So Booth reads in the newspaper that Abraham Lincoln is going to be attending a play at Ford's Theater that evening. And Booth is a regular at Ford's Theater."}, {"video_title": "Later stages of the Civil War part 3.mp3", "Sentence": "Remember, they had hoped that getting rid of Lincoln in the election of 1864 might result in putting a government more favorable to the South in office in the North, which didn't happen. So perhaps Booth wants to do the same thing this time. So Booth reads in the newspaper that Abraham Lincoln is going to be attending a play at Ford's Theater that evening. And Booth is a regular at Ford's Theater. In fact, he even has his mail delivered there. So it's kind of his home away from home. And when Booth goes to the theater with the intent to kill Lincoln, he pretty much just goes up to Lincoln's box and everyone knows who he is and they say, hi, John, and he just walks on by, walks right into Lincoln's box, shuts the door behind him, and shoots Lincoln through the back of the head."}, {"video_title": "Later stages of the Civil War part 3.mp3", "Sentence": "And Booth is a regular at Ford's Theater. In fact, he even has his mail delivered there. So it's kind of his home away from home. And when Booth goes to the theater with the intent to kill Lincoln, he pretty much just goes up to Lincoln's box and everyone knows who he is and they say, hi, John, and he just walks on by, walks right into Lincoln's box, shuts the door behind him, and shoots Lincoln through the back of the head. At that point, he jumped on the stage from the booth, which is maybe 14 feet above the stage. If you've never been to Ford's Theater and you have an opportunity, I highly recommend you go. It's a really interesting museum and historical place."}, {"video_title": "Later stages of the Civil War part 3.mp3", "Sentence": "And when Booth goes to the theater with the intent to kill Lincoln, he pretty much just goes up to Lincoln's box and everyone knows who he is and they say, hi, John, and he just walks on by, walks right into Lincoln's box, shuts the door behind him, and shoots Lincoln through the back of the head. At that point, he jumped on the stage from the booth, which is maybe 14 feet above the stage. If you've never been to Ford's Theater and you have an opportunity, I highly recommend you go. It's a really interesting museum and historical place. And in the process, he actually breaks his ankle. So in his running away, he's dealing with this broken ankle and eventually he is captured and refuses to be taken alive, so he is killed. And then later, the rest of the conspirators are hanged for their participation in this plot."}, {"video_title": "Later stages of the Civil War part 3.mp3", "Sentence": "It's a really interesting museum and historical place. And in the process, he actually breaks his ankle. So in his running away, he's dealing with this broken ankle and eventually he is captured and refuses to be taken alive, so he is killed. And then later, the rest of the conspirators are hanged for their participation in this plot. There's some confusion over what Booth said when he jumped out of the box. A lot of people say that he yelled, sic semper tyrannis, which means thus always to tyrants, and is also the motto of the state of Virginia. Other people heard him say things like, I've done it, or revenge for the South, but sic semper tyrannis is kind of the famous phrase that has come out of this."}, {"video_title": "Later stages of the Civil War part 3.mp3", "Sentence": "And then later, the rest of the conspirators are hanged for their participation in this plot. There's some confusion over what Booth said when he jumped out of the box. A lot of people say that he yelled, sic semper tyrannis, which means thus always to tyrants, and is also the motto of the state of Virginia. Other people heard him say things like, I've done it, or revenge for the South, but sic semper tyrannis is kind of the famous phrase that has come out of this. So Booth is calling Lincoln a tyrant and that tyrants are eventually always assassinated. The rest of the assassination plot from that evening mostly failed. One of the conspirators, Lewis Powell, did manage to get into William Seward's house and stab him."}, {"video_title": "Later stages of the Civil War part 3.mp3", "Sentence": "Other people heard him say things like, I've done it, or revenge for the South, but sic semper tyrannis is kind of the famous phrase that has come out of this. So Booth is calling Lincoln a tyrant and that tyrants are eventually always assassinated. The rest of the assassination plot from that evening mostly failed. One of the conspirators, Lewis Powell, did manage to get into William Seward's house and stab him. He did not succeed in killing him, but he did wound Seward very badly. The rest of the assassination plots did not come to fruition whatsoever. Now one thing you'll notice is that only a few parts of the Confederate Army have actually surrendered at the time of Lincoln's assassination."}, {"video_title": "Later stages of the Civil War part 3.mp3", "Sentence": "One of the conspirators, Lewis Powell, did manage to get into William Seward's house and stab him. He did not succeed in killing him, but he did wound Seward very badly. The rest of the assassination plots did not come to fruition whatsoever. Now one thing you'll notice is that only a few parts of the Confederate Army have actually surrendered at the time of Lincoln's assassination. So the war is in some cases still ongoing, particularly in North Carolina, in Raleigh and Durham, where Sherman's forces have come up through South Carolina and North Carolina to meet the forces of Confederate General Joe Johnston. And it's on April the 26th that Joe Johnston surrenders to William Tecumseh Sherman. From that point forward, there are a few dribs and drabs of other armies that are still surrendering."}, {"video_title": "Later stages of the Civil War part 3.mp3", "Sentence": "Now one thing you'll notice is that only a few parts of the Confederate Army have actually surrendered at the time of Lincoln's assassination. So the war is in some cases still ongoing, particularly in North Carolina, in Raleigh and Durham, where Sherman's forces have come up through South Carolina and North Carolina to meet the forces of Confederate General Joe Johnston. And it's on April the 26th that Joe Johnston surrenders to William Tecumseh Sherman. From that point forward, there are a few dribs and drabs of other armies that are still surrendering. Interesting fact, the last Confederate unit to surrender actually surrendered in November of 1865 in Liverpool, England. This was a Confederate ship that had been sailing around, and when they finally came into port, they officially surrendered. Now after Lincoln's assassination, which was an incredible shock to the United States, remember that no president had ever been assassinated before and the power is then transferred to Andrew Johnson, Lincoln's vice president."}, {"video_title": "Later stages of the Civil War part 3.mp3", "Sentence": "From that point forward, there are a few dribs and drabs of other armies that are still surrendering. Interesting fact, the last Confederate unit to surrender actually surrendered in November of 1865 in Liverpool, England. This was a Confederate ship that had been sailing around, and when they finally came into port, they officially surrendered. Now after Lincoln's assassination, which was an incredible shock to the United States, remember that no president had ever been assassinated before and the power is then transferred to Andrew Johnson, Lincoln's vice president. And Johnston's presidency is going to end up being very problematic for a number of reasons, the most important of which being that he's very sympathetic to the South. And with Johnston in power as president, he's going to have a considerable amount of conflict with the American Congress, which is dominated by radical Republicans who think that Lincoln himself was not nearly punitive enough toward the South. There's going to be just an incredible battle of wills between Congress and Johnston."}, {"video_title": "Later stages of the Civil War part 3.mp3", "Sentence": "Now after Lincoln's assassination, which was an incredible shock to the United States, remember that no president had ever been assassinated before and the power is then transferred to Andrew Johnson, Lincoln's vice president. And Johnston's presidency is going to end up being very problematic for a number of reasons, the most important of which being that he's very sympathetic to the South. And with Johnston in power as president, he's going to have a considerable amount of conflict with the American Congress, which is dominated by radical Republicans who think that Lincoln himself was not nearly punitive enough toward the South. There's going to be just an incredible battle of wills between Congress and Johnston. That's going to end with Johnston being the first American president to be impeached. And so thus endeth the Civil War of the United States with the North victorious. The Southern states come back into the Union, the rebellion in the South is defeated, slavery has ended, and the era of states' rights is over."}, {"video_title": "Later stages of the Civil War part 3.mp3", "Sentence": "There's going to be just an incredible battle of wills between Congress and Johnston. That's going to end with Johnston being the first American president to be impeached. And so thus endeth the Civil War of the United States with the North victorious. The Southern states come back into the Union, the rebellion in the South is defeated, slavery has ended, and the era of states' rights is over. In the next video, I'd like to talk just for a few moments about the big takeaways about the American Civil War. What is it that makes it so important and what were the lasting effects? We'll get to that in the next video."}, {"video_title": "The West Indies and the Southern colonies   AP US History   Khan Academy.mp3", "Sentence": "Because even though this was quite a gigantic swath of territory, these tiny little islands in the Caribbean were incredibly profitable for English investors because sugar was a commodity that fetched very high prices in the colonial era. In this video, I want to focus on the southern colonies and the British colonies in the Caribbean, which, although they were somewhat separated in land, we've got them next to each other here, but kind of imagine that this is the tip of Florida, so that belongs down here, and all these little islands in the Caribbean are far to the south of mainland North America. So what united these colonies, even though they were divided in geography, is that they were plantation colonies. They were in southern or tropical regions, which meant that they had long growing seasons that made them ideal for planting cash crops, that is, crops that are specifically grown to be sold. Now, we've already talked a little bit about the crops of Virginia, which would be tobacco, but in this video, I want to talk a little bit more about two other crops, sugar, which was grown in the Caribbean, and rice, which was grown in the Carolinas. Growing these cash crops for export was the main focus of these colonies, and their social structures were organized around producing those cash crops. So let's talk about sugar."}, {"video_title": "The West Indies and the Southern colonies   AP US History   Khan Academy.mp3", "Sentence": "They were in southern or tropical regions, which meant that they had long growing seasons that made them ideal for planting cash crops, that is, crops that are specifically grown to be sold. Now, we've already talked a little bit about the crops of Virginia, which would be tobacco, but in this video, I want to talk a little bit more about two other crops, sugar, which was grown in the Caribbean, and rice, which was grown in the Carolinas. Growing these cash crops for export was the main focus of these colonies, and their social structures were organized around producing those cash crops. So let's talk about sugar. Now, we hardly think about consuming sugar in our tea or coffee today, but in the colonial era, it was an incredible luxury, and it commanded very high prices. One of the reasons for this is because sugar was extremely labor intensive to make. The sugar cane plant is actually indigenous to Asia, but Europeans brought it to the New World with the hopes of turning it into a cash crop."}, {"video_title": "The West Indies and the Southern colonies   AP US History   Khan Academy.mp3", "Sentence": "So let's talk about sugar. Now, we hardly think about consuming sugar in our tea or coffee today, but in the colonial era, it was an incredible luxury, and it commanded very high prices. One of the reasons for this is because sugar was extremely labor intensive to make. The sugar cane plant is actually indigenous to Asia, but Europeans brought it to the New World with the hopes of turning it into a cash crop. They planted it in the tropical areas of the Caribbean, and then they imported enslaved Africans to work on their sugar plantations. Now, you can see a little bit in these two prints of what sugar processing was like. You would have to grow the cane stalks, press the juice from them, boil the juice until it created crystals."}, {"video_title": "The West Indies and the Southern colonies   AP US History   Khan Academy.mp3", "Sentence": "The sugar cane plant is actually indigenous to Asia, but Europeans brought it to the New World with the hopes of turning it into a cash crop. They planted it in the tropical areas of the Caribbean, and then they imported enslaved Africans to work on their sugar plantations. Now, you can see a little bit in these two prints of what sugar processing was like. You would have to grow the cane stalks, press the juice from them, boil the juice until it created crystals. Sugar processing happened 24-7, and unlike tobacco, you really had to be very wealthy to grow sugar because it required a huge capital investment up front. You had to buy a lot of land and grow a lot of sugar cane and get a lot of machinery if you hoped to produce enough to make a profit. And so a handful of very wealthy plantation owners who mostly stayed in England because the tropical diseases of the Caribbean were too likely to kill them off."}, {"video_title": "The West Indies and the Southern colonies   AP US History   Khan Academy.mp3", "Sentence": "You would have to grow the cane stalks, press the juice from them, boil the juice until it created crystals. Sugar processing happened 24-7, and unlike tobacco, you really had to be very wealthy to grow sugar because it required a huge capital investment up front. You had to buy a lot of land and grow a lot of sugar cane and get a lot of machinery if you hoped to produce enough to make a profit. And so a handful of very wealthy plantation owners who mostly stayed in England because the tropical diseases of the Caribbean were too likely to kill them off. These sugar barons had unimaginable wealth. The tobacco planters of Virginia were nothing compared to them, and they were ruthless about turning a profit. In fact, they thought that it would be more profitable in the event of the deaths of enslaved people from overwork or disease or some kind of accident in sugar processing to just replace enslaved workers rather than make their work less dangerous."}, {"video_title": "The West Indies and the Southern colonies   AP US History   Khan Academy.mp3", "Sentence": "And so a handful of very wealthy plantation owners who mostly stayed in England because the tropical diseases of the Caribbean were too likely to kill them off. These sugar barons had unimaginable wealth. The tobacco planters of Virginia were nothing compared to them, and they were ruthless about turning a profit. In fact, they thought that it would be more profitable in the event of the deaths of enslaved people from overwork or disease or some kind of accident in sugar processing to just replace enslaved workers rather than make their work less dangerous. Growing sugar was so profitable that the Caribbean islands, which were so small, couldn't even spare room to grow food. They imported all of their food from elsewhere so that every square inch of arable land in the Caribbean could be used to grow sugar. Now, with so many enslaved people coming into the Caribbean by the mid-1600s, enslaved Africans in the Caribbean far outnumbered white people."}, {"video_title": "The West Indies and the Southern colonies   AP US History   Khan Academy.mp3", "Sentence": "In fact, they thought that it would be more profitable in the event of the deaths of enslaved people from overwork or disease or some kind of accident in sugar processing to just replace enslaved workers rather than make their work less dangerous. Growing sugar was so profitable that the Caribbean islands, which were so small, couldn't even spare room to grow food. They imported all of their food from elsewhere so that every square inch of arable land in the Caribbean could be used to grow sugar. Now, with so many enslaved people coming into the Caribbean by the mid-1600s, enslaved Africans in the Caribbean far outnumbered white people. And consequently, the white slave owners became increasingly fearful of slave uprisings. And so plantation owners, who were, of course, in control of the colonial government, began to crack down on enslaved people, codifying the racial status of enslaved Africans. In 1661, Barbados passed a slave code that was incredibly harsh."}, {"video_title": "The West Indies and the Southern colonies   AP US History   Khan Academy.mp3", "Sentence": "Now, with so many enslaved people coming into the Caribbean by the mid-1600s, enslaved Africans in the Caribbean far outnumbered white people. And consequently, the white slave owners became increasingly fearful of slave uprisings. And so plantation owners, who were, of course, in control of the colonial government, began to crack down on enslaved people, codifying the racial status of enslaved Africans. In 1661, Barbados passed a slave code that was incredibly harsh. I won't go into all of it here, but the gist of it was that the lives of enslaved Africans were to be very closely monitored. They would require passes to travel. They had no legal rights."}, {"video_title": "The West Indies and the Southern colonies   AP US History   Khan Academy.mp3", "Sentence": "In 1661, Barbados passed a slave code that was incredibly harsh. I won't go into all of it here, but the gist of it was that the lives of enslaved Africans were to be very closely monitored. They would require passes to travel. They had no legal rights. And if a slave owner maimed or killed an enslaved person, there would be no repercussions for that violence or death. We will see aspects of the Barbados Slave Act in the statutes passed in the southern mainland colonies and later southern states in the United States. And although we tend to think of plantation slavery generally looking like the slavery we would see later in Georgia or South Carolina, large cotton plantations, for the vast majority of the slaves and cotton plantations, for the vast majority of enslaved Africans, their experience would have been much more like what we saw in the Caribbean."}, {"video_title": "The West Indies and the Southern colonies   AP US History   Khan Academy.mp3", "Sentence": "They had no legal rights. And if a slave owner maimed or killed an enslaved person, there would be no repercussions for that violence or death. We will see aspects of the Barbados Slave Act in the statutes passed in the southern mainland colonies and later southern states in the United States. And although we tend to think of plantation slavery generally looking like the slavery we would see later in Georgia or South Carolina, large cotton plantations, for the vast majority of the slaves and cotton plantations, for the vast majority of enslaved Africans, their experience would have been much more like what we saw in the Caribbean. In fact, 90% of all enslaved people were sent to the Caribbean or South America. Only a little over 300,000 would be sent to mainland North America. So if you're looking for the most typical experience of slavery, from the point of view of the people who lived it, life on the sugar plantation was a much more likely prospect than life on a cotton plantation."}, {"video_title": "The West Indies and the Southern colonies   AP US History   Khan Academy.mp3", "Sentence": "And although we tend to think of plantation slavery generally looking like the slavery we would see later in Georgia or South Carolina, large cotton plantations, for the vast majority of the slaves and cotton plantations, for the vast majority of enslaved Africans, their experience would have been much more like what we saw in the Caribbean. In fact, 90% of all enslaved people were sent to the Caribbean or South America. Only a little over 300,000 would be sent to mainland North America. So if you're looking for the most typical experience of slavery, from the point of view of the people who lived it, life on the sugar plantation was a much more likely prospect than life on a cotton plantation. In fact, it was English planters in the Caribbean who decided that they might strike north to create a new plantation colony, which they called Carolina, after the English King Charles. So Carolina was founded as one big colony in 1670, but by 1712, it was separated into two colonies, North Carolina and South Carolina. And the wealthy plantation owners who founded Charlestown, also named after King Charles, brought most of the aspects of plantation slavery they had picked up in the Caribbean with them."}, {"video_title": "The West Indies and the Southern colonies   AP US History   Khan Academy.mp3", "Sentence": "So if you're looking for the most typical experience of slavery, from the point of view of the people who lived it, life on the sugar plantation was a much more likely prospect than life on a cotton plantation. In fact, it was English planters in the Caribbean who decided that they might strike north to create a new plantation colony, which they called Carolina, after the English King Charles. So Carolina was founded as one big colony in 1670, but by 1712, it was separated into two colonies, North Carolina and South Carolina. And the wealthy plantation owners who founded Charlestown, also named after King Charles, brought most of the aspects of plantation slavery they had picked up in the Caribbean with them. The past system, the lack of legal rights, the lack of repercussions for whites. One main difference, however, was that in the Carolinas, rice cultivation took the place of sugar cultivation as the main cash crop. Plantation owners quickly discovered that many West Africans had worked on their own rice farms before enslavement, and so they particularly wished to purchase West Africans to work on rice plantations."}, {"video_title": "The West Indies and the Southern colonies   AP US History   Khan Academy.mp3", "Sentence": "And the wealthy plantation owners who founded Charlestown, also named after King Charles, brought most of the aspects of plantation slavery they had picked up in the Caribbean with them. The past system, the lack of legal rights, the lack of repercussions for whites. One main difference, however, was that in the Carolinas, rice cultivation took the place of sugar cultivation as the main cash crop. Plantation owners quickly discovered that many West Africans had worked on their own rice farms before enslavement, and so they particularly wished to purchase West Africans to work on rice plantations. This is an image here of a rice plantation. Obviously, this is a photograph, so it would be from a couple hundred years after the settlement of the Carolinas, but I think it gives you a sense of what rice cultivation looked like. I wanna finish by just briefly talking about the colonies of Maryland and Georgia, which were also plantation colonies, but I've grouped them together because they were both founded for altruistic reasons."}, {"video_title": "The West Indies and the Southern colonies   AP US History   Khan Academy.mp3", "Sentence": "Plantation owners quickly discovered that many West Africans had worked on their own rice farms before enslavement, and so they particularly wished to purchase West Africans to work on rice plantations. This is an image here of a rice plantation. Obviously, this is a photograph, so it would be from a couple hundred years after the settlement of the Carolinas, but I think it gives you a sense of what rice cultivation looked like. I wanna finish by just briefly talking about the colonies of Maryland and Georgia, which were also plantation colonies, but I've grouped them together because they were both founded for altruistic reasons. They were proprietary colonies originally, like Pennsylvania, for example, meaning that they were the possessions of one person rather than a company or the crown. Maryland was founded in 1632 by an English Catholic named Lord Baltimore, who wanted to create a haven of religious freedom for Catholics in North America. In 1649, Maryland passed the Law Concerning Religion, also known as the Maryland Act of Toleration, which extended religious toleration to everyone who believed in Jesus, so all Protestants, all Catholics, but on the flip side, it prescribed death for anyone who did not believe in Jesus, like Jews or atheists."}, {"video_title": "The West Indies and the Southern colonies   AP US History   Khan Academy.mp3", "Sentence": "I wanna finish by just briefly talking about the colonies of Maryland and Georgia, which were also plantation colonies, but I've grouped them together because they were both founded for altruistic reasons. They were proprietary colonies originally, like Pennsylvania, for example, meaning that they were the possessions of one person rather than a company or the crown. Maryland was founded in 1632 by an English Catholic named Lord Baltimore, who wanted to create a haven of religious freedom for Catholics in North America. In 1649, Maryland passed the Law Concerning Religion, also known as the Maryland Act of Toleration, which extended religious toleration to everyone who believed in Jesus, so all Protestants, all Catholics, but on the flip side, it prescribed death for anyone who did not believe in Jesus, like Jews or atheists. Georgia was founded a century later in 1732 by an English humanitarian named James Oglethorpe, and Oglethorpe was trying to reform prisons. In England, people who couldn't pay their debts were thrown into debtor's prison, which was kind of silly because when they were in prison, they didn't have the opportunity to try to make money to pay back their debts. So Oglethorpe founded the colony of Georgia with the idea that people who were suffering from debt could go to this new colony and work it off, and for that reason, he also outlawed slavery in the early years of Georgia's existence, but by about 1750, the pressure to include slaves in the Georgia economy so that it could keep up with South Carolina, for example, grew too great, and so slavery was permitted."}, {"video_title": "Later stages of the Civil War part 2.mp3", "Sentence": "All right, so we've been talking about the later stages of the Civil War, and in the last video we just did a brief overview of the end of 1863, after the North has won the Battle of Gettysburg, and Lee has been turned around and sent back down to Richmond, where he will be encamped for some time, and Ulysses S. Grant not only takes control of the Mississippi River with the victory at Vicksburg, he also comes up into Tennessee, takes control of the state of Tennessee, and in return, Lincoln makes him General-in-Chief of the Union Armies. So now let's move on and talk about 1864, and Sherman's march to the sea, and the election of 1864. Both would be very important to the United States' victory. All right, so let's take a look at our map again. Now, as we recall, Lee is here in Richmond, and Grant, who was in Tennessee, now coming over to challenge Lee at the siege of Richmond. So Grant has crossed over from the Western Theater of the war, where he's been pretty much the entire time, into the Eastern Theater, and he's kind of going for the killing blow now. And you'll remember that thanks to the Anaconda Strategy, the Union now has control of the entire area of the South through a blockade on this side, control of the Mississippi, and now control of Tennessee."}, {"video_title": "Later stages of the Civil War part 2.mp3", "Sentence": "All right, so let's take a look at our map again. Now, as we recall, Lee is here in Richmond, and Grant, who was in Tennessee, now coming over to challenge Lee at the siege of Richmond. So Grant has crossed over from the Western Theater of the war, where he's been pretty much the entire time, into the Eastern Theater, and he's kind of going for the killing blow now. And you'll remember that thanks to the Anaconda Strategy, the Union now has control of the entire area of the South through a blockade on this side, control of the Mississippi, and now control of Tennessee. So there's just this little area that's left. So now what happens? Well, one of Grant's generals who served under him in this Tennessee campaign is now going to turn his attentions to a massive campaign of total war in the South."}, {"video_title": "Later stages of the Civil War part 2.mp3", "Sentence": "And you'll remember that thanks to the Anaconda Strategy, the Union now has control of the entire area of the South through a blockade on this side, control of the Mississippi, and now control of Tennessee. So there's just this little area that's left. So now what happens? Well, one of Grant's generals who served under him in this Tennessee campaign is now going to turn his attentions to a massive campaign of total war in the South. So this is William Tecumseh Sherman, and Sherman's idea is that he is going to cut a swath through the South, and he is going to try to destroy the South's morale by not only trying to get rid of foodstuffs and interrupt supply lines, destroy infrastructure, burn houses. He's gonna make things so bad on the home front that the Confederate soldiers who are fighting up here with Lee are gonna get upset that their property and their families are not being protected at home. So he's trying to win a morale victory by making people in the South really tired of being at war, and also by making Lee's soldiers want to desert and come back and defend their home territory."}, {"video_title": "Later stages of the Civil War part 2.mp3", "Sentence": "Well, one of Grant's generals who served under him in this Tennessee campaign is now going to turn his attentions to a massive campaign of total war in the South. So this is William Tecumseh Sherman, and Sherman's idea is that he is going to cut a swath through the South, and he is going to try to destroy the South's morale by not only trying to get rid of foodstuffs and interrupt supply lines, destroy infrastructure, burn houses. He's gonna make things so bad on the home front that the Confederate soldiers who are fighting up here with Lee are gonna get upset that their property and their families are not being protected at home. So he's trying to win a morale victory by making people in the South really tired of being at war, and also by making Lee's soldiers want to desert and come back and defend their home territory. So Sherman turns his troops toward Atlanta, and in September of 1864, Sherman takes Atlanta. Now, there's a very famous scene of this in Gone with the Wind where you see Scarlett O'Hara looking out over the many injured people in the city of Atlanta. That's Sherman's doing."}, {"video_title": "Later stages of the Civil War part 2.mp3", "Sentence": "So he's trying to win a morale victory by making people in the South really tired of being at war, and also by making Lee's soldiers want to desert and come back and defend their home territory. So Sherman turns his troops toward Atlanta, and in September of 1864, Sherman takes Atlanta. Now, there's a very famous scene of this in Gone with the Wind where you see Scarlett O'Hara looking out over the many injured people in the city of Atlanta. That's Sherman's doing. But now let's turn our attention away from the military campaigns for a second and talk about the politics of 1864. Now, in 1864, it's an election year. It's been four years since Lincoln was elected in November of 1860, and so now, Lincoln has to stand for re-election."}, {"video_title": "Later stages of the Civil War part 2.mp3", "Sentence": "That's Sherman's doing. But now let's turn our attention away from the military campaigns for a second and talk about the politics of 1864. Now, in 1864, it's an election year. It's been four years since Lincoln was elected in November of 1860, and so now, Lincoln has to stand for re-election. And this is a really interesting election for lots of reasons. One is that it's the first election during wartime since 1812. So in the election of 1864, soldiers are going to cast their ballots, either by getting short leaves to go to the ballot box or by sending in their ballots by mail."}, {"video_title": "Later stages of the Civil War part 2.mp3", "Sentence": "It's been four years since Lincoln was elected in November of 1860, and so now, Lincoln has to stand for re-election. And this is a really interesting election for lots of reasons. One is that it's the first election during wartime since 1812. So in the election of 1864, soldiers are going to cast their ballots, either by getting short leaves to go to the ballot box or by sending in their ballots by mail. Another thing that's really interesting about this is that Lincoln is not at all sure that he's going to win this election. In fact, many in his own party, the Republican Party, feel that he's been considerably too soft on the South, that his plans for reunification are not nearly punitive enough. There are many who want to replace Lincoln with a more radical candidate in 1864."}, {"video_title": "Later stages of the Civil War part 2.mp3", "Sentence": "So in the election of 1864, soldiers are going to cast their ballots, either by getting short leaves to go to the ballot box or by sending in their ballots by mail. Another thing that's really interesting about this is that Lincoln is not at all sure that he's going to win this election. In fact, many in his own party, the Republican Party, feel that he's been considerably too soft on the South, that his plans for reunification are not nearly punitive enough. There are many who want to replace Lincoln with a more radical candidate in 1864. That does not end up happening, but one interesting thing that does end up happening is to try to increase Lincoln's appeal, his running mate is Andrew Johnson. And Johnson was a slaveholder, believe it or not, from Tennessee, and the idea was that maybe Johnson could pick up some of the Democrats who might necessarily have voted for McClellan, and maybe he could pick up some of the border states, the same way that we often might choose a vice president today because they come from a crucial swing state. And this is gonna be important later because after Lincoln is assassinated, Andrew Johnson will take over as president, and he is quite a different president than Lincoln might have been under the circumstances."}, {"video_title": "Later stages of the Civil War part 2.mp3", "Sentence": "There are many who want to replace Lincoln with a more radical candidate in 1864. That does not end up happening, but one interesting thing that does end up happening is to try to increase Lincoln's appeal, his running mate is Andrew Johnson. And Johnson was a slaveholder, believe it or not, from Tennessee, and the idea was that maybe Johnson could pick up some of the Democrats who might necessarily have voted for McClellan, and maybe he could pick up some of the border states, the same way that we often might choose a vice president today because they come from a crucial swing state. And this is gonna be important later because after Lincoln is assassinated, Andrew Johnson will take over as president, and he is quite a different president than Lincoln might have been under the circumstances. Now on the Democratic side, the candidate is George McClellan, and you might remember McClellan because he was one of the first commanders of the Union Army, and Lincoln sent him down for failing to really go after the enemy strongly in the early stages of the war. Now the Democratic Party is having some internal struggles at this point. There are some who think that the war against the South is very foolish, that no one should be fighting in the North to end slavery, which Lincoln has clearly made a war goal by this point."}, {"video_title": "Later stages of the Civil War part 2.mp3", "Sentence": "And this is gonna be important later because after Lincoln is assassinated, Andrew Johnson will take over as president, and he is quite a different president than Lincoln might have been under the circumstances. Now on the Democratic side, the candidate is George McClellan, and you might remember McClellan because he was one of the first commanders of the Union Army, and Lincoln sent him down for failing to really go after the enemy strongly in the early stages of the war. Now the Democratic Party is having some internal struggles at this point. There are some who think that the war against the South is very foolish, that no one should be fighting in the North to end slavery, which Lincoln has clearly made a war goal by this point. And so many just wish to have peace with the South on the terms of the South, which is as a separate nation with the continuation of slavery. And then there are those Democrats who would like to continue the war, and McClellan ends up being one of those. Obviously being a general, it would have been pretty difficult for him to say that the war was pointless without having disappointed so many people who had fought for him or with him."}, {"video_title": "Later stages of the Civil War part 2.mp3", "Sentence": "There are some who think that the war against the South is very foolish, that no one should be fighting in the North to end slavery, which Lincoln has clearly made a war goal by this point. And so many just wish to have peace with the South on the terms of the South, which is as a separate nation with the continuation of slavery. And then there are those Democrats who would like to continue the war, and McClellan ends up being one of those. Obviously being a general, it would have been pretty difficult for him to say that the war was pointless without having disappointed so many people who had fought for him or with him. Now this election is really crucial because many in the South are hoping that if someone other than Lincoln gets elected, if the Democrats are elected, that is gonna be their last best hope to try to achieve their independence from the Union. If Lincoln is replaced by someone who is pro-South, who is pro-slavery, then perhaps they'll just end the war and that will be the end of it. So whites in the South are really holding on to the idea that Lincoln will be defeated in 1864."}, {"video_title": "Later stages of the Civil War part 2.mp3", "Sentence": "Obviously being a general, it would have been pretty difficult for him to say that the war was pointless without having disappointed so many people who had fought for him or with him. Now this election is really crucial because many in the South are hoping that if someone other than Lincoln gets elected, if the Democrats are elected, that is gonna be their last best hope to try to achieve their independence from the Union. If Lincoln is replaced by someone who is pro-South, who is pro-slavery, then perhaps they'll just end the war and that will be the end of it. So whites in the South are really holding on to the idea that Lincoln will be defeated in 1864. And there are a lot of reasons to think that Lincoln might have been defeated in this. Lincoln himself was not very sure that he would win this election. Remember that there has not been a single American president who has been reelected in more than 30 years."}, {"video_title": "Later stages of the Civil War part 2.mp3", "Sentence": "So whites in the South are really holding on to the idea that Lincoln will be defeated in 1864. And there are a lot of reasons to think that Lincoln might have been defeated in this. Lincoln himself was not very sure that he would win this election. Remember that there has not been a single American president who has been reelected in more than 30 years. The last president to be reelected was Andrew Jackson in 1832. So re-election is a very unusual thing at this point. And McClellan was a very popular general."}, {"video_title": "Later stages of the Civil War part 2.mp3", "Sentence": "Remember that there has not been a single American president who has been reelected in more than 30 years. The last president to be reelected was Andrew Jackson in 1832. So re-election is a very unusual thing at this point. And McClellan was a very popular general. He got popular because he was very keen to spare the lives of his soldiers, which is quite different than the approach that Ulysses S. Grant will end up taking at the end of the war. But there are several things that go in Lincoln's favor. One is the capture of Atlanta by Sherman in September."}, {"video_title": "Later stages of the Civil War part 2.mp3", "Sentence": "And McClellan was a very popular general. He got popular because he was very keen to spare the lives of his soldiers, which is quite different than the approach that Ulysses S. Grant will end up taking at the end of the war. But there are several things that go in Lincoln's favor. One is the capture of Atlanta by Sherman in September. And some very good military victories also in this Eastern theater of the war. So McClellan, who had hoped that the war was going badly, didn't have much on his side when it actually came to election day, because at that point, the war was going pretty well. Remember that Sherman is here in Atlanta, and Sherman is now going to pick up what is known as his march to the sea when he cuts a 60-mile-wide swath of destruction through Georgia."}, {"video_title": "Later stages of the Civil War part 2.mp3", "Sentence": "One is the capture of Atlanta by Sherman in September. And some very good military victories also in this Eastern theater of the war. So McClellan, who had hoped that the war was going badly, didn't have much on his side when it actually came to election day, because at that point, the war was going pretty well. Remember that Sherman is here in Atlanta, and Sherman is now going to pick up what is known as his march to the sea when he cuts a 60-mile-wide swath of destruction through Georgia. So things are looking pretty good for the United States at this point. And the turning point for Lincoln in this election is really the votes of the soldiers. And they have a really strong pro-Lincoln mandate."}, {"video_title": "Later stages of the Civil War part 2.mp3", "Sentence": "Remember that Sherman is here in Atlanta, and Sherman is now going to pick up what is known as his march to the sea when he cuts a 60-mile-wide swath of destruction through Georgia. So things are looking pretty good for the United States at this point. And the turning point for Lincoln in this election is really the votes of the soldiers. And they have a really strong pro-Lincoln mandate. One of Lincoln's campaign slogans is vote as you shot. So Lincoln ends up trouncing McClellan in the election of 1864, and he really comes away with a strong mandate to finish the war, finish it with an unconditional surrender of the South and the end of slavery. And having triumphed in the election of 1864, Lincoln gets even more good news from Georgia, which is a telegram from General Sherman from the city of Savannah saying, Mr. President, I wish to offer you the city of Savannah as a Christmas present."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "In order to have a respectable understanding of the Vietnam War, we have to rewind all the way back to the late 1800s when France was colonizing Southeast Asia. In particular, it colonized what is now Laos, Vietnam, and Cambodia. They were collectively called French Indochina. You can see Cambodia here, Vietnam along the coast, and then Laos right over here. France stayed the colonizing power. I have a little gap in my timeline here. They stayed a colonizing power all the way through World War II."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "You can see Cambodia here, Vietnam along the coast, and then Laos right over here. France stayed the colonizing power. I have a little gap in my timeline here. They stayed a colonizing power all the way through World War II. You can imagine during World War II, France was quickly overrun by the Germans. The Vietnamese wanted their independence. You have a liberation movement that rises up."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "They stayed a colonizing power all the way through World War II. You can imagine during World War II, France was quickly overrun by the Germans. The Vietnamese wanted their independence. You have a liberation movement that rises up. It was led by the Viet Minh. The Viet Minh were led by Ho Chi Minh. This right here is a picture of Ho Chi Minh."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "You have a liberation movement that rises up. It was led by the Viet Minh. The Viet Minh were led by Ho Chi Minh. This right here is a picture of Ho Chi Minh. Besides being a liberation movement, they were also communist. They were also communist, which you can imagine later on during the Cold War will kind of bias the United States against them. You fast forward through World War II."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "This right here is a picture of Ho Chi Minh. Besides being a liberation movement, they were also communist. They were also communist, which you can imagine later on during the Cold War will kind of bias the United States against them. You fast forward through World War II. Eventually, the Japanese take control over Indochina, over Vietnam. By the time 1945 rolls about, or at least the end of 1945, and we know that the United States defeats Japan, now all of a sudden the Viet Minh are able to declare a somewhat temporary independence. It's temporary because shortly after that, and the region is occupied temporarily by the Chinese in the north and the British in the south, who were part of the allied forces against the Axis."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "You fast forward through World War II. Eventually, the Japanese take control over Indochina, over Vietnam. By the time 1945 rolls about, or at least the end of 1945, and we know that the United States defeats Japan, now all of a sudden the Viet Minh are able to declare a somewhat temporary independence. It's temporary because shortly after that, and the region is occupied temporarily by the Chinese in the north and the British in the south, who were part of the allied forces against the Axis. Eventually, you have the French coming back, and they want to reassert their control over their former colony. You have this war that develops, the First Indochina War, between the French and the people sympathetic to the French, the Vietnamese who are loyal to the French, and the north. The French, just to make it clear how it sets up, when at the end of World War II, when you had the temporary occupiers, the British and the Chinese, the Chinese obviously had more influence in the north, the British had more influence in the south."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "It's temporary because shortly after that, and the region is occupied temporarily by the Chinese in the north and the British in the south, who were part of the allied forces against the Axis. Eventually, you have the French coming back, and they want to reassert their control over their former colony. You have this war that develops, the First Indochina War, between the French and the people sympathetic to the French, the Vietnamese who are loyal to the French, and the north. The French, just to make it clear how it sets up, when at the end of World War II, when you had the temporary occupiers, the British and the Chinese, the Chinese obviously had more influence in the north, the British had more influence in the south. When the French come back, they essentially are able to reinstate control over the south. Right when the Indochina War is beginning, the French already have more control over the south. Historically, the French had more influence in the south as well."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "The French, just to make it clear how it sets up, when at the end of World War II, when you had the temporary occupiers, the British and the Chinese, the Chinese obviously had more influence in the north, the British had more influence in the south. When the French come back, they essentially are able to reinstate control over the south. Right when the Indochina War is beginning, the French already have more control over the south. Historically, the French had more influence in the south as well. During French colonial rule, it was really the southern third of Vietnam where you had a lot of French influence. This is a current map, and the current map does not have this orange boundary over here that we'll talk about in a second. Vietnam is now unified."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "Historically, the French had more influence in the south as well. During French colonial rule, it was really the southern third of Vietnam where you had a lot of French influence. This is a current map, and the current map does not have this orange boundary over here that we'll talk about in a second. Vietnam is now unified. But before the Vietnam War, this was not Ho Chi Minh City, this was Saigon. Saigon was where most of the French control was centered. Fast forward to 1954, this ends up in a bit of a stalemate."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "Vietnam is now unified. But before the Vietnam War, this was not Ho Chi Minh City, this was Saigon. Saigon was where most of the French control was centered. Fast forward to 1954, this ends up in a bit of a stalemate. You have the Geneva Conference of 1954 that partitions Vietnam along the 17th parallel between north Vietnam and south Vietnam. The whole point of this partition was really to just allow for a cooling off period, a period where you can have things settling down and then having elections. It wasn't meant to be a permanent partition."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "Fast forward to 1954, this ends up in a bit of a stalemate. You have the Geneva Conference of 1954 that partitions Vietnam along the 17th parallel between north Vietnam and south Vietnam. The whole point of this partition was really to just allow for a cooling off period, a period where you can have things settling down and then having elections. It wasn't meant to be a permanent partition. But there was a 300-day period where people could move across the partition, and during that partition, you actually had 900,000 people, mainly Catholics, move from the north to south. You also had several hundred thousand people moving from the south to the north, so it wasn't a one-way movement. In fact, most of the movement by Roman Catholic Vietnamese was from the north to the south."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "It wasn't meant to be a permanent partition. But there was a 300-day period where people could move across the partition, and during that partition, you actually had 900,000 people, mainly Catholics, move from the north to south. You also had several hundred thousand people moving from the south to the north, so it wasn't a one-way movement. In fact, most of the movement by Roman Catholic Vietnamese was from the north to the south. You fast forward a little bit, you eventually have, and I'm sure I'm butchering the pronunciation here, Ngo Dinh Diem take control. He starts off as prime minister in 1954. Eventually, he takes control, becomes president in 1955."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "In fact, most of the movement by Roman Catholic Vietnamese was from the north to the south. You fast forward a little bit, you eventually have, and I'm sure I'm butchering the pronunciation here, Ngo Dinh Diem take control. He starts off as prime minister in 1954. Eventually, he takes control, becomes president in 1955. This is him right here. He takes control of south Vietnam. This guy is not a big fan of things like elections or non-corrupt government and all of the rest."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "Eventually, he takes control, becomes president in 1955. This is him right here. He takes control of south Vietnam. This guy is not a big fan of things like elections or non-corrupt government and all of the rest. He takes control of south Vietnam, but you can imagine that the United States is positively inclined to him. One, he dresses in nice western suits and all of that, nicely combed hair, but he was also anti-communist. At this time period, the United States is starting to think in terms of Cold War, in terms of how do we stop communism, how do we contain it, this whole theory of containment that the best way to stop the Soviet Union is to just make sure that communism cannot spread, that it gets contained, that we have the domino theory in the United States, that if one country falls to communism in a region, that the rest of the countries will eventually fall, and that is not good for containment."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "This guy is not a big fan of things like elections or non-corrupt government and all of the rest. He takes control of south Vietnam, but you can imagine that the United States is positively inclined to him. One, he dresses in nice western suits and all of that, nicely combed hair, but he was also anti-communist. At this time period, the United States is starting to think in terms of Cold War, in terms of how do we stop communism, how do we contain it, this whole theory of containment that the best way to stop the Soviet Union is to just make sure that communism cannot spread, that it gets contained, that we have the domino theory in the United States, that if one country falls to communism in a region, that the rest of the countries will eventually fall, and that is not good for containment. We did not want south Vietnam to fall. We essentially start supporting these characters over here. Even from the early 50s, the United States starts supporting the anti-communists."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "At this time period, the United States is starting to think in terms of Cold War, in terms of how do we stop communism, how do we contain it, this whole theory of containment that the best way to stop the Soviet Union is to just make sure that communism cannot spread, that it gets contained, that we have the domino theory in the United States, that if one country falls to communism in a region, that the rest of the countries will eventually fall, and that is not good for containment. We did not want south Vietnam to fall. We essentially start supporting these characters over here. Even from the early 50s, the United States starts supporting the anti-communists. At first, this support is in the guise of advisors. But these advisors, one, we start sending more and more aid, more and more advisors, and these advisors start getting more and more involved in the actual conflict. After this partition, you can imagine that you still have an ongoing conflict between the north and the south."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "Even from the early 50s, the United States starts supporting the anti-communists. At first, this support is in the guise of advisors. But these advisors, one, we start sending more and more aid, more and more advisors, and these advisors start getting more and more involved in the actual conflict. After this partition, you can imagine that you still have an ongoing conflict between the north and the south. On top of that, you have actors who are sympathetic to the north, sympathetic to the Viet Minh, sympathetic to Ho Chi Minh in the south. Some of them were in the north, they come back to the south. Some of them were just in the south, and they did not like the Di\u1ec7m government."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "After this partition, you can imagine that you still have an ongoing conflict between the north and the south. On top of that, you have actors who are sympathetic to the north, sympathetic to the Viet Minh, sympathetic to Ho Chi Minh in the south. Some of them were in the north, they come back to the south. Some of them were just in the south, and they did not like the Di\u1ec7m government. Besides just being sympathetic to Ho Chi Minh, Di\u1ec7m was a fairly corrupt, autocratic ruler who wasn't a big fan of democracy. These players in the south who started to rise up against President Di\u1ec7m were the Viet Cong. This really sets up what the Vietnam War is all about."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "Some of them were just in the south, and they did not like the Di\u1ec7m government. Besides just being sympathetic to Ho Chi Minh, Di\u1ec7m was a fairly corrupt, autocratic ruler who wasn't a big fan of democracy. These players in the south who started to rise up against President Di\u1ec7m were the Viet Cong. This really sets up what the Vietnam War is all about. You have the communist Ho Chi Minh-controlled north that was fighting a conventional war against the south. You have this partition, the 17th parallel. On top of that, you have an unconventional fighting force, I guess you could call them guerrillas, in the south of Vietnam called the Viet Cong."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "This really sets up what the Vietnam War is all about. You have the communist Ho Chi Minh-controlled north that was fighting a conventional war against the south. You have this partition, the 17th parallel. On top of that, you have an unconventional fighting force, I guess you could call them guerrillas, in the south of Vietnam called the Viet Cong. There are two things that the south had to fight against. The north officially, and also this insurrection that was occurring within the south. The whole time, the United States did not want this insurrection to succeed."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "On top of that, you have an unconventional fighting force, I guess you could call them guerrillas, in the south of Vietnam called the Viet Cong. There are two things that the south had to fight against. The north officially, and also this insurrection that was occurring within the south. The whole time, the United States did not want this insurrection to succeed. They did not want all of Vietnam to become communist. We keep sending more and more advisors. It actually started even before Kennedy, but in Kennedy, he escalates the number of advisors that get sent."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "The whole time, the United States did not want this insurrection to succeed. They did not want all of Vietnam to become communist. We keep sending more and more advisors. It actually started even before Kennedy, but in Kennedy, he escalates the number of advisors that get sent. It's still not, at this point, a formal war. We haven't officially declared war. We don't have, officially, soldiers in battle."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "It actually started even before Kennedy, but in Kennedy, he escalates the number of advisors that get sent. It's still not, at this point, a formal war. We haven't officially declared war. We don't have, officially, soldiers in battle. You fast forward to 1963. Besides all of the great characteristics of Di\u1ec7m that I already mentioned, he also was into persecuting Buddhists to make matters worse. Not only was he corrupt, not only did he not like elections, but he liked persecuting his own people."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "We don't have, officially, soldiers in battle. You fast forward to 1963. Besides all of the great characteristics of Di\u1ec7m that I already mentioned, he also was into persecuting Buddhists to make matters worse. Not only was he corrupt, not only did he not like elections, but he liked persecuting his own people. By 1963, this kind of got out of hand. His level of persecution of the Buddhists, he started storming temples and all the rest. He was assassinated."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "Not only was he corrupt, not only did he not like elections, but he liked persecuting his own people. By 1963, this kind of got out of hand. His level of persecution of the Buddhists, he started storming temples and all the rest. He was assassinated. Not only was he assassinated, it kind of leaves this power vacuum. You have all of these people jockeying for control. None of these really especially savory characters inside the south."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "He was assassinated. Not only was he assassinated, it kind of leaves this power vacuum. You have all of these people jockeying for control. None of these really especially savory characters inside the south. These two guys eventually come to power, Nguy\u1ec5n Cao C\u1ea3i and Nguy\u1ec5n V\u0103n Th\u1ee7. Wait a few years, Nguy\u1ec5n V\u0103n Th\u1ee7 is able to get this guy out of the picture. By 1967, you have Th\u1ee7 has now taken control."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "None of these really especially savory characters inside the south. These two guys eventually come to power, Nguy\u1ec5n Cao C\u1ea3i and Nguy\u1ec5n V\u0103n Th\u1ee7. Wait a few years, Nguy\u1ec5n V\u0103n Th\u1ee7 is able to get this guy out of the picture. By 1967, you have Th\u1ee7 has now taken control. During that period, or actually before C\u1ea3i and Th\u1ee7 take power, in 1964, you have one of the shadiest incidents in American history. As you can imagine, in our function as advisors, we had sent ships into the Gulf of Tonkin right off of the coast of North Vietnam. The original story goes, and this is a very suspect original story."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "By 1967, you have Th\u1ee7 has now taken control. During that period, or actually before C\u1ea3i and Th\u1ee7 take power, in 1964, you have one of the shadiest incidents in American history. As you can imagine, in our function as advisors, we had sent ships into the Gulf of Tonkin right off of the coast of North Vietnam. The original story goes, and this is a very suspect original story. In 1964, the US Maddox, and this is the original story, claimed that it was attacked or it was claimed that the US Maddox was attacked by North Vietnamese patrol boats and that there was a little bit of a skirmish, there was an exchange of fire. It was also claimed that a few days later, another boat in the Gulf of Tonkin, another US vessel, was attacked by a North Vietnamese boat. That was the original story."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "The original story goes, and this is a very suspect original story. In 1964, the US Maddox, and this is the original story, claimed that it was attacked or it was claimed that the US Maddox was attacked by North Vietnamese patrol boats and that there was a little bit of a skirmish, there was an exchange of fire. It was also claimed that a few days later, another boat in the Gulf of Tonkin, another US vessel, was attacked by a North Vietnamese boat. That was the original story. This angered Congress. This angered the American people. How dare they attack warships that are sitting off the coast?"}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "That was the original story. This angered Congress. This angered the American people. How dare they attack warships that are sitting off the coast? This kind of gave the emotional fuel to pass the Gulf of Tonkin Resolution. These incidents, or these purported incidents, this kind of attack on the USS Maddox and this other thing that might have happened, these were called the Gulf of Tonkin incidents, this angered Congress, angered the American people, so we passed the Gulf of Tonkin Resolution. What's relevant about it is that it gave LBJ here, it gave him the authority to officially engage in a war in Vietnam, to officially escalate it to an actual war that the US was involved in."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "How dare they attack warships that are sitting off the coast? This kind of gave the emotional fuel to pass the Gulf of Tonkin Resolution. These incidents, or these purported incidents, this kind of attack on the USS Maddox and this other thing that might have happened, these were called the Gulf of Tonkin incidents, this angered Congress, angered the American people, so we passed the Gulf of Tonkin Resolution. What's relevant about it is that it gave LBJ here, it gave him the authority to officially engage in a war in Vietnam, to officially escalate it to an actual war that the US was involved in. This whole time I've been saying it's shady because it's now been shown that, one, the Gulf of Tonkin, it's not clear that really anything happened. There might have been some firing from the USS Maddox. They might have actually engaged the North Vietnamese patrol boats."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "What's relevant about it is that it gave LBJ here, it gave him the authority to officially engage in a war in Vietnam, to officially escalate it to an actual war that the US was involved in. This whole time I've been saying it's shady because it's now been shown that, one, the Gulf of Tonkin, it's not clear that really anything happened. There might have been some firing from the USS Maddox. They might have actually engaged the North Vietnamese patrol boats. The other possibility that might have happened is that nothing happened. Either way you look at it, it's now been fairly established that it was not a real incident. It was not really North Vietnam attacking the US."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "They might have actually engaged the North Vietnamese patrol boats. The other possibility that might have happened is that nothing happened. Either way you look at it, it's now been fairly established that it was not a real incident. It was not really North Vietnam attacking the US. But it was relevant because it really escalated the war. Now you have Johnson. Did I say North Korea originally?"}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "It was not really North Vietnam attacking the US. But it was relevant because it really escalated the war. Now you have Johnson. Did I say North Korea originally? I apologize for that. We're talking about North Vietnam. I don't remember what my brain actually said."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "Did I say North Korea originally? I apologize for that. We're talking about North Vietnam. I don't remember what my brain actually said. Of course, North Vietnam. But it gave Johnson the power to escalate the war. His administration is really the heart of the Vietnam War."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "I don't remember what my brain actually said. Of course, North Vietnam. But it gave Johnson the power to escalate the war. His administration is really the heart of the Vietnam War. When the war was really escalated, we eventually get to 500,000 US troops. But the whole time this is happening, you can imagine that Johnson and the American military leaders in Vietnam are telling the American people, oh, we're fighting communism. We're about to win."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "His administration is really the heart of the Vietnam War. When the war was really escalated, we eventually get to 500,000 US troops. But the whole time this is happening, you can imagine that Johnson and the American military leaders in Vietnam are telling the American people, oh, we're fighting communism. We're about to win. This is a noble war. You fast forward, especially the part about to win, you fast forward to 1968. All of a sudden you have the Viet Cong, who the American leaders have told the American people in the Congress that they're about to be defeated."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "We're about to win. This is a noble war. You fast forward, especially the part about to win, you fast forward to 1968. All of a sudden you have the Viet Cong, who the American leaders have told the American people in the Congress that they're about to be defeated. Then in 1968, the Viet Cong orchestrate the Tet Offensive, which is this massive coordinated attack on a bunch of targets throughout South Vietnam. Even though it wasn't completely successful militarily, the intent of the Tet Offensive was to completely turn the tides in the war. It made the American people in Congress rightfully suspicious."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "All of a sudden you have the Viet Cong, who the American leaders have told the American people in the Congress that they're about to be defeated. Then in 1968, the Viet Cong orchestrate the Tet Offensive, which is this massive coordinated attack on a bunch of targets throughout South Vietnam. Even though it wasn't completely successful militarily, the intent of the Tet Offensive was to completely turn the tides in the war. It made the American people in Congress rightfully suspicious. Mr. Johnson, you had told us that we were about to win the war, and the Viet Cong were almost defeated. All of a sudden they orchestrate this sophisticated attack on us. It rightfully made the American public suspicious."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "It made the American people in Congress rightfully suspicious. Mr. Johnson, you had told us that we were about to win the war, and the Viet Cong were almost defeated. All of a sudden they orchestrate this sophisticated attack on us. It rightfully made the American public suspicious. On top of that, and this probably made matters a lot worse, the My Lai Massacre comes out. In every war there are massacres, but the United States at least believes that its soldiers can take the high road, that they don't engage in these types of things. But the My Lai Massacre showed that really no soldiers are immune to massacres."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "It rightfully made the American public suspicious. On top of that, and this probably made matters a lot worse, the My Lai Massacre comes out. In every war there are massacres, but the United States at least believes that its soldiers can take the high road, that they don't engage in these types of things. But the My Lai Massacre showed that really no soldiers are immune to massacres. This is really a disgusting massacre, and it was documented. If you really want to be disturbed, do a Google search for images of the My Lai Massacre. It will ruin your weekend."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "But the My Lai Massacre showed that really no soldiers are immune to massacres. This is really a disgusting massacre, and it was documented. If you really want to be disturbed, do a Google search for images of the My Lai Massacre. It will ruin your weekend. It will depress you. It's U.S. soldiers killing a village of innocent women and children. There are pictures of dead babies."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "It will ruin your weekend. It will depress you. It's U.S. soldiers killing a village of innocent women and children. There are pictures of dead babies. It's horrible. To make matters worse, or even add insult to injury, the soldiers who committed it, there were actually a few who tried to defend the villagers. When they came back, they were treated almost like traitors."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "There are pictures of dead babies. It's horrible. To make matters worse, or even add insult to injury, the soldiers who committed it, there were actually a few who tried to defend the villagers. When they came back, they were treated almost like traitors. But the soldiers who actually did the attack, only one of them got jail time. It was only a couple of years of jail time. This is for massacring a village of women and children."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "When they came back, they were treated almost like traitors. But the soldiers who actually did the attack, only one of them got jail time. It was only a couple of years of jail time. This is for massacring a village of women and children. Already you had the Tet Offensive, which makes the American public suspicious of whether we can even win this war. Then you have the My Lai Massacre, which disgusts the public and makes people realize that we're involved in a war, not even clear who are the good guys anymore, not even clear what the real goals are. To make matters worse, you fast forward to 1971."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "This is for massacring a village of women and children. Already you had the Tet Offensive, which makes the American public suspicious of whether we can even win this war. Then you have the My Lai Massacre, which disgusts the public and makes people realize that we're involved in a war, not even clear who are the good guys anymore, not even clear what the real goals are. To make matters worse, you fast forward to 1971. The Pentagon Papers get leaked to the New York Times. These pretty much articulate, it's a classified document that articulates that the military and non-military leadership of the Vietnam War was to some degree lying to Congress and the American people. It was lying about how the war was going."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "To make matters worse, you fast forward to 1971. The Pentagon Papers get leaked to the New York Times. These pretty much articulate, it's a classified document that articulates that the military and non-military leadership of the Vietnam War was to some degree lying to Congress and the American people. It was lying about how the war was going. It was lying about what activities it was doing. It did not tell the American people in Congress that it was actually engaged in war in Laos and Cambodia. A lot of the reason why we were engaged in Laos and Cambodia is because that's where the supply routes were between the North and the South."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "It was lying about how the war was going. It was lying about what activities it was doing. It did not tell the American people in Congress that it was actually engaged in war in Laos and Cambodia. A lot of the reason why we were engaged in Laos and Cambodia is because that's where the supply routes were between the North and the South. They ran through Laos and Cambodia. The most famous of them, and you might have heard of it, is the Ho Chi Minh Trail. It wasn't just one trail, it was actually a network of trails."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "A lot of the reason why we were engaged in Laos and Cambodia is because that's where the supply routes were between the North and the South. They ran through Laos and Cambodia. The most famous of them, and you might have heard of it, is the Ho Chi Minh Trail. It wasn't just one trail, it was actually a network of trails. A lot of the activity that was going on in Laos and Cambodia was kind of carpet bombing of what the US thought were some of these supply routes. We never really got a good... Well, that's a whole other debate. It wasn't just one trail that was easily bombed."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "It wasn't just one trail, it was actually a network of trails. A lot of the activity that was going on in Laos and Cambodia was kind of carpet bombing of what the US thought were some of these supply routes. We never really got a good... Well, that's a whole other debate. It wasn't just one trail that was easily bombed. It was all of these little footpaths and all of these other things where arms were able to be transported from the North to the South. The Pentagon Papers rightfully made the American people even more suspicious. Now we're entering into Nixon's administration, and he was still doing the carpet bombing, still atrocities going on."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "It wasn't just one trail that was easily bombed. It was all of these little footpaths and all of these other things where arms were able to be transported from the North to the South. The Pentagon Papers rightfully made the American people even more suspicious. Now we're entering into Nixon's administration, and he was still doing the carpet bombing, still atrocities going on. But his whole goal was to kind of wind down the war, bring the troops out on a timetable without kind of an official defeat. So you fast forward to 1973, you have the Paris Peace Accords, where officially there is peace between the North, the South, the North, and the Americans. You can imagine it from the North's point of view."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "Now we're entering into Nixon's administration, and he was still doing the carpet bombing, still atrocities going on. But his whole goal was to kind of wind down the war, bring the troops out on a timetable without kind of an official defeat. So you fast forward to 1973, you have the Paris Peace Accords, where officially there is peace between the North, the South, the North, and the Americans. You can imagine it from the North's point of view. They're like, sure, we'll sign some peace accords. It'll just make the Americans go away. Once the Americans go away, they won't be able to come back since this was such a hugely unpopular war."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "You can imagine it from the North's point of view. They're like, sure, we'll sign some peace accords. It'll just make the Americans go away. Once the Americans go away, they won't be able to come back since this was such a hugely unpopular war. It was such a waste for America on so many dimensions, especially America's prestige as a global actor. We'll just wait for them to leave, and then we can overrun the South after that. That's essentially what happens."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "Once the Americans go away, they won't be able to come back since this was such a hugely unpopular war. It was such a waste for America on so many dimensions, especially America's prestige as a global actor. We'll just wait for them to leave, and then we can overrun the South after that. That's essentially what happens. In 1975, the North just overruns the South, and then later that year, you have Saigon falling to the North, and then it becomes Ho Chi Minh City. This whole period, you have President Thu is in power. Just to show where his priorities are, near the end, right when the North is falling to South Vietnam, and you can kind of see the writing on the wall, he gives a speech to the Vietnamese people saying that he'll never desert them."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "That's essentially what happens. In 1975, the North just overruns the South, and then later that year, you have Saigon falling to the North, and then it becomes Ho Chi Minh City. This whole period, you have President Thu is in power. Just to show where his priorities are, near the end, right when the North is falling to South Vietnam, and you can kind of see the writing on the wall, he gives a speech to the Vietnamese people saying that he'll never desert them. But then when it becomes pretty clear that Saigon is going to fall to the North Vietnamese, he gets on a big U.S. transport plane with literally 15 tons of luggage. I'll let you think about how much luggage that is, and $15 million worth of gold. This is $15 million worth of gold in 1975."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "Just to show where his priorities are, near the end, right when the North is falling to South Vietnam, and you can kind of see the writing on the wall, he gives a speech to the Vietnamese people saying that he'll never desert them. But then when it becomes pretty clear that Saigon is going to fall to the North Vietnamese, he gets on a big U.S. transport plane with literally 15 tons of luggage. I'll let you think about how much luggage that is, and $15 million worth of gold. This is $15 million worth of gold in 1975. You can imagine how much he really cared about the Vietnamese people. He eventually ends up settling in Massachusetts, and he died there about 10 years ago. You can imagine this was an ugly incident for the world, a super ugly incident for the Vietnamese people, a super ugly chapter in American history."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "This is $15 million worth of gold in 1975. You can imagine how much he really cared about the Vietnamese people. He eventually ends up settling in Massachusetts, and he died there about 10 years ago. You can imagine this was an ugly incident for the world, a super ugly incident for the Vietnamese people, a super ugly chapter in American history. It was the first war that won America lost, but more, it hurts prestige, it hurts America's ability to influence what was going on in other parts of the world. You had the containment theory that we had to stop communism from spreading, and the domino theory that if one country would fall to communism, then the other one would. That didn't happen."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "You can imagine this was an ugly incident for the world, a super ugly incident for the Vietnamese people, a super ugly chapter in American history. It was the first war that won America lost, but more, it hurts prestige, it hurts America's ability to influence what was going on in other parts of the world. You had the containment theory that we had to stop communism from spreading, and the domino theory that if one country would fall to communism, then the other one would. That didn't happen. The South did fall, but we didn't have the rest of Southeast Asia falling to communism, so it kind of disproved the domino theory, especially because after the Vietnam War, the United States would not be able to enter another war like it for some time because the American people wouldn't let it happen. To some degree, it would have been easier for communism to spread because people would have known that the U.S. couldn't engage it, but despite that, the domino theory didn't happen. It was just all around ugly."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "That didn't happen. The South did fall, but we didn't have the rest of Southeast Asia falling to communism, so it kind of disproved the domino theory, especially because after the Vietnam War, the United States would not be able to enter another war like it for some time because the American people wouldn't let it happen. To some degree, it would have been easier for communism to spread because people would have known that the U.S. couldn't engage it, but despite that, the domino theory didn't happen. It was just all around ugly. Besides the massacres and the raping and the pillaging of innocents that happened really on all sides of this, you have 1 to 3 million Vietnamese, and no one will really know the actual count, but that's a huge number. 1 to 3 million Vietnamese were killed. You have 58,000 American troops being killed."}, {"video_title": "Vietnam War   The 20th century   World history   Khan Academy.mp3", "Sentence": "It was just all around ugly. Besides the massacres and the raping and the pillaging of innocents that happened really on all sides of this, you have 1 to 3 million Vietnamese, and no one will really know the actual count, but that's a huge number. 1 to 3 million Vietnamese were killed. You have 58,000 American troops being killed. You have hundreds of thousands of Cambodians and Laotians who were never really formally involved in the war. They were killed, especially due to a lot of this carpet bombing campaign. These are just atrocious numbers and really one of the worst and ugliest chapters in U.S. history."}, {"video_title": "Developing an American identity, 1800-1848   US history   Khan Academy.mp3", "Sentence": "In 1800, the United States was just a fledgling nation, less than 20 years out from winning its independence. Political parties were in their infancy, infrastructure was practically non-existent, and one disastrous war with a world power the likes of Great Britain or France could easily have wiped it out. But fast forward to 1848, less than 50 years later, and by then, the United States had developed a great deal as a unified, independent nation. It occupied a vast amount of territory in North America, trains and steamships transported goods to distant markets, factories churned out textiles, and politics saw the rise and fall of not one, but two party systems. Despite all this growth, in 1848, the United States was just 12 years away from the onset of an incredibly bloody Civil War that pitted Southern states against the US government. It seems like quite a contradiction. Over the course of the first half of the 19th century, was the United States developing a unified national identity, or were its geographic sections developing a divided regional identity barely held together by the Constitution?"}, {"video_title": "Developing an American identity, 1800-1848   US history   Khan Academy.mp3", "Sentence": "It occupied a vast amount of territory in North America, trains and steamships transported goods to distant markets, factories churned out textiles, and politics saw the rise and fall of not one, but two party systems. Despite all this growth, in 1848, the United States was just 12 years away from the onset of an incredibly bloody Civil War that pitted Southern states against the US government. It seems like quite a contradiction. Over the course of the first half of the 19th century, was the United States developing a unified national identity, or were its geographic sections developing a divided regional identity barely held together by the Constitution? What we're doing here, really, is asking a historical question. If you saw this on the AP exam, the question might look something like this. Explain the extent to which politics, economics, and foreign policy promoted the development of the American identity from 1800 to 1848."}, {"video_title": "Developing an American identity, 1800-1848   US history   Khan Academy.mp3", "Sentence": "Over the course of the first half of the 19th century, was the United States developing a unified national identity, or were its geographic sections developing a divided regional identity barely held together by the Constitution? What we're doing here, really, is asking a historical question. If you saw this on the AP exam, the question might look something like this. Explain the extent to which politics, economics, and foreign policy promoted the development of the American identity from 1800 to 1848. Sounds pretty fancy schmancy, but we can translate that to a simpler question. What tied the United States together as a country over the course of 1800 to 1848, and what split it apart? To answer this, let's review what happened in this period in these three areas, politics, economics, and foreign policy, and see if we think they contributed to a unified American identity, or a divided regional identity."}, {"video_title": "Developing an American identity, 1800-1848   US history   Khan Academy.mp3", "Sentence": "Explain the extent to which politics, economics, and foreign policy promoted the development of the American identity from 1800 to 1848. Sounds pretty fancy schmancy, but we can translate that to a simpler question. What tied the United States together as a country over the course of 1800 to 1848, and what split it apart? To answer this, let's review what happened in this period in these three areas, politics, economics, and foreign policy, and see if we think they contributed to a unified American identity, or a divided regional identity. And just to remind you, this is a big overview of the historical developments from 1800 to 1848. I'm not gonna take a lot of time here to explain everything in depth, but if you find that you're unfamiliar with some of the things we discuss, make a note of it and then go back to review that concept when you've got some time. Okay, as we set about to answer this question, let's just brainstorm some of the major political, economic, and foreign policy developments in this time period."}, {"video_title": "Developing an American identity, 1800-1848   US history   Khan Academy.mp3", "Sentence": "To answer this, let's review what happened in this period in these three areas, politics, economics, and foreign policy, and see if we think they contributed to a unified American identity, or a divided regional identity. And just to remind you, this is a big overview of the historical developments from 1800 to 1848. I'm not gonna take a lot of time here to explain everything in depth, but if you find that you're unfamiliar with some of the things we discuss, make a note of it and then go back to review that concept when you've got some time. Okay, as we set about to answer this question, let's just brainstorm some of the major political, economic, and foreign policy developments in this time period. It doesn't have to be an exhaustive list of everything that happened, just some key highlights. I'll suggest a few, but feel free to pause the video and see what you can think of on your own. All right, what happened in politics?"}, {"video_title": "Developing an American identity, 1800-1848   US history   Khan Academy.mp3", "Sentence": "Okay, as we set about to answer this question, let's just brainstorm some of the major political, economic, and foreign policy developments in this time period. It doesn't have to be an exhaustive list of everything that happened, just some key highlights. I'll suggest a few, but feel free to pause the video and see what you can think of on your own. All right, what happened in politics? Well, there was the development of political parties. First, the Federalists and the Democratic Republicans, and then later on, they were replaced with the Jacksonian Democrats and the Whigs. There was the expansion of the right to vote to almost all white men in this era, and there were a lot of political controversies."}, {"video_title": "Developing an American identity, 1800-1848   US history   Khan Academy.mp3", "Sentence": "All right, what happened in politics? Well, there was the development of political parties. First, the Federalists and the Democratic Republicans, and then later on, they were replaced with the Jacksonian Democrats and the Whigs. There was the expansion of the right to vote to almost all white men in this era, and there were a lot of political controversies. Two that come to mind are the Missouri Compromise and the Nullification Crisis. So which of these things contributed to a unified identity, and which contributed to a regional identity? Well, I would say that the Missouri Compromise and the Nullification Crisis were both examples of regional identity trumping American identity, since they concerned the balance of power between free states and slave states, and whether states or the federal government should have the final say."}, {"video_title": "Developing an American identity, 1800-1848   US history   Khan Academy.mp3", "Sentence": "There was the expansion of the right to vote to almost all white men in this era, and there were a lot of political controversies. Two that come to mind are the Missouri Compromise and the Nullification Crisis. So which of these things contributed to a unified identity, and which contributed to a regional identity? Well, I would say that the Missouri Compromise and the Nullification Crisis were both examples of regional identity trumping American identity, since they concerned the balance of power between free states and slave states, and whether states or the federal government should have the final say. The expansion of the right to vote seems like a point for unification to me, since it celebrated American democracy as the birthright of white men from all states. On political parties, I might say this is inconclusive. There are elements of both unity and division among them, since political parties weren't exclusively defined by region in this time period, but they were often defined by how much power they believed the federal government should have compared to the states."}, {"video_title": "Developing an American identity, 1800-1848   US history   Khan Academy.mp3", "Sentence": "Well, I would say that the Missouri Compromise and the Nullification Crisis were both examples of regional identity trumping American identity, since they concerned the balance of power between free states and slave states, and whether states or the federal government should have the final say. The expansion of the right to vote seems like a point for unification to me, since it celebrated American democracy as the birthright of white men from all states. On political parties, I might say this is inconclusive. There are elements of both unity and division among them, since political parties weren't exclusively defined by region in this time period, but they were often defined by how much power they believed the federal government should have compared to the states. Okay, on to economics. Major developments in this time period include the market revolution, the controversy over tariffs, and the increasing separation between the economies of the industrial north and the agricultural south. Of these, I would say that separate economic systems definitely promoted or divided regional identity."}, {"video_title": "Developing an American identity, 1800-1848   US history   Khan Academy.mp3", "Sentence": "There are elements of both unity and division among them, since political parties weren't exclusively defined by region in this time period, but they were often defined by how much power they believed the federal government should have compared to the states. Okay, on to economics. Major developments in this time period include the market revolution, the controversy over tariffs, and the increasing separation between the economies of the industrial north and the agricultural south. Of these, I would say that separate economic systems definitely promoted or divided regional identity. The controversy over tariffs also promoted divisions, in that southern plantation owners thought that tariffs gave advantage to northern manufacturers at their expense. The market revolution is a bit tricky to categorize. It promoted some ties between the sections because it became easier to conduct business over long distances due to innovations in transportation and communication."}, {"video_title": "Developing an American identity, 1800-1848   US history   Khan Academy.mp3", "Sentence": "Of these, I would say that separate economic systems definitely promoted or divided regional identity. The controversy over tariffs also promoted divisions, in that southern plantation owners thought that tariffs gave advantage to northern manufacturers at their expense. The market revolution is a bit tricky to categorize. It promoted some ties between the sections because it became easier to conduct business over long distances due to innovations in transportation and communication. But a lot of the major networks of transportation and communication connected the north and the west to each other, not the south. Lastly, foreign policy. In this era, there was the War of 1812, as well as westward expansion that caused conflict with Native Americans and with Mexico."}, {"video_title": "Developing an American identity, 1800-1848   US history   Khan Academy.mp3", "Sentence": "It promoted some ties between the sections because it became easier to conduct business over long distances due to innovations in transportation and communication. But a lot of the major networks of transportation and communication connected the north and the west to each other, not the south. Lastly, foreign policy. In this era, there was the War of 1812, as well as westward expansion that caused conflict with Native Americans and with Mexico. I'd say that the War of 1812 was a force that brought Americans together in a shared sense of patriotism following victories like the Battle of New Orleans. But westward expansion was a bit more of a mixed bag. In general, most white Americans supported the concept of manifest destiny and thought that the removal of Native Americans for that purpose was justified."}, {"video_title": "Developing an American identity, 1800-1848   US history   Khan Academy.mp3", "Sentence": "In this era, there was the War of 1812, as well as westward expansion that caused conflict with Native Americans and with Mexico. I'd say that the War of 1812 was a force that brought Americans together in a shared sense of patriotism following victories like the Battle of New Orleans. But westward expansion was a bit more of a mixed bag. In general, most white Americans supported the concept of manifest destiny and thought that the removal of Native Americans for that purpose was justified. But westward expansion also led to regional conflict because the admission of new states into the Union threatened the balance of power between free and slave states in Congress. So based on the evidence we've gathered here, let's see if we can formulate a thesis statement to answer this question. The prompt is asking us to evaluate the extent to which developments in politics, economics, and foreign policy promoted the development of an American identity."}, {"video_title": "Developing an American identity, 1800-1848   US history   Khan Academy.mp3", "Sentence": "In general, most white Americans supported the concept of manifest destiny and thought that the removal of Native Americans for that purpose was justified. But westward expansion also led to regional conflict because the admission of new states into the Union threatened the balance of power between free and slave states in Congress. So based on the evidence we've gathered here, let's see if we can formulate a thesis statement to answer this question. The prompt is asking us to evaluate the extent to which developments in politics, economics, and foreign policy promoted the development of an American identity. So I think that we wanna approach this not as an either or or a yes, no question, but rather a question of degree. I would say that the overall evidence here points to a divided regional identity with a few points of unity. Americans agreed that the United States needed to expand and that democracy was the birthright of all white men, but in almost every other aspect of politics, economics, and foreign policy, they were divided along sectional lines."}, {"video_title": "Developing an American identity, 1800-1848   US history   Khan Academy.mp3", "Sentence": "The prompt is asking us to evaluate the extent to which developments in politics, economics, and foreign policy promoted the development of an American identity. So I think that we wanna approach this not as an either or or a yes, no question, but rather a question of degree. I would say that the overall evidence here points to a divided regional identity with a few points of unity. Americans agreed that the United States needed to expand and that democracy was the birthright of all white men, but in almost every other aspect of politics, economics, and foreign policy, they were divided along sectional lines. Would you come to the same conclusion? Remember, this is only one way of answering this question. You may have come up with some different examples or you might interpret these examples in a different way than I have, and that's okay."}, {"video_title": "The early Temperance movement - part 2.mp3", "Sentence": "In this video, I'll be talking more about how exactly, over the course of the 1830s until mostly the 1860s, the temperance movement took root in America and how it became this national phenomenon. So a lot of it had to do with temperance society. So in the last video, I mentioned that the American Temperance Society was founded in 1826, so that's 1826. But the American Temperance Society really was this group of upper-class northern white dudes saying, oh, well, we should probably make sure that people don't drink as much. But this idea didn't take off until the rise of teetotalism. So teetotalism is very different than temperance. Teetotalism."}, {"video_title": "The early Temperance movement - part 2.mp3", "Sentence": "But the American Temperance Society really was this group of upper-class northern white dudes saying, oh, well, we should probably make sure that people don't drink as much. But this idea didn't take off until the rise of teetotalism. So teetotalism is very different than temperance. Teetotalism. And so teetotalism is the idea that people should not temper their alcohol consumption, that they should drink no alcohol. So the origin of this word is debated among historians, and there's kind of two funny stories. One is the idea that when you would sign a pledge, so let's say I was going to pledge that I would drink no alcohol and join the American Temperance Society right here."}, {"video_title": "The early Temperance movement - part 2.mp3", "Sentence": "Teetotalism. And so teetotalism is the idea that people should not temper their alcohol consumption, that they should drink no alcohol. So the origin of this word is debated among historians, and there's kind of two funny stories. One is the idea that when you would sign a pledge, so let's say I was going to pledge that I would drink no alcohol and join the American Temperance Society right here. I would have to sign my name like that and write my name, Becca. Or the other idea is that there was this temperance activist, and he was trying to convince people to stop drinking alcohol, and he said, you don't have to stop drinking hard alcohol, you have to totally abstain. And that's where teetotalism came from, his stutter."}, {"video_title": "The early Temperance movement - part 2.mp3", "Sentence": "One is the idea that when you would sign a pledge, so let's say I was going to pledge that I would drink no alcohol and join the American Temperance Society right here. I would have to sign my name like that and write my name, Becca. Or the other idea is that there was this temperance activist, and he was trying to convince people to stop drinking alcohol, and he said, you don't have to stop drinking hard alcohol, you have to totally abstain. And that's where teetotalism came from, his stutter. Just kind of a fun little factoid about teetotalism. But this idea of signing a pledge to drink no alcohol was really popular among these different societies that started popping up. So the American Temperance Society was not quite as effective, but the Washingtonian Temperance Society started in the 1840s, in 1840 actually, the Washingtonian Temperance Society."}, {"video_title": "The early Temperance movement - part 2.mp3", "Sentence": "And that's where teetotalism came from, his stutter. Just kind of a fun little factoid about teetotalism. But this idea of signing a pledge to drink no alcohol was really popular among these different societies that started popping up. So the American Temperance Society was not quite as effective, but the Washingtonian Temperance Society started in the 1840s, in 1840 actually, the Washingtonian Temperance Society. And the Washingtonian Temperance Society was different than the American Temperance Society because it kind of looked a little bit more like the 19th century version of Alcoholics Anonymous. People would come together and talk about their problem. There wasn't really a treatment aspect, it wasn't super effective in stopping people from drinking alcohol, because a pledge, people realized, wasn't actually going to stop alcoholics from drinking."}, {"video_title": "The early Temperance movement - part 2.mp3", "Sentence": "So the American Temperance Society was not quite as effective, but the Washingtonian Temperance Society started in the 1840s, in 1840 actually, the Washingtonian Temperance Society. And the Washingtonian Temperance Society was different than the American Temperance Society because it kind of looked a little bit more like the 19th century version of Alcoholics Anonymous. People would come together and talk about their problem. There wasn't really a treatment aspect, it wasn't super effective in stopping people from drinking alcohol, because a pledge, people realized, wasn't actually going to stop alcoholics from drinking. However, the Washingtonian Temperance Society was more this group of middle class men, and they would all come together and try and curb their consumption. So during this time, there were also lots of prohibitory laws being passed by the states. So different states at different times during the early 1800s started to try and curb consumption by enacting laws."}, {"video_title": "The early Temperance movement - part 2.mp3", "Sentence": "There wasn't really a treatment aspect, it wasn't super effective in stopping people from drinking alcohol, because a pledge, people realized, wasn't actually going to stop alcoholics from drinking. However, the Washingtonian Temperance Society was more this group of middle class men, and they would all come together and try and curb their consumption. So during this time, there were also lots of prohibitory laws being passed by the states. So different states at different times during the early 1800s started to try and curb consumption by enacting laws. They realized that the pledges, you know, me signing my name like this, didn't actually help that much, and so they needed to do something legally. The first temperance law was passed by Maine in 1838, Maine, and this law just outlawed the sale of hard liquor. But slowly, states across the country started banning alcohol consumption altogether."}, {"video_title": "The early Temperance movement - part 2.mp3", "Sentence": "So different states at different times during the early 1800s started to try and curb consumption by enacting laws. They realized that the pledges, you know, me signing my name like this, didn't actually help that much, and so they needed to do something legally. The first temperance law was passed by Maine in 1838, Maine, and this law just outlawed the sale of hard liquor. But slowly, states across the country started banning alcohol consumption altogether. So this was kind of happening all throughout here in 12, 15 states had some sort of regulatory law on alcohol. So over this time period, from the 1830s to the 1860s, Americans were not just taking pledges like they were up here with the American Temperance Society and the Washingtonian Temperance Society, but they were actually enacting laws. Temperance went really mainstream, it wasn't just this idea that you were going to sign a pledge to stop drinking hard alcohol, there were going to be laws that would bind you to drink no alcohol."}, {"video_title": "The early Temperance movement - part 2.mp3", "Sentence": "But slowly, states across the country started banning alcohol consumption altogether. So this was kind of happening all throughout here in 12, 15 states had some sort of regulatory law on alcohol. So over this time period, from the 1830s to the 1860s, Americans were not just taking pledges like they were up here with the American Temperance Society and the Washingtonian Temperance Society, but they were actually enacting laws. Temperance went really mainstream, it wasn't just this idea that you were going to sign a pledge to stop drinking hard alcohol, there were going to be laws that would bind you to drink no alcohol. So on top of this legal transition, there was also a big social and media campaign about the terrors and evils of alcohol. So right over here is the Drunkard's Progress. So this is a really famous lithograph created by Nathaniel Currier."}, {"video_title": "The early Temperance movement - part 2.mp3", "Sentence": "Temperance went really mainstream, it wasn't just this idea that you were going to sign a pledge to stop drinking hard alcohol, there were going to be laws that would bind you to drink no alcohol. So on top of this legal transition, there was also a big social and media campaign about the terrors and evils of alcohol. So right over here is the Drunkard's Progress. So this is a really famous lithograph created by Nathaniel Currier. This was in 1846, so Drunkard's Progress right over here. And the Drunkard's Progress, as you can see, shows the kind of cyclic nature of the alcoholic. First he's just drinking at home, then he's drinking with friends, and then, oh, what is going on there?"}, {"video_title": "The early Temperance movement - part 2.mp3", "Sentence": "So this is a really famous lithograph created by Nathaniel Currier. This was in 1846, so Drunkard's Progress right over here. And the Drunkard's Progress, as you can see, shows the kind of cyclic nature of the alcoholic. First he's just drinking at home, then he's drinking with friends, and then, oh, what is going on there? He is not going to be going to the factory today for work. So the drunk started not as a drunk, but as your average guy just having a drink here or there. Then you would see them go through each of these steps, you see step two, step three, step four."}, {"video_title": "The early Temperance movement - part 2.mp3", "Sentence": "First he's just drinking at home, then he's drinking with friends, and then, oh, what is going on there? He is not going to be going to the factory today for work. So the drunk started not as a drunk, but as your average guy just having a drink here or there. Then you would see them go through each of these steps, you see step two, step three, step four. And here, step five seems like he's just hanging out with his buddies, having a good time. But then it really slowly deteriorated into something that Americans didn't want. So then in 1853, I guess that's kind of in here, 1853, this media campaign just took off with 10 Nights in a Barroom."}, {"video_title": "The early Temperance movement - part 2.mp3", "Sentence": "Then you would see them go through each of these steps, you see step two, step three, step four. And here, step five seems like he's just hanging out with his buddies, having a good time. But then it really slowly deteriorated into something that Americans didn't want. So then in 1853, I guess that's kind of in here, 1853, this media campaign just took off with 10 Nights in a Barroom. So 10 Nights in a Barroom. Here it is, 10 Nights in a Barroom. This is one of the pictures in the book."}, {"video_title": "The early Temperance movement - part 2.mp3", "Sentence": "So then in 1853, I guess that's kind of in here, 1853, this media campaign just took off with 10 Nights in a Barroom. So 10 Nights in a Barroom. Here it is, 10 Nights in a Barroom. This is one of the pictures in the book. This really had just huge mainstream reach. Almost everyone read it. And then they started putting on plays of it, depicting just how drunk people got and how terrible that was for everyone involved."}, {"video_title": "The early Temperance movement - part 2.mp3", "Sentence": "This is one of the pictures in the book. This really had just huge mainstream reach. Almost everyone read it. And then they started putting on plays of it, depicting just how drunk people got and how terrible that was for everyone involved. 10 Nights in a Barroom had this really national reach. And it was similar to that of Harriet Beecher Stowe and Uncle Tom's Cabin in the abolition movement. So this was this rhetoric that made the temperance movement take off."}, {"video_title": "The early Temperance movement - part 2.mp3", "Sentence": "And then they started putting on plays of it, depicting just how drunk people got and how terrible that was for everyone involved. 10 Nights in a Barroom had this really national reach. And it was similar to that of Harriet Beecher Stowe and Uncle Tom's Cabin in the abolition movement. So this was this rhetoric that made the temperance movement take off. So you're probably wondering, then what? What happened to temperance? Why did prohibition not happen until 1920?"}, {"video_title": "The early Temperance movement - part 2.mp3", "Sentence": "So this was this rhetoric that made the temperance movement take off. So you're probably wondering, then what? What happened to temperance? Why did prohibition not happen until 1920? And so this has a lot to do with the abolition movement. So the abolition movement was taking off right around here, abolition. And the abolition movement was the idea that slavery had to be ended right now, today."}, {"video_title": "The early Temperance movement - part 2.mp3", "Sentence": "Why did prohibition not happen until 1920? And so this has a lot to do with the abolition movement. So the abolition movement was taking off right around here, abolition. And the abolition movement was the idea that slavery had to be ended right now, today. Abolition was the focus of the American people come the mid 1800s. And this really put temperance on hold. And so temperance would come back after the Civil War and after slavery was abolished."}, {"video_title": "The early Temperance movement - part 2.mp3", "Sentence": "And the abolition movement was the idea that slavery had to be ended right now, today. Abolition was the focus of the American people come the mid 1800s. And this really put temperance on hold. And so temperance would come back after the Civil War and after slavery was abolished. So you can learn more about postbellum temperance. Postbellum, that means after the Civil War. Postbellum temperance and prohibition in the Khan Academy article titled Prohibition."}, {"video_title": "Jim Crow part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Now, you're probably familiar with some of the aspects of Jim Crow segregation from the Civil Rights Movement. Jim Crow segregation involved the loss of voting rights for African Americans as well as separate public accommodations. And by public accommodations, I mean all sorts of public spaces in American life. So this might be transportation, separate areas and trains and buses, or hotels, bathrooms, swimming pools, water fountains. So these places in public life where African Americans were put in the place of a second-class citizenship, where they could not experience the full range of movement, job benefits, protection of the law, or really any of the aspects of American citizenship that are the benefits that come with paying taxes and abiding by the law. And during this period of Jim Crow, this kind of segregation was legal. This was not just in practice, but encoded in the law."}, {"video_title": "Jim Crow part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "So this might be transportation, separate areas and trains and buses, or hotels, bathrooms, swimming pools, water fountains. So these places in public life where African Americans were put in the place of a second-class citizenship, where they could not experience the full range of movement, job benefits, protection of the law, or really any of the aspects of American citizenship that are the benefits that come with paying taxes and abiding by the law. And during this period of Jim Crow, this kind of segregation was legal. This was not just in practice, but encoded in the law. So where did this system of Jim Crow come from? Well, let's start with the name Jim Crow. Jim Crow was not the name of a specific person."}, {"video_title": "Jim Crow part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "This was not just in practice, but encoded in the law. So where did this system of Jim Crow come from? Well, let's start with the name Jim Crow. Jim Crow was not the name of a specific person. Actually, Jim Crow was the name of a stock character. A stock character is kind of a basic, well-known character in usually a comedy, and we still have stock characters in comedy today in lots of different forms of entertainment. Think of the absent-minded professor, or more recently, the manic pixie dream girl, the girl who's going to change her whole life by being so off the wall."}, {"video_title": "Jim Crow part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Jim Crow was not the name of a specific person. Actually, Jim Crow was the name of a stock character. A stock character is kind of a basic, well-known character in usually a comedy, and we still have stock characters in comedy today in lots of different forms of entertainment. Think of the absent-minded professor, or more recently, the manic pixie dream girl, the girl who's going to change her whole life by being so off the wall. Well, Jim Crow was one of these characters in a form of entertainment called The Minstrel Show. And The Minstrel Show was a very popular kind of vaudeville-type live performance. The Minstrel Show was actually very popular in the north of the United States, places like New York City, in the 1830s, 1840s, kind of this antebellum period before the Civil War."}, {"video_title": "Jim Crow part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Think of the absent-minded professor, or more recently, the manic pixie dream girl, the girl who's going to change her whole life by being so off the wall. Well, Jim Crow was one of these characters in a form of entertainment called The Minstrel Show. And The Minstrel Show was a very popular kind of vaudeville-type live performance. The Minstrel Show was actually very popular in the north of the United States, places like New York City, in the 1830s, 1840s, kind of this antebellum period before the Civil War. So this character of Jim Crow was supposed to be kind of the stupid slave who lived on the plantation. And this character of Jim Crow was almost always played by a white man wearing black makeup on his face. So it was not an actual African American person, but rather a caricature of an African American person by a white man who was part of a minstrel troupe."}, {"video_title": "Jim Crow part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "The Minstrel Show was actually very popular in the north of the United States, places like New York City, in the 1830s, 1840s, kind of this antebellum period before the Civil War. So this character of Jim Crow was supposed to be kind of the stupid slave who lived on the plantation. And this character of Jim Crow was almost always played by a white man wearing black makeup on his face. So it was not an actual African American person, but rather a caricature of an African American person by a white man who was part of a minstrel troupe. And so the name Jim Crow became kind of synonymous with African Americans and with enslaved people in the early 19th century, the way that, say, Patty became synonymous with an Irish person. So the term Jim Crow law, or the Jim Crow system, means laws that were specifically aimed at African Americans. All right, so that's the origin of the name."}, {"video_title": "Jim Crow part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "So it was not an actual African American person, but rather a caricature of an African American person by a white man who was part of a minstrel troupe. And so the name Jim Crow became kind of synonymous with African Americans and with enslaved people in the early 19th century, the way that, say, Patty became synonymous with an Irish person. So the term Jim Crow law, or the Jim Crow system, means laws that were specifically aimed at African Americans. All right, so that's the origin of the name. But where did the system come from? And for that, we're gonna have to do a fairly deep dive into American history. And I won't be able to go into everything here, but let's kind of look at this from the thousand-foot view and get a sense of the overall pattern of slavery, the Civil War, and race relations after the Civil War to see where Jim Crow starts."}, {"video_title": "Jim Crow part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "All right, so that's the origin of the name. But where did the system come from? And for that, we're gonna have to do a fairly deep dive into American history. And I won't be able to go into everything here, but let's kind of look at this from the thousand-foot view and get a sense of the overall pattern of slavery, the Civil War, and race relations after the Civil War to see where Jim Crow starts. Now, I've been daring here and done a vertical timeline. The first thing we have on here is the end of the Civil War. Now, before the Civil War, in the southern part of the United States, which I have outlined in red here, most of these states had legal slavery."}, {"video_title": "Jim Crow part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "And I won't be able to go into everything here, but let's kind of look at this from the thousand-foot view and get a sense of the overall pattern of slavery, the Civil War, and race relations after the Civil War to see where Jim Crow starts. Now, I've been daring here and done a vertical timeline. The first thing we have on here is the end of the Civil War. Now, before the Civil War, in the southern part of the United States, which I have outlined in red here, most of these states had legal slavery. And in these states, or in the colonies that preceded them, starting about 1620, they imported African slaves to be unfree laborers on cash crop plantations. And these might include tobacco or cotton. And that system of slavery persisted until the balance of power between the North, where slavery was largely illegal, and the South, where slavery was the backbone of the economic and political system."}, {"video_title": "Jim Crow part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Now, before the Civil War, in the southern part of the United States, which I have outlined in red here, most of these states had legal slavery. And in these states, or in the colonies that preceded them, starting about 1620, they imported African slaves to be unfree laborers on cash crop plantations. And these might include tobacco or cotton. And that system of slavery persisted until the balance of power between the North, where slavery was largely illegal, and the South, where slavery was the backbone of the economic and political system. Eventually, it tore the country apart into the Civil War. In 1863, Abraham Lincoln, the President of the United States issued the Emancipation Proclamation, saying that all enslaved people in the states which were currently in rebellion were now free. But it wasn't until the end of the Civil War that slavery's end was official everywhere in the United States."}, {"video_title": "Jim Crow part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "And that system of slavery persisted until the balance of power between the North, where slavery was largely illegal, and the South, where slavery was the backbone of the economic and political system. Eventually, it tore the country apart into the Civil War. In 1863, Abraham Lincoln, the President of the United States issued the Emancipation Proclamation, saying that all enslaved people in the states which were currently in rebellion were now free. But it wasn't until the end of the Civil War that slavery's end was official everywhere in the United States. And the end of slavery really posed a problem for the states of the South. Now, obviously, this was a wonderful thing for people who had been enslaved. Now they had full freedom to move and work and marry whomever they pleased, at least in theory."}, {"video_title": "Jim Crow part 1   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "But it wasn't until the end of the Civil War that slavery's end was official everywhere in the United States. And the end of slavery really posed a problem for the states of the South. Now, obviously, this was a wonderful thing for people who had been enslaved. Now they had full freedom to move and work and marry whomever they pleased, at least in theory. But it also meant that the system of slavery, which had dominated the politics, the economics, the social system of the South for more than 200 years, was now over, and something had to replace it. So in the immediate period after the Civil War, the question is, what are race relations going to look like in the South? How will whites and blacks relate to each other without the system of slavery, which has dominated the entire region for more than 200 years?"}, {"video_title": "1920s urbanization and immigration   Period 7 1890-1945   AP US History   Khan Academy;.mp3", "Sentence": "In 1900, one third of the American population lived in cities, drawn by the wide availability of factory jobs. But by 1920, the scales finally tipped, and for the first time, the majority of people in the United States lived in cities. It was the beginning of a new modern era. We've talked in other videos about the economic opportunities that the cities provided for both international immigrants and internal migrants, like the half a million African Americans who left the South in the years surrounding World War I in search of a better life in the North. Although factory jobs were subject to dangerous working conditions and wages were low, for both immigrants and Southern African Americans, the pay and the standard of living was usually an improvement on their previous circumstances. The transition to life in the modern industrial city also offered new opportunities for women. With the rise of big corporations, doing business across time zones and countries, there was an increasing need for clerical workers, like secretaries and typists."}, {"video_title": "1920s urbanization and immigration   Period 7 1890-1945   AP US History   Khan Academy;.mp3", "Sentence": "We've talked in other videos about the economic opportunities that the cities provided for both international immigrants and internal migrants, like the half a million African Americans who left the South in the years surrounding World War I in search of a better life in the North. Although factory jobs were subject to dangerous working conditions and wages were low, for both immigrants and Southern African Americans, the pay and the standard of living was usually an improvement on their previous circumstances. The transition to life in the modern industrial city also offered new opportunities for women. With the rise of big corporations, doing business across time zones and countries, there was an increasing need for clerical workers, like secretaries and typists. White women began to take on these roles, and by the end of the 1920s, about 25% of women worked outside the home. Women also began to fill the ranks in employment categories that were beginning to be defined as female professions, like nursing and teaching. And a growing number of women continued to work even after they were married."}, {"video_title": "1920s urbanization and immigration   Period 7 1890-1945   AP US History   Khan Academy;.mp3", "Sentence": "With the rise of big corporations, doing business across time zones and countries, there was an increasing need for clerical workers, like secretaries and typists. White women began to take on these roles, and by the end of the 1920s, about 25% of women worked outside the home. Women also began to fill the ranks in employment categories that were beginning to be defined as female professions, like nursing and teaching. And a growing number of women continued to work even after they were married. These kinds of clerical jobs were generally closed to minority women, whose options for work outside the home were limited to domestic service or agricultural labor. Although some African American women began to train in segregated institutions for service in segregated institutions. For example, going to black nursing schools in order to work in black hospitals."}, {"video_title": "1920s urbanization and immigration   Period 7 1890-1945   AP US History   Khan Academy;.mp3", "Sentence": "And a growing number of women continued to work even after they were married. These kinds of clerical jobs were generally closed to minority women, whose options for work outside the home were limited to domestic service or agricultural labor. Although some African American women began to train in segregated institutions for service in segregated institutions. For example, going to black nursing schools in order to work in black hospitals. The mass production techniques of the 1920s also meant that the price of consumer goods dropped, so that average people could afford to buy appliances and even cars. People had enough disposable income to go to the theater or to an amusement park or to a speakeasy illegally selling alcohol. After the prim and proper progressive era and the trauma of World War I, many people embraced a carefree attitude of self-fulfillment through leisure and consumption, or in other words, having fun and buying stuff."}, {"video_title": "1920s urbanization and immigration   Period 7 1890-1945   AP US History   Khan Academy;.mp3", "Sentence": "For example, going to black nursing schools in order to work in black hospitals. The mass production techniques of the 1920s also meant that the price of consumer goods dropped, so that average people could afford to buy appliances and even cars. People had enough disposable income to go to the theater or to an amusement park or to a speakeasy illegally selling alcohol. After the prim and proper progressive era and the trauma of World War I, many people embraced a carefree attitude of self-fulfillment through leisure and consumption, or in other words, having fun and buying stuff. But not everyone was thrilled with this new modern era of diverse city living. During World War I, an emphasis on 100% Americanism squelched dissenters who protested against the draft or questioned US involvement in the war. Then, after the Russian Revolution, labor strikes and a series of bombings in 1919 led to fears that radical communists were threatening the country."}, {"video_title": "1920s urbanization and immigration   Period 7 1890-1945   AP US History   Khan Academy;.mp3", "Sentence": "After the prim and proper progressive era and the trauma of World War I, many people embraced a carefree attitude of self-fulfillment through leisure and consumption, or in other words, having fun and buying stuff. But not everyone was thrilled with this new modern era of diverse city living. During World War I, an emphasis on 100% Americanism squelched dissenters who protested against the draft or questioned US involvement in the war. Then, after the Russian Revolution, labor strikes and a series of bombings in 1919 led to fears that radical communists were threatening the country. These incidents, combined with the flawed racial pseudoscience of the day that cast all people other than those descended from Northern and Western Europeans as less evolved, led to a growing sense among native-born white Protestants that the country was becoming less and less American. In 1915, the Ku Klux Klan experienced a resurgence in the United States that lasted for about 10 years. Unlike the Reconstruction era KKK, in this time period, the Klan had large membership numbers in Northern and Western cities, and they targeted Jews and Catholics, many of whom were recent immigrants from Southern and Eastern Europe, in addition to African Americans."}, {"video_title": "1920s urbanization and immigration   Period 7 1890-1945   AP US History   Khan Academy;.mp3", "Sentence": "Then, after the Russian Revolution, labor strikes and a series of bombings in 1919 led to fears that radical communists were threatening the country. These incidents, combined with the flawed racial pseudoscience of the day that cast all people other than those descended from Northern and Western Europeans as less evolved, led to a growing sense among native-born white Protestants that the country was becoming less and less American. In 1915, the Ku Klux Klan experienced a resurgence in the United States that lasted for about 10 years. Unlike the Reconstruction era KKK, in this time period, the Klan had large membership numbers in Northern and Western cities, and they targeted Jews and Catholics, many of whom were recent immigrants from Southern and Eastern Europe, in addition to African Americans. These fears led to the passage of new immigration restrictions in the 1920s. In 1921, Congress passed the Emergency Quota Act, which limited the number of immigrants allowed from Europe to 350,000, or about a third of pre-World War I levels. Then in 1924, Congress limited immigration even further with the Immigration Restriction Act."}, {"video_title": "1920s urbanization and immigration   Period 7 1890-1945   AP US History   Khan Academy;.mp3", "Sentence": "Unlike the Reconstruction era KKK, in this time period, the Klan had large membership numbers in Northern and Western cities, and they targeted Jews and Catholics, many of whom were recent immigrants from Southern and Eastern Europe, in addition to African Americans. These fears led to the passage of new immigration restrictions in the 1920s. In 1921, Congress passed the Emergency Quota Act, which limited the number of immigrants allowed from Europe to 350,000, or about a third of pre-World War I levels. Then in 1924, Congress limited immigration even further with the Immigration Restriction Act. This act set quotas of immigrants who could arrive from each nation. The quotas heavily favored immigrants from Northern and Western Europe, and slashed the numbers of Southern and Eastern European immigrants down to as little as 1% of their pre-World War I yearly numbers. Africans from all countries were limited to just 1,000 immigrants per year, and Asians were completely barred from entry."}, {"video_title": "1920s urbanization and immigration   Period 7 1890-1945   AP US History   Khan Academy;.mp3", "Sentence": "Then in 1924, Congress limited immigration even further with the Immigration Restriction Act. This act set quotas of immigrants who could arrive from each nation. The quotas heavily favored immigrants from Northern and Western Europe, and slashed the numbers of Southern and Eastern European immigrants down to as little as 1% of their pre-World War I yearly numbers. Africans from all countries were limited to just 1,000 immigrants per year, and Asians were completely barred from entry. The law did not limit the immigration of Mexicans, whom Western farmers relied upon for seasonal labor. Interestingly, in 1924, Congress also passed a law establishing that all Native Americans were now US citizens, although they often had difficulty accessing the rights of citizenship from reservations. What do these quotas and efforts at defining the racial makeup of the United States tell us about who was considered eligible to be part of the American people in the 1920s?"}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "Hello, David. How you doing? I'm doing well. I'm excited to learn about this thing we call the Cold War. What is a Cold War and what makes it different than a Hot War? So a Cold War, and in this case, it's really, it might be a term that we could debate, is a war where the two major combatants never actually fire bullets at each other or drop bombs on each other. So never in the course of the Cold War did the US ever meet ground troops with the USSR."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "I'm excited to learn about this thing we call the Cold War. What is a Cold War and what makes it different than a Hot War? So a Cold War, and in this case, it's really, it might be a term that we could debate, is a war where the two major combatants never actually fire bullets at each other or drop bombs on each other. So never in the course of the Cold War did the US ever meet ground troops with the USSR. But people still died in combat. Right. Okay."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "So never in the course of the Cold War did the US ever meet ground troops with the USSR. But people still died in combat. Right. Okay. So the Cold War is kind of fought through proxy wars, and these are wars that are taking place in other nations, developing nations of the world, where the US is supporting one side, generally the pro-capitalist side, and the Soviet Union is supporting the other side, a communist side. So this is the case in the Korean War in the 1950s, and then definitely the case in the Vietnam War in the 1960s. So the US and the USSR aren't fighting directly, but they're kind of betting on boxing matches, betting on different fighters in the same boxing match."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "Okay. So the Cold War is kind of fought through proxy wars, and these are wars that are taking place in other nations, developing nations of the world, where the US is supporting one side, generally the pro-capitalist side, and the Soviet Union is supporting the other side, a communist side. So this is the case in the Korean War in the 1950s, and then definitely the case in the Vietnam War in the 1960s. So the US and the USSR aren't fighting directly, but they're kind of betting on boxing matches, betting on different fighters in the same boxing match. Yeah, but they're not just betting. They're also putting money and arms where their mouth is. So if there are two different fighters in the ring, the US is given the capitalist fighter, is feeding him."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "So the US and the USSR aren't fighting directly, but they're kind of betting on boxing matches, betting on different fighters in the same boxing match. Yeah, but they're not just betting. They're also putting money and arms where their mouth is. So if there are two different fighters in the ring, the US is given the capitalist fighter, is feeding him. So you've got the capitalist fighter in one corner, and he's sweaty and he's beaten, but the US is behind him with a towel and one of those water buckets splashing water in his face, like, get in there, Sparky, get in there. Right, and if necessary, tying up his boxing glove, maybe giving him a new pair of shoes, and doing whatever they can to make... Paying his rent. Right, doing everything that they can."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "So if there are two different fighters in the ring, the US is given the capitalist fighter, is feeding him. So you've got the capitalist fighter in one corner, and he's sweaty and he's beaten, but the US is behind him with a towel and one of those water buckets splashing water in his face, like, get in there, Sparky, get in there. Right, and if necessary, tying up his boxing glove, maybe giving him a new pair of shoes, and doing whatever they can to make... Paying his rent. Right, doing everything that they can. Buying him meals, probably, right? That's the Marshall Plan. Exactly."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "Right, doing everything that they can. Buying him meals, probably, right? That's the Marshall Plan. Exactly. Okay, so tell me about these two companions. In this corner, wearing a suit. Is Harry Truman, and Harry Truman is the President of the United States, starting in 1945."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "Exactly. Okay, so tell me about these two companions. In this corner, wearing a suit. Is Harry Truman, and Harry Truman is the President of the United States, starting in 1945. He was Vice President to Franklin Roosevelt, who had been the US's President since 1932, and who tragically died in 1945. So Truman is really in charge of ending World War II for the United States, and also kind of setting a post-war plan. So he prosecutes the end of the war, he makes the decision to drop the atom bomb on Nagasaki and Hiroshima, and he ends the war in both theaters."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "Is Harry Truman, and Harry Truman is the President of the United States, starting in 1945. He was Vice President to Franklin Roosevelt, who had been the US's President since 1932, and who tragically died in 1945. So Truman is really in charge of ending World War II for the United States, and also kind of setting a post-war plan. So he prosecutes the end of the war, he makes the decision to drop the atom bomb on Nagasaki and Hiroshima, and he ends the war in both theaters. Right. Okay. And... And in the other corner, wearing a very fine mustache."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "So he prosecutes the end of the war, he makes the decision to drop the atom bomb on Nagasaki and Hiroshima, and he ends the war in both theaters. Right. Okay. And... And in the other corner, wearing a very fine mustache. Is Joseph Stalin, and he's the Soviet Premier. He's been in charge since the 1920s. And for him, I would say the most important thing that Stalin wanted after World War II was security, shall we say."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "And... And in the other corner, wearing a very fine mustache. Is Joseph Stalin, and he's the Soviet Premier. He's been in charge since the 1920s. And for him, I would say the most important thing that Stalin wanted after World War II was security, shall we say. So if you remember your history, in World War I, Germany invaded Russia. In World War II, Germany invaded Russia. Oh, I'm seeing a pattern."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "And for him, I would say the most important thing that Stalin wanted after World War II was security, shall we say. So if you remember your history, in World War I, Germany invaded Russia. In World War II, Germany invaded Russia. Oh, I'm seeing a pattern. And if there's anything that Stalin wants in the post-1945 era, it is not to be invaded by Germany anymore. Sure. So he is very anxious to make sure that the world is safe for communism."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "Oh, I'm seeing a pattern. And if there's anything that Stalin wants in the post-1945 era, it is not to be invaded by Germany anymore. Sure. So he is very anxious to make sure that the world is safe for communism. He thinks that the best way to make sure that Russians can continue the experiment and the revolution of communism is to have a buffer zone, shall we say, between Russia and the rest of Europe. Okay. And he does that by kind of shoring up some puppet governments in what we now call the Eastern Bloc, these nations that had been taken over by Hitler, and then when the Soviet Union joined the war on the side of the Allies, then were retaken over by Russia as they fought Hitler back."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "So he is very anxious to make sure that the world is safe for communism. He thinks that the best way to make sure that Russians can continue the experiment and the revolution of communism is to have a buffer zone, shall we say, between Russia and the rest of Europe. Okay. And he does that by kind of shoring up some puppet governments in what we now call the Eastern Bloc, these nations that had been taken over by Hitler, and then when the Soviet Union joined the war on the side of the Allies, then were retaken over by Russia as they fought Hitler back. So a lot of those Central European countries like Hungary and Lithuania and the former Czechoslovakia, the former Yugoslavia. And he has the advantage of having boots on the ground there, right? Because he'd beaten back Hitler's invasion."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "And he does that by kind of shoring up some puppet governments in what we now call the Eastern Bloc, these nations that had been taken over by Hitler, and then when the Soviet Union joined the war on the side of the Allies, then were retaken over by Russia as they fought Hitler back. So a lot of those Central European countries like Hungary and Lithuania and the former Czechoslovakia, the former Yugoslavia. And he has the advantage of having boots on the ground there, right? Because he'd beaten back Hitler's invasion. Eventually, Russian troops who were fighting against Hitler and American troops who were fighting against Hitler, you know, they meet in Berlin at the fall of Hitler and kind of shake hands in Berlin. But the advantage that Russia has is they've got a lot more people here. They've got, you know, most of Europe now, at least east of Berlin, has Soviet troops on the ground."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "Because he'd beaten back Hitler's invasion. Eventually, Russian troops who were fighting against Hitler and American troops who were fighting against Hitler, you know, they meet in Berlin at the fall of Hitler and kind of shake hands in Berlin. But the advantage that Russia has is they've got a lot more people here. They've got, you know, most of Europe now, at least east of Berlin, has Soviet troops on the ground. Sure. So Kim, you had been telling me that the Soviet Union did yeoman's work in containing and basically prosecuting the entire Eastern Front during World War II. Yeah, and you know, the Soviet Union actually lost 20 million people during World War II."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "They've got, you know, most of Europe now, at least east of Berlin, has Soviet troops on the ground. Sure. So Kim, you had been telling me that the Soviet Union did yeoman's work in containing and basically prosecuting the entire Eastern Front during World War II. Yeah, and you know, the Soviet Union actually lost 20 million people during World War II. That's, I mean, just a ludicrous number. They lost more than anyone except for China and Germany. So I feel like they have a real stake in the outcome of World War II."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "Yeah, and you know, the Soviet Union actually lost 20 million people during World War II. That's, I mean, just a ludicrous number. They lost more than anyone except for China and Germany. So I feel like they have a real stake in the outcome of World War II. So at the end of this, what is the situation in the USSR? Like, they've conquered all of this territory, but are they strong enough economically to hold all of it and feed everyone? No, not really."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "So I feel like they have a real stake in the outcome of World War II. So at the end of this, what is the situation in the USSR? Like, they've conquered all of this territory, but are they strong enough economically to hold all of it and feed everyone? No, not really. In fact, most of Europe is in pretty dire straits, if you think about it. All of World War II was really kind of fought, right, in Europe. Right in the European breadbasket."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "No, not really. In fact, most of Europe is in pretty dire straits, if you think about it. All of World War II was really kind of fought, right, in Europe. Right in the European breadbasket. And so there is serious economic trouble in the aftermath of World War II. You know, people don't have enough to eat. They certainly don't have any cash."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "Right in the European breadbasket. And so there is serious economic trouble in the aftermath of World War II. You know, people don't have enough to eat. They certainly don't have any cash. And they don't have any fuel, which is very worrisome in 1946 because that's a terrible winter. So people are cold and they are hungry. And when people are cold and hungry, there is a lot of fuel for a possible revolution."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "They certainly don't have any cash. And they don't have any fuel, which is very worrisome in 1946 because that's a terrible winter. So people are cold and they are hungry. And when people are cold and hungry, there is a lot of fuel for a possible revolution. Sure. Right, even in the 1930s, right, in the United States, there's a lot of different political ideas that come up during the Great Depression because when your political system isn't working well, you consider other kinds of political systems. So the United States is worried that because of the cold winter of 1946 and scarcity across Western Europe, this blue part of the map is going to turn much redder."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "And when people are cold and hungry, there is a lot of fuel for a possible revolution. Sure. Right, even in the 1930s, right, in the United States, there's a lot of different political ideas that come up during the Great Depression because when your political system isn't working well, you consider other kinds of political systems. So the United States is worried that because of the cold winter of 1946 and scarcity across Western Europe, this blue part of the map is going to turn much redder. Right, so for the United States, they're worried that communism is kind of the child of hunger and poverty. Okay. And they're afraid that because Stalin has so much territory in Europe, that he is really well-poised to become Hitler Part II."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "So the United States is worried that because of the cold winter of 1946 and scarcity across Western Europe, this blue part of the map is going to turn much redder. Right, so for the United States, they're worried that communism is kind of the child of hunger and poverty. Okay. And they're afraid that because Stalin has so much territory in Europe, that he is really well-poised to become Hitler Part II. Okay, and that is a sequel the United States does not want to see. No, absolutely not. And if they really learn anything from World War II, it's that appeasement doesn't work."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "And they're afraid that because Stalin has so much territory in Europe, that he is really well-poised to become Hitler Part II. Okay, and that is a sequel the United States does not want to see. No, absolutely not. And if they really learn anything from World War II, it's that appeasement doesn't work. Okay. Right, during the 1930s, many people in the West, the Prime Minister of England, Neville Chamberlain, kind of felt like they didn't want to go back to war, right, because World War I is still very much on people's minds in the 1930s. And so they figured, you know, let's not confront Hitler head on because, you know, we're not up for that right now."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "And if they really learn anything from World War II, it's that appeasement doesn't work. Okay. Right, during the 1930s, many people in the West, the Prime Minister of England, Neville Chamberlain, kind of felt like they didn't want to go back to war, right, because World War I is still very much on people's minds in the 1930s. And so they figured, you know, let's not confront Hitler head on because, you know, we're not up for that right now. We're also in the middle of a worldwide depression. And that helped nothing because it just meant that Hitler could gain a whole lot of territory and World War II was much worse than it might have been if they hadn't gone after Hitler earlier. And stopped the Anschluss."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "And so they figured, you know, let's not confront Hitler head on because, you know, we're not up for that right now. We're also in the middle of a worldwide depression. And that helped nothing because it just meant that Hitler could gain a whole lot of territory and World War II was much worse than it might have been if they hadn't gone after Hitler earlier. And stopped the Anschluss. Yes. If you stop the Anschluss, you stop the Anschlott. Exactly."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "And stopped the Anschluss. Yes. If you stop the Anschluss, you stop the Anschlott. Exactly. So they're really trying to say, all right, Stalin, if he wants to, could probably just run his way through the rest of Europe, right, with very little resistance because the only nation in the world that has the military and economic power to stop the Soviet Union is the United States. Because their factories and fields were not bombed to cinders during the European Theater. Right, so if they want to stop Hitler Part II, the Stalin years, right, then they're going to have to really stand up for capitalism and also for the kind of material comforts and democratic, what we call self-determination, right."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "Exactly. So they're really trying to say, all right, Stalin, if he wants to, could probably just run his way through the rest of Europe, right, with very little resistance because the only nation in the world that has the military and economic power to stop the Soviet Union is the United States. Because their factories and fields were not bombed to cinders during the European Theater. Right, so if they want to stop Hitler Part II, the Stalin years, right, then they're going to have to really stand up for capitalism and also for the kind of material comforts and democratic, what we call self-determination, right. This is one of the most important ideas to come out of the alliance between the United States and Britain, which is that the citizens of a region should have the right to decide their own form of government. Okay. And they think of the Soviets as being totalitarians, and that's not a wrong assessment because there is a very strong totalitarian control coming out of Moscow and the Soviet Union."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "Right, so if they want to stop Hitler Part II, the Stalin years, right, then they're going to have to really stand up for capitalism and also for the kind of material comforts and democratic, what we call self-determination, right. This is one of the most important ideas to come out of the alliance between the United States and Britain, which is that the citizens of a region should have the right to decide their own form of government. Okay. And they think of the Soviets as being totalitarians, and that's not a wrong assessment because there is a very strong totalitarian control coming out of Moscow and the Soviet Union. So they say, if we're gonna keep Europe from turning all red, all communist, then we're going to need to kind of shore up Europe. Okay. You know, they think of communism as kind of being a little bit like a flood, should we say, that you've gotta put sandbags around the edges of communism, otherwise it's gonna leak out."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "And they think of the Soviets as being totalitarians, and that's not a wrong assessment because there is a very strong totalitarian control coming out of Moscow and the Soviet Union. So they say, if we're gonna keep Europe from turning all red, all communist, then we're going to need to kind of shore up Europe. Okay. You know, they think of communism as kind of being a little bit like a flood, should we say, that you've gotta put sandbags around the edges of communism, otherwise it's gonna leak out. So is the United States and their allies also interested in creating their own kind of light blue buffer zone also next to the Eastern Bloc? Or are they interested in, is this when we get to the creation of NATO? NATO really comes out of an understanding that World War II has not created peace."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "You know, they think of communism as kind of being a little bit like a flood, should we say, that you've gotta put sandbags around the edges of communism, otherwise it's gonna leak out. So is the United States and their allies also interested in creating their own kind of light blue buffer zone also next to the Eastern Bloc? Or are they interested in, is this when we get to the creation of NATO? NATO really comes out of an understanding that World War II has not created peace. Okay. So the US is going to have to forego their more than a century long commitment to being isolationist, and take a stronger role in the world. So, okay, so for the folks at home, what does NATO stand for?"}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "NATO really comes out of an understanding that World War II has not created peace. Okay. So the US is going to have to forego their more than a century long commitment to being isolationist, and take a stronger role in the world. So, okay, so for the folks at home, what does NATO stand for? North Atlantic Treaty Organization? North Atlantic Treaty Organization. And this is a, it's a defensive alliance between, at first, 12 nations, which say that an attack on one will be treated as an attack on all."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "So, okay, so for the folks at home, what does NATO stand for? North Atlantic Treaty Organization? North Atlantic Treaty Organization. And this is a, it's a defensive alliance between, at first, 12 nations, which say that an attack on one will be treated as an attack on all. Gotcha. Well, that sounds like they're maneuvering their boxers into position, and rubbing the shoulders and getting them ready. Yes, very much so."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "And this is a, it's a defensive alliance between, at first, 12 nations, which say that an attack on one will be treated as an attack on all. Gotcha. Well, that sounds like they're maneuvering their boxers into position, and rubbing the shoulders and getting them ready. Yes, very much so. And I think one of the tragedies of the post-war era is that maybe things didn't have to be like this, right? After the US and the USSR had worked together to defeat Hitler, it might have been possible for them to coexist peacefully. But I think they both had the idea that the other economic system, and we're talking about communism and capitalism, was just kind of riddled with internal inconsistencies, and that eventually the world would be all capitalist or all communist."}, {"video_title": "Origins of the Cold War.mp3", "Sentence": "Yes, very much so. And I think one of the tragedies of the post-war era is that maybe things didn't have to be like this, right? After the US and the USSR had worked together to defeat Hitler, it might have been possible for them to coexist peacefully. But I think they both had the idea that the other economic system, and we're talking about communism and capitalism, was just kind of riddled with internal inconsistencies, and that eventually the world would be all capitalist or all communist. And they were going to have to really marshal all of their resources behind their chosen boxer, or they were gonna lose. Sounds like a fight that's gonna take a long time. And it did."}, {"video_title": "Continuity and change in the postwar era   Period 8 1945-1980   AP US History   Khan Academy.mp3", "Sentence": "During this period, the United States experienced the Baby Boom, the Civil Rights Movement, the tumultuous 1960s, and the quagmire of Vietnam. This era was also riddled with contradictions. A sense of optimism in the future and a conviction that American economic prosperity was endless was tempered by fears of nuclear annihilation and a war on poverty. A foreign policy based on democracy and anti-communism abroad was undermined by the suppression of civil rights and civil liberties at home. Material comforts and leave-it-to-beaver visions of suburbia clashed with growing calls for young people to tune in, turn on, and drop out. Would the generation that fought World War II even recognize the generation that protested Vietnam? That's the question I'd like to explore in this video."}, {"video_title": "Continuity and change in the postwar era   Period 8 1945-1980   AP US History   Khan Academy.mp3", "Sentence": "A foreign policy based on democracy and anti-communism abroad was undermined by the suppression of civil rights and civil liberties at home. Material comforts and leave-it-to-beaver visions of suburbia clashed with growing calls for young people to tune in, turn on, and drop out. Would the generation that fought World War II even recognize the generation that protested Vietnam? That's the question I'd like to explore in this video. Taking a high-level look at the impact the events of the post-war era had on reshaping American national identity. How much did American national identity change and how much did it stay the same over this time period? To answer this question, first we have to define what we mean by American national identity."}, {"video_title": "Continuity and change in the postwar era   Period 8 1945-1980   AP US History   Khan Academy.mp3", "Sentence": "That's the question I'd like to explore in this video. Taking a high-level look at the impact the events of the post-war era had on reshaping American national identity. How much did American national identity change and how much did it stay the same over this time period? To answer this question, first we have to define what we mean by American national identity. In other videos, we've looked at a few aspects of American identity as core ideological beliefs about things like who counts as an American, whether the United States is exceptional, or whether it's possible for anyone to succeed so long as they work hard enough. So if we're trying to track continuity and change in American identity over the period from 1945 to 1980, what might be a few beliefs we should trace over time? I encourage you to pause the video and see if you can come up with a couple based on your knowledge of the events in this time period."}, {"video_title": "Continuity and change in the postwar era   Period 8 1945-1980   AP US History   Khan Academy.mp3", "Sentence": "To answer this question, first we have to define what we mean by American national identity. In other videos, we've looked at a few aspects of American identity as core ideological beliefs about things like who counts as an American, whether the United States is exceptional, or whether it's possible for anyone to succeed so long as they work hard enough. So if we're trying to track continuity and change in American identity over the period from 1945 to 1980, what might be a few beliefs we should trace over time? I encourage you to pause the video and see if you can come up with a couple based on your knowledge of the events in this time period. Some big events that jump out to me are the Cold War and the Civil Rights Movement, as well as the protests of the 1960s. So with that in mind, the core beliefs I'd like to look at are ideas about the United States' role in the world, who counts as an American citizen, and the country's cultural values. You might have come up with a totally different set of beliefs, which is great."}, {"video_title": "Continuity and change in the postwar era   Period 8 1945-1980   AP US History   Khan Academy.mp3", "Sentence": "I encourage you to pause the video and see if you can come up with a couple based on your knowledge of the events in this time period. Some big events that jump out to me are the Cold War and the Civil Rights Movement, as well as the protests of the 1960s. So with that in mind, the core beliefs I'd like to look at are ideas about the United States' role in the world, who counts as an American citizen, and the country's cultural values. You might have come up with a totally different set of beliefs, which is great. Try out this same process I'm about to model using the beliefs that you've chosen. Now that we've got a few aspects of national identity we wanna track, let's compare each of them at the beginning of this period to the end of this period. Remember, we're doing a super high-level overview here, so I'm not gonna take a whole lot of time to explain events in detail."}, {"video_title": "Continuity and change in the postwar era   Period 8 1945-1980   AP US History   Khan Academy.mp3", "Sentence": "You might have come up with a totally different set of beliefs, which is great. Try out this same process I'm about to model using the beliefs that you've chosen. Now that we've got a few aspects of national identity we wanna track, let's compare each of them at the beginning of this period to the end of this period. Remember, we're doing a super high-level overview here, so I'm not gonna take a whole lot of time to explain events in detail. But if something comes up that you're unfamiliar with, just make a note and you can look it up when you've got time. All right, let's see what changed and what stayed the same over this period in beliefs about the United States' role in the world. In 1945, the United States emerged as a world superpower, having abandoned isolationism as a foreign policy."}, {"video_title": "Continuity and change in the postwar era   Period 8 1945-1980   AP US History   Khan Academy.mp3", "Sentence": "Remember, we're doing a super high-level overview here, so I'm not gonna take a whole lot of time to explain events in detail. But if something comes up that you're unfamiliar with, just make a note and you can look it up when you've got time. All right, let's see what changed and what stayed the same over this period in beliefs about the United States' role in the world. In 1945, the United States emerged as a world superpower, having abandoned isolationism as a foreign policy. Instead, the United States became a leading member of the United Nations and the NATO Defensive Pact. The US government was determined to contain the spread of communism and the influence of the Soviet Union through providing military and financial support to nations fighting communism, which would lead to American military engagements in Korea and Vietnam. The United States also had a lot of confidence in its economic role in the world, as the only country whose industrial might hadn't been compromised by World War II bombings."}, {"video_title": "Continuity and change in the postwar era   Period 8 1945-1980   AP US History   Khan Academy.mp3", "Sentence": "In 1945, the United States emerged as a world superpower, having abandoned isolationism as a foreign policy. Instead, the United States became a leading member of the United Nations and the NATO Defensive Pact. The US government was determined to contain the spread of communism and the influence of the Soviet Union through providing military and financial support to nations fighting communism, which would lead to American military engagements in Korea and Vietnam. The United States also had a lot of confidence in its economic role in the world, as the only country whose industrial might hadn't been compromised by World War II bombings. Immediately after the war, the United States was the world's leading exporter of steel, cars, consumer goods, and oil. How does that compare to beliefs about America's proper role in the world in 1980? Well, the United States was still a world superpower at the end of this era, and it was still pursuing anti-communism as a foreign policy."}, {"video_title": "Continuity and change in the postwar era   Period 8 1945-1980   AP US History   Khan Academy.mp3", "Sentence": "The United States also had a lot of confidence in its economic role in the world, as the only country whose industrial might hadn't been compromised by World War II bombings. Immediately after the war, the United States was the world's leading exporter of steel, cars, consumer goods, and oil. How does that compare to beliefs about America's proper role in the world in 1980? Well, the United States was still a world superpower at the end of this era, and it was still pursuing anti-communism as a foreign policy. But in the 1970s, the Cold War entered a period of detente, a relaxation of tensions and increase in cooperation between the United States and the Soviet Union. You could see this as the US government accepting peaceful coexistence with the Soviet Union. This approach will change when Ronald Reagan comes into office in 1981, but the period of detente lasted until the end of the 1970s."}, {"video_title": "Continuity and change in the postwar era   Period 8 1945-1980   AP US History   Khan Academy.mp3", "Sentence": "Well, the United States was still a world superpower at the end of this era, and it was still pursuing anti-communism as a foreign policy. But in the 1970s, the Cold War entered a period of detente, a relaxation of tensions and increase in cooperation between the United States and the Soviet Union. You could see this as the US government accepting peaceful coexistence with the Soviet Union. This approach will change when Ronald Reagan comes into office in 1981, but the period of detente lasted until the end of the 1970s. The Vietnam War shook American confidence in its interventionist foreign policy. After the war, there was more reluctance to commit US troops abroad in what's been called Vietnam Syndrome. Likewise, the Nixon Doctrine called for US allies to take primary responsibility for their own defense."}, {"video_title": "Continuity and change in the postwar era   Period 8 1945-1980   AP US History   Khan Academy.mp3", "Sentence": "This approach will change when Ronald Reagan comes into office in 1981, but the period of detente lasted until the end of the 1970s. The Vietnam War shook American confidence in its interventionist foreign policy. After the war, there was more reluctance to commit US troops abroad in what's been called Vietnam Syndrome. Likewise, the Nixon Doctrine called for US allies to take primary responsibility for their own defense. Lastly, US economic world dominance was threatened in the late 1970s as well, as Japanese and German automobile makers began competing internationally, and the energy-dependent United States found that its energy needs were increasingly tied to the oil-exporting countries of the Middle East. So in terms of what changed and what stayed the same from the beginning to the end of the post-war era, I would say that although the United States remained a world superpower committed to supporting its allies and opposing the spread of communism, by the end of the 1970s, the country looked to establish some limits to its intervention in world affairs. Next, let's look at how beliefs about citizenship changed during this period."}, {"video_title": "Continuity and change in the postwar era   Period 8 1945-1980   AP US History   Khan Academy.mp3", "Sentence": "Likewise, the Nixon Doctrine called for US allies to take primary responsibility for their own defense. Lastly, US economic world dominance was threatened in the late 1970s as well, as Japanese and German automobile makers began competing internationally, and the energy-dependent United States found that its energy needs were increasingly tied to the oil-exporting countries of the Middle East. So in terms of what changed and what stayed the same from the beginning to the end of the post-war era, I would say that although the United States remained a world superpower committed to supporting its allies and opposing the spread of communism, by the end of the 1970s, the country looked to establish some limits to its intervention in world affairs. Next, let's look at how beliefs about citizenship changed during this period. After the shared experience of GIs in World War II, European immigrants who had been looked upon as dangerous others in the 1920s and 1930s were accepted as US citizens and categorized as simply white, not Polish or Irish or Russian. But African-American soldiers who had served in segregated units during the war weren't afforded the same courtesy. Despite Truman's executive order desegregating the military in 1948, black veterans encountered racial discrimination after the war, along with difficulty accessing the government subsidies for education and home loans that white GIs took advantage of."}, {"video_title": "Continuity and change in the postwar era   Period 8 1945-1980   AP US History   Khan Academy.mp3", "Sentence": "Next, let's look at how beliefs about citizenship changed during this period. After the shared experience of GIs in World War II, European immigrants who had been looked upon as dangerous others in the 1920s and 1930s were accepted as US citizens and categorized as simply white, not Polish or Irish or Russian. But African-American soldiers who had served in segregated units during the war weren't afforded the same courtesy. Despite Truman's executive order desegregating the military in 1948, black veterans encountered racial discrimination after the war, along with difficulty accessing the government subsidies for education and home loans that white GIs took advantage of. The immigration restrictions that set national origin quotas in the 1920s were still largely intact, although the Chinese Exclusion Act had been repealed during the war as China was a US ally. Chinese Americans were then eligible to become US citizens. However, the new quota for Chinese immigrants was just 105 individuals per year."}, {"video_title": "Continuity and change in the postwar era   Period 8 1945-1980   AP US History   Khan Academy.mp3", "Sentence": "Despite Truman's executive order desegregating the military in 1948, black veterans encountered racial discrimination after the war, along with difficulty accessing the government subsidies for education and home loans that white GIs took advantage of. The immigration restrictions that set national origin quotas in the 1920s were still largely intact, although the Chinese Exclusion Act had been repealed during the war as China was a US ally. Chinese Americans were then eligible to become US citizens. However, the new quota for Chinese immigrants was just 105 individuals per year. What were the beliefs around citizenship at the end of the post-war era? A lot changed during this time period, thanks to the Civil Rights Movement, Supreme Court decisions like Brown versus Board of Education, and legislation like the Civil Rights Act of 1964 and the Voting Rights Act of 1965. At the end of the 60s, African-Americans were able to access more citizenship rights than they ever had before."}, {"video_title": "Continuity and change in the postwar era   Period 8 1945-1980   AP US History   Khan Academy.mp3", "Sentence": "However, the new quota for Chinese immigrants was just 105 individuals per year. What were the beliefs around citizenship at the end of the post-war era? A lot changed during this time period, thanks to the Civil Rights Movement, Supreme Court decisions like Brown versus Board of Education, and legislation like the Civil Rights Act of 1964 and the Voting Rights Act of 1965. At the end of the 60s, African-Americans were able to access more citizenship rights than they ever had before. And in 1965, Congress repealed the old national origin quotas and passed new immigration laws, allowing Asians to enter the country as well as prioritizing family reunification and the entrance of skilled immigrants. But in the late 1960s and 1970s, there was a backlash against the civil rights policies set by the Supreme Court and the Johnson administration, with many conservatives arguing that the federal intervention to advance civil rights had gone too far, and with some left-leaning organizations arguing that it hadn't gone far enough to address issues like housing and job discrimination. Looking at the changes and continuities and beliefs about citizenship over this period, I'd say there was an enormous expansion over time in who was considered a citizen or eligible to become a citizen of the United States."}, {"video_title": "Continuity and change in the postwar era   Period 8 1945-1980   AP US History   Khan Academy.mp3", "Sentence": "At the end of the 60s, African-Americans were able to access more citizenship rights than they ever had before. And in 1965, Congress repealed the old national origin quotas and passed new immigration laws, allowing Asians to enter the country as well as prioritizing family reunification and the entrance of skilled immigrants. But in the late 1960s and 1970s, there was a backlash against the civil rights policies set by the Supreme Court and the Johnson administration, with many conservatives arguing that the federal intervention to advance civil rights had gone too far, and with some left-leaning organizations arguing that it hadn't gone far enough to address issues like housing and job discrimination. Looking at the changes and continuities and beliefs about citizenship over this period, I'd say there was an enormous expansion over time in who was considered a citizen or eligible to become a citizen of the United States. But there was also a growing antagonism toward the federal government intervening on behalf of civil rights. Last, let's look at American cultural values at the beginning and end of the post-war era. In the years after the war, there was an emphasis on domesticity and family life, and women were expected to give up their wartime jobs and seek fulfillment through motherhood and consumption."}, {"video_title": "Continuity and change in the postwar era   Period 8 1945-1980   AP US History   Khan Academy.mp3", "Sentence": "Looking at the changes and continuities and beliefs about citizenship over this period, I'd say there was an enormous expansion over time in who was considered a citizen or eligible to become a citizen of the United States. But there was also a growing antagonism toward the federal government intervening on behalf of civil rights. Last, let's look at American cultural values at the beginning and end of the post-war era. In the years after the war, there was an emphasis on domesticity and family life, and women were expected to give up their wartime jobs and seek fulfillment through motherhood and consumption. The United States began a post-war economic boom that looked virtually unstoppable. In fact, the American standard of living doubled in the 25 years after World War II. There was also a lot of pressure for Americans to conform to a homogenous mass culture, idealizing the white suburban nuclear family."}, {"video_title": "Continuity and change in the postwar era   Period 8 1945-1980   AP US History   Khan Academy.mp3", "Sentence": "In the years after the war, there was an emphasis on domesticity and family life, and women were expected to give up their wartime jobs and seek fulfillment through motherhood and consumption. The United States began a post-war economic boom that looked virtually unstoppable. In fact, the American standard of living doubled in the 25 years after World War II. There was also a lot of pressure for Americans to conform to a homogenous mass culture, idealizing the white suburban nuclear family. Fear of communist infiltrators led to witch hunts like McCarthyism, but few people questioned the wisdom of the US government or authority figures in general. Compare that to the end of this period, after the tumult of the 1960s had turned American culture on its head. In the 1960s and 1970s, the sexual revolution and women's rights movement challenged the idealized nuclear family, allowing for a more permissive sexual culture and the advancement of women in jobs and education."}, {"video_title": "Continuity and change in the postwar era   Period 8 1945-1980   AP US History   Khan Academy.mp3", "Sentence": "There was also a lot of pressure for Americans to conform to a homogenous mass culture, idealizing the white suburban nuclear family. Fear of communist infiltrators led to witch hunts like McCarthyism, but few people questioned the wisdom of the US government or authority figures in general. Compare that to the end of this period, after the tumult of the 1960s had turned American culture on its head. In the 1960s and 1970s, the sexual revolution and women's rights movement challenged the idealized nuclear family, allowing for a more permissive sexual culture and the advancement of women in jobs and education. Starting as early as the 1950s, the Beat Generation began to question the emptiness of the single-minded pursuit of wealth that was the American dream. In the 1960s, students began to protest the draft and the military-industrial complex more generally, wondering what the United States was even doing in Vietnam. They vowed not to trust anyone over 30."}, {"video_title": "Continuity and change in the postwar era   Period 8 1945-1980   AP US History   Khan Academy.mp3", "Sentence": "In the 1960s and 1970s, the sexual revolution and women's rights movement challenged the idealized nuclear family, allowing for a more permissive sexual culture and the advancement of women in jobs and education. Starting as early as the 1950s, the Beat Generation began to question the emptiness of the single-minded pursuit of wealth that was the American dream. In the 1960s, students began to protest the draft and the military-industrial complex more generally, wondering what the United States was even doing in Vietnam. They vowed not to trust anyone over 30. By the 1970s, public confidence in the US government was also at an all-time low. After revelations about presidential misdeeds exposed by the Pentagon Papers and the Watergate scandal. To add insult to injury, the endless economic boom finally seemed to be at an end by the 1970s, with deindustrialization and stagflation increasing prices and unemployment."}, {"video_title": "Continuity and change in the postwar era   Period 8 1945-1980   AP US History   Khan Academy.mp3", "Sentence": "They vowed not to trust anyone over 30. By the 1970s, public confidence in the US government was also at an all-time low. After revelations about presidential misdeeds exposed by the Pentagon Papers and the Watergate scandal. To add insult to injury, the endless economic boom finally seemed to be at an end by the 1970s, with deindustrialization and stagflation increasing prices and unemployment. So it seems like American cultural values changed a great deal from 1945 to 1980, from a culture of suburban conformity to one of greater personal freedom, but also greater cynicism. But it is important to note that the people of the United States didn't fully reject the premise of the American dream. Despite the counterculture of the 1960s, by the 1970s, most people were still looking for a good job and hoping to buy a nice home."}, {"video_title": "Continuity and change in the postwar era   Period 8 1945-1980   AP US History   Khan Academy.mp3", "Sentence": "To add insult to injury, the endless economic boom finally seemed to be at an end by the 1970s, with deindustrialization and stagflation increasing prices and unemployment. So it seems like American cultural values changed a great deal from 1945 to 1980, from a culture of suburban conformity to one of greater personal freedom, but also greater cynicism. But it is important to note that the people of the United States didn't fully reject the premise of the American dream. Despite the counterculture of the 1960s, by the 1970s, most people were still looking for a good job and hoping to buy a nice home. If we return to our question then, how much did the events of the post-war era reshape American identity? I think we can respond that they reshaped it quite a bit. The Civil Rights Movement, the Vietnam War, and the protest movements of the 1960s led to a US national identity that was considerably more inclusive and socially free, but also a good deal less confident about its government or its role in the world."}, {"video_title": "Immigration and migration in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "In 1860, before the Civil War, New York City was the biggest city in the United States, but even it didn't have more than a million people. There wasn't a single city of more than a million in the whole country at that point. Compare that to just 40 years later, when not one, but three cities had passed the million mark, and New York had nearly 3.5 million residents. Proportionally, Chicago's population growth was even more drastic. From only about 100,000 residents in 1860, it got 17 times bigger by 1900, with about 1.7 million residents. Traditionally, Americans had been a pretty rural, farming people, but starting in the late 19th century, there was a rapid shift towards urbanization. By 1920, urban residents would outnumber country dwellers in the United States for the first time, and today, more than 80% of Americans live in cities."}, {"video_title": "Immigration and migration in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "Proportionally, Chicago's population growth was even more drastic. From only about 100,000 residents in 1860, it got 17 times bigger by 1900, with about 1.7 million residents. Traditionally, Americans had been a pretty rural, farming people, but starting in the late 19th century, there was a rapid shift towards urbanization. By 1920, urban residents would outnumber country dwellers in the United States for the first time, and today, more than 80% of Americans live in cities. So what led to this explosion in the population of cities in the decades after the Civil War? The major factors behind this shift were industrialization, immigration, and migration. Now, we've been talking about those three things in various forms in American history up until this point, from the cool inventions of the first Industrial Revolution to the influx of Irish and German immigrants in the 1840s to the movement of Americans ever westward."}, {"video_title": "Immigration and migration in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "By 1920, urban residents would outnumber country dwellers in the United States for the first time, and today, more than 80% of Americans live in cities. So what led to this explosion in the population of cities in the decades after the Civil War? The major factors behind this shift were industrialization, immigration, and migration. Now, we've been talking about those three things in various forms in American history up until this point, from the cool inventions of the first Industrial Revolution to the influx of Irish and German immigrants in the 1840s to the movement of Americans ever westward. So industrialization, immigration, and migration weren't new forces in American society, but there were unique aspects of all three of these processes during the Gilded Age that contributed to the development of cities in this era. One thing that changed was the nature of work that people did. During the Gilded Age, there was a tipping point in the American labor market."}, {"video_title": "Immigration and migration in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "Now, we've been talking about those three things in various forms in American history up until this point, from the cool inventions of the first Industrial Revolution to the influx of Irish and German immigrants in the 1840s to the movement of Americans ever westward. So industrialization, immigration, and migration weren't new forces in American society, but there were unique aspects of all three of these processes during the Gilded Age that contributed to the development of cities in this era. One thing that changed was the nature of work that people did. During the Gilded Age, there was a tipping point in the American labor market. In 1880, for the first time ever, the number of people who worked for someone else for wages, people who had a boss and needed to do what they said to get paid, outnumbered Americans who worked for themselves, like farmers, who could decide for themselves when to sow or harvest their crops. The Second Industrial Revolution, which began after the Civil War, was a booming era of expansion and industrial production. So there were a lot of factory jobs available, and most of those jobs were for unskilled laborers, that is, workers who don't require any kind of special training before they start a job."}, {"video_title": "Immigration and migration in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "During the Gilded Age, there was a tipping point in the American labor market. In 1880, for the first time ever, the number of people who worked for someone else for wages, people who had a boss and needed to do what they said to get paid, outnumbered Americans who worked for themselves, like farmers, who could decide for themselves when to sow or harvest their crops. The Second Industrial Revolution, which began after the Civil War, was a booming era of expansion and industrial production. So there were a lot of factory jobs available, and most of those jobs were for unskilled laborers, that is, workers who don't require any kind of special training before they start a job. So there was an overall transition from farm work that was self-directed to unskilled factory work done for a boss. Another change during the Gilded Age was in who was doing the immigrating and migrating. Until the 1840s, most immigrants to the United States had been Protestant Christians from Northern and Western Europe, and they were relatively well-off financially."}, {"video_title": "Immigration and migration in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "So there were a lot of factory jobs available, and most of those jobs were for unskilled laborers, that is, workers who don't require any kind of special training before they start a job. So there was an overall transition from farm work that was self-directed to unskilled factory work done for a boss. Another change during the Gilded Age was in who was doing the immigrating and migrating. Until the 1840s, most immigrants to the United States had been Protestant Christians from Northern and Western Europe, and they were relatively well-off financially. After the Civil War, a variety of factors abroad, combined with the wide availability of jobs in the United States, brought different types of immigrants to American cities. These new immigrants, as they were called, tended to be from Southern and Eastern Europe, Mexico and Asia, and they differed from old immigrants in that they tended to be poorer, have darker complexions, and practice Catholicism or Judaism instead of Protestantism. In addition, in this era, African Americans from the South began to migrate to Northern and Midwestern cities."}, {"video_title": "Immigration and migration in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "Until the 1840s, most immigrants to the United States had been Protestant Christians from Northern and Western Europe, and they were relatively well-off financially. After the Civil War, a variety of factors abroad, combined with the wide availability of jobs in the United States, brought different types of immigrants to American cities. These new immigrants, as they were called, tended to be from Southern and Eastern Europe, Mexico and Asia, and they differed from old immigrants in that they tended to be poorer, have darker complexions, and practice Catholicism or Judaism instead of Protestantism. In addition, in this era, African Americans from the South began to migrate to Northern and Midwestern cities. All of these immigrants and migrants created a large industrial workforce. But why did they all move to the city? Let's take a look at some of the push and pull factors that prompted people to uproot themselves and head to American cities during the Gilded Age."}, {"video_title": "Immigration and migration in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "In addition, in this era, African Americans from the South began to migrate to Northern and Midwestern cities. All of these immigrants and migrants created a large industrial workforce. But why did they all move to the city? Let's take a look at some of the push and pull factors that prompted people to uproot themselves and head to American cities during the Gilded Age. First, there were push factors, or things that were pushing people out of their previous living situations. A big one was poverty and just a lack of financial mobility at home. Farmers in many countries were hit hard by the mechanization of agriculture, which happened in this time period."}, {"video_title": "Immigration and migration in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "Let's take a look at some of the push and pull factors that prompted people to uproot themselves and head to American cities during the Gilded Age. First, there were push factors, or things that were pushing people out of their previous living situations. A big one was poverty and just a lack of financial mobility at home. Farmers in many countries were hit hard by the mechanization of agriculture, which happened in this time period. About a third of the people moving to cities were Americans leaving farms and heading to the city for industrial jobs. Another push factor was persecution and discrimination at home. The Russian government took an increasingly intolerant position towards Jews in this time period, who were subject to mob violence and campaigns of ethnic cleansing in Europe."}, {"video_title": "Immigration and migration in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "Farmers in many countries were hit hard by the mechanization of agriculture, which happened in this time period. About a third of the people moving to cities were Americans leaving farms and heading to the city for industrial jobs. Another push factor was persecution and discrimination at home. The Russian government took an increasingly intolerant position towards Jews in this time period, who were subject to mob violence and campaigns of ethnic cleansing in Europe. In the American South, the emergence of Jim Crow laws and an increase in lynchings were among the reasons that African Americans elected to leave after the Civil War. But what were the pull factors that landed them in cities? For one thing, many struggling immigrants from abroad didn't have the money to go anywhere else, so after they arrived, they just stayed put."}, {"video_title": "Immigration and migration in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "The Russian government took an increasingly intolerant position towards Jews in this time period, who were subject to mob violence and campaigns of ethnic cleansing in Europe. In the American South, the emergence of Jim Crow laws and an increase in lynchings were among the reasons that African Americans elected to leave after the Civil War. But what were the pull factors that landed them in cities? For one thing, many struggling immigrants from abroad didn't have the money to go anywhere else, so after they arrived, they just stayed put. But the main reason that people moved to cities is because that's where the jobs were. With the development of steam power and electrification, factories no longer had to be located next to waterways, so cities developed as industrial hubs. Often, cities would develop as the center for one specific industry, like steel in Pittsburgh, meatpacking in Chicago, or clothing in New York."}, {"video_title": "Immigration and migration in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "For one thing, many struggling immigrants from abroad didn't have the money to go anywhere else, so after they arrived, they just stayed put. But the main reason that people moved to cities is because that's where the jobs were. With the development of steam power and electrification, factories no longer had to be located next to waterways, so cities developed as industrial hubs. Often, cities would develop as the center for one specific industry, like steel in Pittsburgh, meatpacking in Chicago, or clothing in New York. People also found communities of support in cities. Earlier, immigrants might send money and information to their families and friends back home, helping them to move and get established. This facilitated the development of urban neighborhoods where people from similar backgrounds spoke the same language, ate the same food, and provided each other with assistance."}, {"video_title": "Immigration and migration in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "Often, cities would develop as the center for one specific industry, like steel in Pittsburgh, meatpacking in Chicago, or clothing in New York. People also found communities of support in cities. Earlier, immigrants might send money and information to their families and friends back home, helping them to move and get established. This facilitated the development of urban neighborhoods where people from similar backgrounds spoke the same language, ate the same food, and provided each other with assistance. In these ethnic enclaves, people could get newspapers and even go to see theater performances in their native languages. So let's finish by taking a look at two narratives of immigrants arriving in American cities in this time period. The first one is from Li Chu, who immigrated to San Francisco from China at age 16 in the year 1880."}, {"video_title": "Immigration and migration in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "This facilitated the development of urban neighborhoods where people from similar backgrounds spoke the same language, ate the same food, and provided each other with assistance. In these ethnic enclaves, people could get newspapers and even go to see theater performances in their native languages. So let's finish by taking a look at two narratives of immigrants arriving in American cities in this time period. The first one is from Li Chu, who immigrated to San Francisco from China at age 16 in the year 1880. He wrote, when I got to San Francisco, which was before the passage of the Exclusion Act, I was half starved because I was afraid to eat the provisions of the barbarians. But a few days living in the Chinese Quarter made me happy again. A man got me work as a house servant in an American family."}, {"video_title": "Immigration and migration in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "The first one is from Li Chu, who immigrated to San Francisco from China at age 16 in the year 1880. He wrote, when I got to San Francisco, which was before the passage of the Exclusion Act, I was half starved because I was afraid to eat the provisions of the barbarians. But a few days living in the Chinese Quarter made me happy again. A man got me work as a house servant in an American family. When I went to work for that American family, I could not speak a word of English, and I didn't know anything about housework. I did not understand what the lady said to me, but she showed me how to cook, wash, iron, sweep, dust, make beds, wash dishes, clean windows, paint and brass, polish the knives and forks, et cetera. In six months, I had learned how to do the work of our house quite well, and I was getting $5 a week in board and putting away about 4.25 a week."}, {"video_title": "Immigration and migration in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "A man got me work as a house servant in an American family. When I went to work for that American family, I could not speak a word of English, and I didn't know anything about housework. I did not understand what the lady said to me, but she showed me how to cook, wash, iron, sweep, dust, make beds, wash dishes, clean windows, paint and brass, polish the knives and forks, et cetera. In six months, I had learned how to do the work of our house quite well, and I was getting $5 a week in board and putting away about 4.25 a week. I'd also learned some English. I sent money home to comfort my parents, but though I dressed well and lived well and had pleasure, going quite often to the Chinese theater and to dinner parties in Chinatown, I saved $50 in the first six months. The second one is from Mary Anton, who immigrated to Boston from what is now Belarus at the age of 13 in the year 1894."}, {"video_title": "Immigration and migration in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "In six months, I had learned how to do the work of our house quite well, and I was getting $5 a week in board and putting away about 4.25 a week. I'd also learned some English. I sent money home to comfort my parents, but though I dressed well and lived well and had pleasure, going quite often to the Chinese theater and to dinner parties in Chinatown, I saved $50 in the first six months. The second one is from Mary Anton, who immigrated to Boston from what is now Belarus at the age of 13 in the year 1894. She wrote, the first meal was an object lesson of much variety. My father produced several kinds of food ready to eat without any cooking from little tin cans that had printing all over them. He attempted to introduce us to a queer, slippery kind of fruit, which he called banana, but had to give it up for the time being."}, {"video_title": "Immigration and migration in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "The second one is from Mary Anton, who immigrated to Boston from what is now Belarus at the age of 13 in the year 1894. She wrote, the first meal was an object lesson of much variety. My father produced several kinds of food ready to eat without any cooking from little tin cans that had printing all over them. He attempted to introduce us to a queer, slippery kind of fruit, which he called banana, but had to give it up for the time being. On our second day, a little girl from across the alley came and offered to conduct us to school. My father was out, but we five between us had a few words of English by this time. We knew the word school, we understood."}, {"video_title": "Immigration and migration in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "He attempted to introduce us to a queer, slippery kind of fruit, which he called banana, but had to give it up for the time being. On our second day, a little girl from across the alley came and offered to conduct us to school. My father was out, but we five between us had a few words of English by this time. We knew the word school, we understood. This child who had never seen us till yesterday, who could not pronounce our names, who was not much better dressed than we, was able to offer us the freedom of the schools of Boston. We had to visit the stores and be dressed from head to foot in American clothing. We had to learn the mysteries of the iron stove, the washboard, and the speaking tube, and above all, we had to learn English."}, {"video_title": "Immigration and migration in the Gilded Age   Period 6 1865-1898   AP US History   Khan Academy.mp3", "Sentence": "We knew the word school, we understood. This child who had never seen us till yesterday, who could not pronounce our names, who was not much better dressed than we, was able to offer us the freedom of the schools of Boston. We had to visit the stores and be dressed from head to foot in American clothing. We had to learn the mysteries of the iron stove, the washboard, and the speaking tube, and above all, we had to learn English. With our despised immigrant clothing, we shed also our impossible Hebrew names. A committee of our friends, several years ahead of us in American experience, put their heads together and concocted American names for us all. So what similarities and differences do you see between the experiences of Lee Chu and Mary Anton?"}, {"video_title": "Spanish colonization   Period 1 1491-1607   AP US History   Khan Academy.mp3", "Sentence": "Imagine that one day you were standing in your backyard when all of a sudden you saw an alien ship land. And the alien ship had incredible technology and you saw aliens walking out of the ship bearing strange animals, maybe scary-looking weapons, and speaking a very strange language. What would you do? Would you try to be kind to the aliens, hope that maybe you could befriend them? Would you fear them and perhaps immediately try to make war against them? Would you hope that perhaps war of the world style, that they would die of the common cold? Or would you fear that maybe they had some kind of common cold that you might die of?"}, {"video_title": "Spanish colonization   Period 1 1491-1607   AP US History   Khan Academy.mp3", "Sentence": "Would you try to be kind to the aliens, hope that maybe you could befriend them? Would you fear them and perhaps immediately try to make war against them? Would you hope that perhaps war of the world style, that they would die of the common cold? Or would you fear that maybe they had some kind of common cold that you might die of? These are the choices that were faced by Native Americans when they encountered the Spanish at the end of the 1400s. Columbus arrived in the New World in 1492 and when he got back in 1493, the secret was out that there were great riches to be had in the New World. So much so that as early as 1494, Spain and Portugal were trying to decide how they would divide the riches of the Old World and the New between them."}, {"video_title": "Spanish colonization   Period 1 1491-1607   AP US History   Khan Academy.mp3", "Sentence": "Or would you fear that maybe they had some kind of common cold that you might die of? These are the choices that were faced by Native Americans when they encountered the Spanish at the end of the 1400s. Columbus arrived in the New World in 1492 and when he got back in 1493, the secret was out that there were great riches to be had in the New World. So much so that as early as 1494, Spain and Portugal were trying to decide how they would divide the riches of the Old World and the New between them. So in the years after Columbus's first voyage, many Spanish conquistadors, or conquerors, began exploring throughout the Americas. And it's not necessary for you to memorize any of these names, but I want you to get a sense that in the 50 years or so after Columbus, European explorers began checking out everything in the Caribbean, North America, and South America. And their motivations, like Columbus's, were the three Gs of colonization."}, {"video_title": "Spanish colonization   Period 1 1491-1607   AP US History   Khan Academy.mp3", "Sentence": "So much so that as early as 1494, Spain and Portugal were trying to decide how they would divide the riches of the Old World and the New between them. So in the years after Columbus's first voyage, many Spanish conquistadors, or conquerors, began exploring throughout the Americas. And it's not necessary for you to memorize any of these names, but I want you to get a sense that in the 50 years or so after Columbus, European explorers began checking out everything in the Caribbean, North America, and South America. And their motivations, like Columbus's, were the three Gs of colonization. Gold, that is to get rich. Glory, that is to bring glory to oneself or one's nation. And a little bit of God, that is to bring Catholicism to Native peoples living in the Americas."}, {"video_title": "Spanish colonization   Period 1 1491-1607   AP US History   Khan Academy.mp3", "Sentence": "And their motivations, like Columbus's, were the three Gs of colonization. Gold, that is to get rich. Glory, that is to bring glory to oneself or one's nation. And a little bit of God, that is to bring Catholicism to Native peoples living in the Americas. Now as you can see from the many individuals here, Spanish colonization was a very complex process taking place in many different regions. But in this video, I wanna focus in on just a few aspects. The conquest of Mexico by Cortes, a society that came out of this blend of Spanish and Native American culture, and a little bit about the resistance to colonization that we'll see in New Mexico with the Pueblo Revolt."}, {"video_title": "Spanish colonization   Period 1 1491-1607   AP US History   Khan Academy.mp3", "Sentence": "And a little bit of God, that is to bring Catholicism to Native peoples living in the Americas. Now as you can see from the many individuals here, Spanish colonization was a very complex process taking place in many different regions. But in this video, I wanna focus in on just a few aspects. The conquest of Mexico by Cortes, a society that came out of this blend of Spanish and Native American culture, and a little bit about the resistance to colonization that we'll see in New Mexico with the Pueblo Revolt. Now like Columbus, Spanish explorers originally were looking for a passage to Asia through the Americas, but quickly learned that there was quite a lot of riches to be found in the Americas themselves. And one place that came to the attention of the conquistadors was Tenochtitlan, which was the capital of the Aztec Empire. Now the Aztecs were not well loved in Mexico."}, {"video_title": "Spanish colonization   Period 1 1491-1607   AP US History   Khan Academy.mp3", "Sentence": "The conquest of Mexico by Cortes, a society that came out of this blend of Spanish and Native American culture, and a little bit about the resistance to colonization that we'll see in New Mexico with the Pueblo Revolt. Now like Columbus, Spanish explorers originally were looking for a passage to Asia through the Americas, but quickly learned that there was quite a lot of riches to be found in the Americas themselves. And one place that came to the attention of the conquistadors was Tenochtitlan, which was the capital of the Aztec Empire. Now the Aztecs were not well loved in Mexico. They ruled over a vast territory with many smaller tribes they required to give them tribute and even human captives for sacrifice. So in 1519, Hernan Cortes, a Spanish conquistador, landed with a group of about 600 men in Veracruz. And with the help of some translators, he worked his way across Mexico, learning of the general dislike of the Aztec Empire, so that when he finally came upon the city of Tenochtitlan, he had about 20,000 Native Americans who were ready to make war on this city along with him."}, {"video_title": "Spanish colonization   Period 1 1491-1607   AP US History   Khan Academy.mp3", "Sentence": "Now the Aztecs were not well loved in Mexico. They ruled over a vast territory with many smaller tribes they required to give them tribute and even human captives for sacrifice. So in 1519, Hernan Cortes, a Spanish conquistador, landed with a group of about 600 men in Veracruz. And with the help of some translators, he worked his way across Mexico, learning of the general dislike of the Aztec Empire, so that when he finally came upon the city of Tenochtitlan, he had about 20,000 Native Americans who were ready to make war on this city along with him. Now it's hard to imagine what Tenochtitlan would have looked like to the Spanish. It's estimated that it had about 200,000 to 300,000 inhabitants, which made it one of the larger cities in the world. There was nothing quite so large as this city in all of Europe."}, {"video_title": "Spanish colonization   Period 1 1491-1607   AP US History   Khan Academy.mp3", "Sentence": "And with the help of some translators, he worked his way across Mexico, learning of the general dislike of the Aztec Empire, so that when he finally came upon the city of Tenochtitlan, he had about 20,000 Native Americans who were ready to make war on this city along with him. Now it's hard to imagine what Tenochtitlan would have looked like to the Spanish. It's estimated that it had about 200,000 to 300,000 inhabitants, which made it one of the larger cities in the world. There was nothing quite so large as this city in all of Europe. It sat in the middle of a lake with hanging gardens and an aqueduct and had incredible pyramids that were many stories tall. And at first, Moctezuma II, who was emperor of the Aztec Empire, treated the approaching Spaniards with great kindness and generosity, showering them with gifts. After all, the Spanish had things that Moctezuma had never seen before, like horses and gigantic war dogs, which they used to rip apart their enemies, and cannons, which even though they only had a few of them and they didn't work very well, were very frightening when they were fired, much like I think a ray gun would be frightening to us now."}, {"video_title": "Spanish colonization   Period 1 1491-1607   AP US History   Khan Academy.mp3", "Sentence": "There was nothing quite so large as this city in all of Europe. It sat in the middle of a lake with hanging gardens and an aqueduct and had incredible pyramids that were many stories tall. And at first, Moctezuma II, who was emperor of the Aztec Empire, treated the approaching Spaniards with great kindness and generosity, showering them with gifts. After all, the Spanish had things that Moctezuma had never seen before, like horses and gigantic war dogs, which they used to rip apart their enemies, and cannons, which even though they only had a few of them and they didn't work very well, were very frightening when they were fired, much like I think a ray gun would be frightening to us now. Now it didn't take very long for the relationship between the Spanish and the Aztecs to crumble and aided by their many Native American allies and also by the spread of deadly disease like smallpox, which decimated the Native American population. By 1521, Tenochtitlan had fallen, in fact was in ruins. Moctezuma had died and the Spanish began building on the ruins of Tenochtitlan, Mexico City."}, {"video_title": "Spanish colonization   Period 1 1491-1607   AP US History   Khan Academy.mp3", "Sentence": "After all, the Spanish had things that Moctezuma had never seen before, like horses and gigantic war dogs, which they used to rip apart their enemies, and cannons, which even though they only had a few of them and they didn't work very well, were very frightening when they were fired, much like I think a ray gun would be frightening to us now. Now it didn't take very long for the relationship between the Spanish and the Aztecs to crumble and aided by their many Native American allies and also by the spread of deadly disease like smallpox, which decimated the Native American population. By 1521, Tenochtitlan had fallen, in fact was in ruins. Moctezuma had died and the Spanish began building on the ruins of Tenochtitlan, Mexico City. But much to the horror of the many Native American tribes that had allied with the Spanish, the Spanish would turn out to be much crueler imperial masters than the Aztecs had been. And the smallpox that had ravaged the Aztecs ravaged the rest of the Native American population as well, as they lacked the immunity to European disease. Although much of the conquest of the Spanish Empire in the New World was done by conquistadors, adventurers, the Spanish crown was eager to place some control over this new territory."}, {"video_title": "Spanish colonization   Period 1 1491-1607   AP US History   Khan Academy.mp3", "Sentence": "Moctezuma had died and the Spanish began building on the ruins of Tenochtitlan, Mexico City. But much to the horror of the many Native American tribes that had allied with the Spanish, the Spanish would turn out to be much crueler imperial masters than the Aztecs had been. And the smallpox that had ravaged the Aztecs ravaged the rest of the Native American population as well, as they lacked the immunity to European disease. Although much of the conquest of the Spanish Empire in the New World was done by conquistadors, adventurers, the Spanish crown was eager to place some control over this new territory. And one way that they did this was through the encomienda system. And the encomienda system was a labor system that in a way was kind of a combination of feudalism from Europe and slavery. So the idea was that the Spanish crown would grant landholders called encomenderos the right to the labor of Native Americans, perhaps a village or two, and anything that those Native Americans produced through their slave labor."}, {"video_title": "Spanish colonization   Period 1 1491-1607   AP US History   Khan Academy.mp3", "Sentence": "Although much of the conquest of the Spanish Empire in the New World was done by conquistadors, adventurers, the Spanish crown was eager to place some control over this new territory. And one way that they did this was through the encomienda system. And the encomienda system was a labor system that in a way was kind of a combination of feudalism from Europe and slavery. So the idea was that the Spanish crown would grant landholders called encomenderos the right to the labor of Native Americans, perhaps a village or two, and anything that those Native Americans produced through their slave labor. So gold if they mined it, or agricultural products if they were working on a plantation. And in theory, what the Native Americans would get for this would be Christianization, which to the Catholic Spanish crown was an important goal to convert all of the world's people to Catholicism. And also the protection of these Spanish feudal lords or encomenderos."}, {"video_title": "Spanish colonization   Period 1 1491-1607   AP US History   Khan Academy.mp3", "Sentence": "So the idea was that the Spanish crown would grant landholders called encomenderos the right to the labor of Native Americans, perhaps a village or two, and anything that those Native Americans produced through their slave labor. So gold if they mined it, or agricultural products if they were working on a plantation. And in theory, what the Native Americans would get for this would be Christianization, which to the Catholic Spanish crown was an important goal to convert all of the world's people to Catholicism. And also the protection of these Spanish feudal lords or encomenderos. In practice, the encomienda system was really just another way of saying slavery. And between the harsh treatment of the Spanish lords and disease, the native population of this region went from about 20 million when the Spanish arrived to only about two million by 1600. So that not very long after conquest, the Spanish began to bring enslaved Africans to labor in the New World as the Native American population had shrunk to a fraction of its former size."}, {"video_title": "Spanish colonization   Period 1 1491-1607   AP US History   Khan Academy.mp3", "Sentence": "And also the protection of these Spanish feudal lords or encomenderos. In practice, the encomienda system was really just another way of saying slavery. And between the harsh treatment of the Spanish lords and disease, the native population of this region went from about 20 million when the Spanish arrived to only about two million by 1600. So that not very long after conquest, the Spanish began to bring enslaved Africans to labor in the New World as the Native American population had shrunk to a fraction of its former size. So for the native people of Mexico, the arrival of the Spanish was about the worst outcome of an alien invasion that you could imagine. Now, native people did resist the Spanish in many ways. Some ways were more subtle, like outwardly adopting Christianity while maintaining their ancestral beliefs inwardly."}, {"video_title": "Spanish colonization   Period 1 1491-1607   AP US History   Khan Academy.mp3", "Sentence": "So that not very long after conquest, the Spanish began to bring enslaved Africans to labor in the New World as the Native American population had shrunk to a fraction of its former size. So for the native people of Mexico, the arrival of the Spanish was about the worst outcome of an alien invasion that you could imagine. Now, native people did resist the Spanish in many ways. Some ways were more subtle, like outwardly adopting Christianity while maintaining their ancestral beliefs inwardly. The combination of Native American beliefs and Christianity together is called syncretism or the blending of two religious traditions. But sometimes the Spanish pushed native people too far, as in the case of the Pueblo Revolt in 1680, when after a few generations of being forced to shed all of their religious beliefs in favor of Christianity or face severe punishment, the Pueblo people rose up against the Spanish, led by a man named Pope, so that sometimes the Pueblo Revolt is also called Pope's Rebellion. And they killed Spanish priests, burned churches, replaced them with kivas, their own place of worship, and drove the Spanish out, so that in the next 50 years, it took the Spanish to reestablish control of this region."}, {"video_title": "Spanish colonization   Period 1 1491-1607   AP US History   Khan Academy.mp3", "Sentence": "Some ways were more subtle, like outwardly adopting Christianity while maintaining their ancestral beliefs inwardly. The combination of Native American beliefs and Christianity together is called syncretism or the blending of two religious traditions. But sometimes the Spanish pushed native people too far, as in the case of the Pueblo Revolt in 1680, when after a few generations of being forced to shed all of their religious beliefs in favor of Christianity or face severe punishment, the Pueblo people rose up against the Spanish, led by a man named Pope, so that sometimes the Pueblo Revolt is also called Pope's Rebellion. And they killed Spanish priests, burned churches, replaced them with kivas, their own place of worship, and drove the Spanish out, so that in the next 50 years, it took the Spanish to reestablish control of this region. The Spanish took a much more accommodating approach to Pueblo society. The last aspect of Spanish colonial society that I wanna point out is the racial caste system that developed in the New World. Because the conquistadors were on dangerous adventures, very few Spanish women came with them in the New World."}, {"video_title": "Spanish colonization   Period 1 1491-1607   AP US History   Khan Academy.mp3", "Sentence": "And they killed Spanish priests, burned churches, replaced them with kivas, their own place of worship, and drove the Spanish out, so that in the next 50 years, it took the Spanish to reestablish control of this region. The Spanish took a much more accommodating approach to Pueblo society. The last aspect of Spanish colonial society that I wanna point out is the racial caste system that developed in the New World. Because the conquistadors were on dangerous adventures, very few Spanish women came with them in the New World. And so Spanish men had relationships with both native women and African women, and Native Americans and Africans had relationships, such that there was really an unprecedented mixing of peoples and cultures in the New World. And to account for this incredibly diverse society, the Spanish developed a caste system that very carefully ranked individuals by how much Spanish blood they had, so that people with pure Spanish blood, criollos, were at the top of the hierarchy, and people who had both Native American heritage and European heritage were called mestizo at the time, whereas people with European heritage and African heritage were called mulatto at the time. And so as you moved up or down this scale, you had more legal rights than the groups below you."}, {"video_title": "Spanish colonization   Period 1 1491-1607   AP US History   Khan Academy.mp3", "Sentence": "Because the conquistadors were on dangerous adventures, very few Spanish women came with them in the New World. And so Spanish men had relationships with both native women and African women, and Native Americans and Africans had relationships, such that there was really an unprecedented mixing of peoples and cultures in the New World. And to account for this incredibly diverse society, the Spanish developed a caste system that very carefully ranked individuals by how much Spanish blood they had, so that people with pure Spanish blood, criollos, were at the top of the hierarchy, and people who had both Native American heritage and European heritage were called mestizo at the time, whereas people with European heritage and African heritage were called mulatto at the time. And so as you moved up or down this scale, you had more legal rights than the groups below you. And this is what is known as a casta painting, which very carefully categorized where every person fell on this hierarchy of race. So we see in the Spanish caste system the beginnings of assigning legal status to individuals based on their race. But I think it's also important to note here that the casta system made a place for many different types of people in society, and that will be important later when we contrast it with how English settlers treated Native Americans."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "And what I'm curious about is, you know, in school you learn about the Civil War, you learn about slavery, that slavery was a cause of the Civil War, but at least for myself, I never got a full context of what were all the dynamics that led to the Civil War? Is it just something that happened overnight? Oh, definitely not. You know, I think the seeds of the Civil War were really with the United States at its creation. You know, I think there's sort of an essential contradiction in the United States as it's born, you know, where this country, where all men are created equal, except that most of the states in the South have slavery, where people are clearly not created equal. So, you know, they couldn't win the Revolutionary War without including those states and kind of giving them what they wanted and retaining slavery, but it means that, you know, the U.S. is born with both free states and slave states, and they're gonna continue to try to figure out how to balance those for the rest of the 1800s. And we have this map here, and this map is a later period, but it shows the, this is actually closer to the Civil War, but if we were even to look at the original 13 colonies, you can see which ones were free states and which ones were slave states, and then you obviously have these other states that come in later, which we'll talk about."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "You know, I think the seeds of the Civil War were really with the United States at its creation. You know, I think there's sort of an essential contradiction in the United States as it's born, you know, where this country, where all men are created equal, except that most of the states in the South have slavery, where people are clearly not created equal. So, you know, they couldn't win the Revolutionary War without including those states and kind of giving them what they wanted and retaining slavery, but it means that, you know, the U.S. is born with both free states and slave states, and they're gonna continue to try to figure out how to balance those for the rest of the 1800s. And we have this map here, and this map is a later period, but it shows the, this is actually closer to the Civil War, but if we were even to look at the original 13 colonies, you can see which ones were free states and which ones were slave states, and then you obviously have these other states that come in later, which we'll talk about. But this, what you're saying is, the founding of the country, this was already an issue. People were, you know, there were people in the North who weren't fans of slavery, and people knew that at some point this would be an irreconcilable, or maybe they hoped it would be reconcilable, a difference, but they said, no, we gotta unify against Great Britain. And so they said, let's just become a country and do it."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "And we have this map here, and this map is a later period, but it shows the, this is actually closer to the Civil War, but if we were even to look at the original 13 colonies, you can see which ones were free states and which ones were slave states, and then you obviously have these other states that come in later, which we'll talk about. But this, what you're saying is, the founding of the country, this was already an issue. People were, you know, there were people in the North who weren't fans of slavery, and people knew that at some point this would be an irreconcilable, or maybe they hoped it would be reconcilable, a difference, but they said, no, we gotta unify against Great Britain. And so they said, let's just become a country and do it. You know, even Thomas Jefferson, the author of the Declaration of Independence, he knew that slavery was a contradiction. He called the issue of having slavery like holding a wolf by the ears, right? You can't hold onto it, but you can't let it go, because so many of the wealthy elites who are going to end up in Congress in the South are slave owners, so they wanna."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "And so they said, let's just become a country and do it. You know, even Thomas Jefferson, the author of the Declaration of Independence, he knew that slavery was a contradiction. He called the issue of having slavery like holding a wolf by the ears, right? You can't hold onto it, but you can't let it go, because so many of the wealthy elites who are going to end up in Congress in the South are slave owners, so they wanna. Including himself. Exactly, so they wanna protect their interests. So we have that, you know, the issue is there from the moment that the country is founded, and then we get into the 1800s, which is really the run-up."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "You can't hold onto it, but you can't let it go, because so many of the wealthy elites who are going to end up in Congress in the South are slave owners, so they wanna. Including himself. Exactly, so they wanna protect their interests. So we have that, you know, the issue is there from the moment that the country is founded, and then we get into the 1800s, which is really the run-up. You know, the Civil War doesn't start until we get into 1860 or shortly thereafter. What, or actually 1860. What is, you know, what are the, what's the big picture that really leads up to it?"}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "So we have that, you know, the issue is there from the moment that the country is founded, and then we get into the 1800s, which is really the run-up. You know, the Civil War doesn't start until we get into 1860 or shortly thereafter. What, or actually 1860. What is, you know, what are the, what's the big picture that really leads up to it? Well, I think what we're looking at when we get into the issues that lead to the Civil War is really about how the US handles getting new territory, right? And the US was getting a lot of new territory. We have a map here."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "What is, you know, what are the, what's the big picture that really leads up to it? Well, I think what we're looking at when we get into the issues that lead to the Civil War is really about how the US handles getting new territory, right? And the US was getting a lot of new territory. We have a map here. I guess the first really big chunk is you have the Louisiana Purchase in 1803. And so you get all of, let's see, let me shade it in. You get, you know, roughly all of this stuff right over here."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "We have a map here. I guess the first really big chunk is you have the Louisiana Purchase in 1803. And so you get all of, let's see, let me shade it in. You get, you know, roughly all of this stuff right over here. So that's new areas that settlers can go, and it becomes officially part of the US. And what else happens? So, you know, as we get these new territories, out of them you're gonna get new states."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "You get, you know, roughly all of this stuff right over here. So that's new areas that settlers can go, and it becomes officially part of the US. And what else happens? So, you know, as we get these new territories, out of them you're gonna get new states. And when new states come into the Union, they're going to come in as either free states or slave states. So, you know, we've balanced the interests of the North and South up until this point, right, from the Revolutionary War, so that there's equal representation in Congress between free states and slave states. Well, why does someone care?"}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "So, you know, as we get these new territories, out of them you're gonna get new states. And when new states come into the Union, they're going to come in as either free states or slave states. So, you know, we've balanced the interests of the North and South up until this point, right, from the Revolutionary War, so that there's equal representation in Congress between free states and slave states. Well, why does someone care? If I'm, you know, if I'm someone in Massachusetts, why do I care whether the new state of Missouri is going to be a free state or a slave state? Well, I think there are two reasons why you might care. First, you know, if you're an abolitionist, and these are the people who we know very well, like Frederick Douglass or William Lloyd Garrison, who was the editor of the newspaper, The Liberator, these are the people who feel that, correctly, slavery is morally wrong."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "Well, why does someone care? If I'm, you know, if I'm someone in Massachusetts, why do I care whether the new state of Missouri is going to be a free state or a slave state? Well, I think there are two reasons why you might care. First, you know, if you're an abolitionist, and these are the people who we know very well, like Frederick Douglass or William Lloyd Garrison, who was the editor of the newspaper, The Liberator, these are the people who feel that, correctly, slavery is morally wrong. You know, slavery is a corruption of the essential principles on which the country was founded. It's something that, you know, destroys lives, destroys families. But another reason, if you're, say, in Massachusetts or Pennsylvania, why you might care whether a new state is a slave state is you're worried about opportunities for yourself out in the West."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "First, you know, if you're an abolitionist, and these are the people who we know very well, like Frederick Douglass or William Lloyd Garrison, who was the editor of the newspaper, The Liberator, these are the people who feel that, correctly, slavery is morally wrong. You know, slavery is a corruption of the essential principles on which the country was founded. It's something that, you know, destroys lives, destroys families. But another reason, if you're, say, in Massachusetts or Pennsylvania, why you might care whether a new state is a slave state is you're worried about opportunities for yourself out in the West. You know, we know that Horace Greeley, this famous newspaper editor, he says, now, what do you do if you're a young man in New York, a young white man who doesn't know how to get ahead? He says, go West, young man. You know, you can go out there, you can get some land, you can start a farm, but if you go out there and you find that all of the land has been bought up by rich slaveholders from the South, you might not be able to get any land and you certainly might not be able to, for example, sell your corn at a rate low enough that you could beat somebody who has free labor."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "But another reason, if you're, say, in Massachusetts or Pennsylvania, why you might care whether a new state is a slave state is you're worried about opportunities for yourself out in the West. You know, we know that Horace Greeley, this famous newspaper editor, he says, now, what do you do if you're a young man in New York, a young white man who doesn't know how to get ahead? He says, go West, young man. You know, you can go out there, you can get some land, you can start a farm, but if you go out there and you find that all of the land has been bought up by rich slaveholders from the South, you might not be able to get any land and you certainly might not be able to, for example, sell your corn at a rate low enough that you could beat somebody who has free labor. So there was a, you know, a lot of times, there's a lot of focus on the moral argument, which is a very strong argument. But there's also this interesting economic argument, which you just talked about, which is it's hard to compete with slavery. I mean, you're literally talking about labor that does not need traditional wages."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "You know, you can go out there, you can get some land, you can start a farm, but if you go out there and you find that all of the land has been bought up by rich slaveholders from the South, you might not be able to get any land and you certainly might not be able to, for example, sell your corn at a rate low enough that you could beat somebody who has free labor. So there was a, you know, a lot of times, there's a lot of focus on the moral argument, which is a very strong argument. But there's also this interesting economic argument, which you just talked about, which is it's hard to compete with slavery. I mean, you're literally talking about labor that does not need traditional wages. That is literally slave labor. And so if you are having your own farm and you don't own slaves, how are you going to compete with that? And so that was the reason some folks in the North on economic argument."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "I mean, you're literally talking about labor that does not need traditional wages. That is literally slave labor. And so if you are having your own farm and you don't own slaves, how are you going to compete with that? And so that was the reason some folks in the North on economic argument. Now, would these people be considered abolitionists? No, the way that we think about those, we call them anti-slavery. So anti-slavery advocates, they don't think that they can get rid of slavery in the South, even if they don't like slavery in the South."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "And so that was the reason some folks in the North on economic argument. Now, would these people be considered abolitionists? No, the way that we think about those, we call them anti-slavery. So anti-slavery advocates, they don't think that they can get rid of slavery in the South, even if they don't like slavery in the South. They don't even see how it would be possible to get rid of it. But they do think that as these new states are coming into the Union, they could prevent them from becoming slave states so that it's possible for the Western lands to remain free. You know, Abraham Lincoln, I think, is a really good poster child for this."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "So anti-slavery advocates, they don't think that they can get rid of slavery in the South, even if they don't like slavery in the South. They don't even see how it would be possible to get rid of it. But they do think that as these new states are coming into the Union, they could prevent them from becoming slave states so that it's possible for the Western lands to remain free. You know, Abraham Lincoln, I think, is a really good poster child for this. And I think we'll talk about him a little bit more later. But Lincoln is born in Kentucky, one of these new Western states. His father is a small white farmer."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "You know, Abraham Lincoln, I think, is a really good poster child for this. And I think we'll talk about him a little bit more later. But Lincoln is born in Kentucky, one of these new Western states. His father is a small white farmer. And slave owners move into Kentucky, later becomes a slave state, and his father can't find work. His father can't find land. So he ends up first having to move to Indiana, then moving to Illinois."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "His father is a small white farmer. And slave owners move into Kentucky, later becomes a slave state, and his father can't find work. His father can't find land. So he ends up first having to move to Indiana, then moving to Illinois. So this is literally a case of one of these poor white farmers who just can't compete with slavery, which is one reason why Lincoln himself is later gonna come out so strongly in favor of making sure there's no slavery in the West. So abolitionists want, slavery is amoral, it needs to be removed from definitely the United States, possibly the world. Yeah, absolutely."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "So he ends up first having to move to Indiana, then moving to Illinois. So this is literally a case of one of these poor white farmers who just can't compete with slavery, which is one reason why Lincoln himself is later gonna come out so strongly in favor of making sure there's no slavery in the West. So abolitionists want, slavery is amoral, it needs to be removed from definitely the United States, possibly the world. Yeah, absolutely. Anti-slavery, they also think slavery's bad, they don't like it. Right. They think it's, well, but I'm not gonna fight that fight to remove it."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "Yeah, absolutely. Anti-slavery, they also think slavery's bad, they don't like it. Right. They think it's, well, but I'm not gonna fight that fight to remove it. Maybe that's hard to do or impossible. But it shouldn't spread, it's not fair, it's the reason my dad wasn't able to run his farm. Absolutely."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "They think it's, well, but I'm not gonna fight that fight to remove it. Maybe that's hard to do or impossible. But it shouldn't spread, it's not fair, it's the reason my dad wasn't able to run his farm. Absolutely. And so when we get it, so that's, you know, you have the Louisiana Purchase, and you know in other videos we talk, it's famously Napoleon sold it for quite cheap because frankly he couldn't defend it because he was fighting these wars in Europe. That's the first chunk of land, so you have all of these states, and they need to figure out whether they're slave states or free states. But why would, I mean, I talked about why would a northerner care whether a slave or a free state?"}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "Absolutely. And so when we get it, so that's, you know, you have the Louisiana Purchase, and you know in other videos we talk, it's famously Napoleon sold it for quite cheap because frankly he couldn't defend it because he was fighting these wars in Europe. That's the first chunk of land, so you have all of these states, and they need to figure out whether they're slave states or free states. But why would, I mean, I talked about why would a northerner care whether a slave or a free state? Why would a southerner care? Why would, if I'm a slave owner, I own a plantation in South Carolina or Georgia, why do I care if Missouri is a slave state or a free state? Well, I think, you know, just as their political interests are tied up in slavery, all of their money is tied up in slavery."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "But why would, I mean, I talked about why would a northerner care whether a slave or a free state? Why would a southerner care? Why would, if I'm a slave owner, I own a plantation in South Carolina or Georgia, why do I care if Missouri is a slave state or a free state? Well, I think, you know, just as their political interests are tied up in slavery, all of their money is tied up in slavery. You know, in 1860, the most valuable thing that anyone owns in the United States is slaves, right? You can't compete with that kind of money. So they wanna make sure that if a new state comes into the union, that state isn't a free state because then the free states might have more representation in Congress, and then they can vote to outlaw slavery."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "Well, I think, you know, just as their political interests are tied up in slavery, all of their money is tied up in slavery. You know, in 1860, the most valuable thing that anyone owns in the United States is slaves, right? You can't compete with that kind of money. So they wanna make sure that if a new state comes into the union, that state isn't a free state because then the free states might have more representation in Congress, and then they can vote to outlaw slavery. So if your whole fortune is built on slavery, if you're a white slave owner, they outlaw that, then you're left with nothing. I see. So in the North, there's the moral argument, there's the economic argument, slavery's hard to compete with and the South, hey, if we have too many of these free states at some point, they're gonna have a majority, you know, enough of a voting power in the government to maybe abolish slavery one day, which would completely undermine, if I'm a slave owner, my economics of my reality."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "So they wanna make sure that if a new state comes into the union, that state isn't a free state because then the free states might have more representation in Congress, and then they can vote to outlaw slavery. So if your whole fortune is built on slavery, if you're a white slave owner, they outlaw that, then you're left with nothing. I see. So in the North, there's the moral argument, there's the economic argument, slavery's hard to compete with and the South, hey, if we have too many of these free states at some point, they're gonna have a majority, you know, enough of a voting power in the government to maybe abolish slavery one day, which would completely undermine, if I'm a slave owner, my economics of my reality. Right, I mean, and they are sort of essentially amoral. Even, you know, someone like Jefferson, who knows that slavery is wrong, his whole wealth, his whole fortune, his whole political dynasty is built on the fortune of owning slaves. And, you know, one of the first points where this really gets balanced, this issue is, you know, we have the Louisiana Purchase in 1803, then starting to carve out the Louisiana Purchase, you have states like Missouri, they get to their critical mass of people, of population, so that they can become a state."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "So in the North, there's the moral argument, there's the economic argument, slavery's hard to compete with and the South, hey, if we have too many of these free states at some point, they're gonna have a majority, you know, enough of a voting power in the government to maybe abolish slavery one day, which would completely undermine, if I'm a slave owner, my economics of my reality. Right, I mean, and they are sort of essentially amoral. Even, you know, someone like Jefferson, who knows that slavery is wrong, his whole wealth, his whole fortune, his whole political dynasty is built on the fortune of owning slaves. And, you know, one of the first points where this really gets balanced, this issue is, you know, we have the Louisiana Purchase in 1803, then starting to carve out the Louisiana Purchase, you have states like Missouri, they get to their critical mass of people, of population, so that they can become a state. And so what was the Missouri Compromise all about in 1820? So the Missouri Compromise is when, you know, we have enough people living in Missouri, you know, these are white people, generally coming, who have come from the eastern states, and they apply for statehood. You've got an equal number of slave states and free states already in Congress."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "And, you know, one of the first points where this really gets balanced, this issue is, you know, we have the Louisiana Purchase in 1803, then starting to carve out the Louisiana Purchase, you have states like Missouri, they get to their critical mass of people, of population, so that they can become a state. And so what was the Missouri Compromise all about in 1820? So the Missouri Compromise is when, you know, we have enough people living in Missouri, you know, these are white people, generally coming, who have come from the eastern states, and they apply for statehood. You've got an equal number of slave states and free states already in Congress. So if Missouri comes in and they wanna be a slave state, they're going to upset the apple cart, they're gonna upset the balance. So there'll be more representatives for the south than there will be for north. And everything they've done so far has been predicated on this sort of tenuous balance between free states and slave states."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "You've got an equal number of slave states and free states already in Congress. So if Missouri comes in and they wanna be a slave state, they're going to upset the apple cart, they're gonna upset the balance. So there'll be more representatives for the south than there will be for north. And everything they've done so far has been predicated on this sort of tenuous balance between free states and slave states. So, you know, they debate this in Congress just for months. And eventually what they do is say, all right, well, we can't decide. So what we're going to do is admit the state of Maine at the same time."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "And everything they've done so far has been predicated on this sort of tenuous balance between free states and slave states. So, you know, they debate this in Congress just for months. And eventually what they do is say, all right, well, we can't decide. So what we're going to do is admit the state of Maine at the same time. And admit it, I mean, Maine, the territory of Maine, was already part of the United States. I mean, how is it not already a state? It was part of Massachusetts, but as you can see, you know, it's really only tenuously connected to Massachusetts."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "So what we're going to do is admit the state of Maine at the same time. And admit it, I mean, Maine, the territory of Maine, was already part of the United States. I mean, how is it not already a state? It was part of Massachusetts, but as you can see, you know, it's really only tenuously connected to Massachusetts. So they divide this territory up so that it can have its own representation in Congress. So they say, all right, well, we can't solve this problem of the balance of power between free states and slave states right now. So what we're going to do is just kind of extend our balance."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy.mp3", "Sentence": "It was part of Massachusetts, but as you can see, you know, it's really only tenuously connected to Massachusetts. So they divide this territory up so that it can have its own representation in Congress. So they say, all right, well, we can't solve this problem of the balance of power between free states and slave states right now. So what we're going to do is just kind of extend our balance. We're going to keep this compromise going to make sure that there are the same number of free and slave states. So we'll let Missouri in as a slave state at the same time we let Maine in as a free state. Fascinating."}, {"video_title": "Jacksonian Democracy part 1.mp3", "Sentence": "When we talk about the big social movements of the early 19th century in the United States, you can't deny that the emergence of Jacksonian democracy is one of the most influential aspects of early 19th century culture. So what was Jacksonian democracy and why do we care so much about it? Well, I want to make the argument to you that Jacksonian democracy was really the birth of modern American political culture. And by that, I mean that during this time, lots of practices emerged that are still with us today. For example, the two-party system, the spoils system, even some aspects of American political character that are still with us today emerged in this time period. And by that, I mean the kinds of traits that we like to see in our politicians to consider them electable. So in this series on Jacksonian democracy, I'm gonna take you on a journey from the earlier American political culture, some of the major changes that came about in the Jacksonian period, and then just discuss some of the ways that this still influences us today."}, {"video_title": "Jacksonian Democracy part 1.mp3", "Sentence": "And by that, I mean that during this time, lots of practices emerged that are still with us today. For example, the two-party system, the spoils system, even some aspects of American political character that are still with us today emerged in this time period. And by that, I mean the kinds of traits that we like to see in our politicians to consider them electable. So in this series on Jacksonian democracy, I'm gonna take you on a journey from the earlier American political culture, some of the major changes that came about in the Jacksonian period, and then just discuss some of the ways that this still influences us today. All right, so if Jacksonian democracy was a new thing, what came before it? Well, in the very early era of American political life, and I'm talking here from approximately 1790 to about 1820, American politics was very aristocratic. There were a couple of families that tended to dominate politics, the Adams family, for example, George Washington, Thomas Jefferson, and these men were kind of considered to be maybe a higher character of man."}, {"video_title": "Jacksonian Democracy part 1.mp3", "Sentence": "So in this series on Jacksonian democracy, I'm gonna take you on a journey from the earlier American political culture, some of the major changes that came about in the Jacksonian period, and then just discuss some of the ways that this still influences us today. All right, so if Jacksonian democracy was a new thing, what came before it? Well, in the very early era of American political life, and I'm talking here from approximately 1790 to about 1820, American politics was very aristocratic. There were a couple of families that tended to dominate politics, the Adams family, for example, George Washington, Thomas Jefferson, and these men were kind of considered to be maybe a higher character of man. They were the quintessential citizens of a republic. And along with that came a certain amount of wealth and status and education. In between George Washington and Andrew Jackson, every single person who served as president had a college degree."}, {"video_title": "Jacksonian Democracy part 1.mp3", "Sentence": "There were a couple of families that tended to dominate politics, the Adams family, for example, George Washington, Thomas Jefferson, and these men were kind of considered to be maybe a higher character of man. They were the quintessential citizens of a republic. And along with that came a certain amount of wealth and status and education. In between George Washington and Andrew Jackson, every single person who served as president had a college degree. Many of them were Virginians, and particularly Virginian planters. You see a lot of Virginians and a lot of people from Massachusetts in the first couple of years of the republic. And many of them kind of shared a concern that there could be too much democracy, shall we say, that even though the United States was a democracy, many of the founders of the United States worried about the tyranny of the majority, the tyranny of the mob, that they had set up this democratic experiment where many people could vote, but they were afraid of having just too many people voting because they looked down on lower classes of society in that time period."}, {"video_title": "Jacksonian Democracy part 1.mp3", "Sentence": "In between George Washington and Andrew Jackson, every single person who served as president had a college degree. Many of them were Virginians, and particularly Virginian planters. You see a lot of Virginians and a lot of people from Massachusetts in the first couple of years of the republic. And many of them kind of shared a concern that there could be too much democracy, shall we say, that even though the United States was a democracy, many of the founders of the United States worried about the tyranny of the majority, the tyranny of the mob, that they had set up this democratic experiment where many people could vote, but they were afraid of having just too many people voting because they looked down on lower classes of society in that time period. They worried that if you didn't have a stake in the country, usually shown by property ownership, either in terms of land or in terms of wealth, then you wouldn't have the proper investment in the fate of the nation in order to make a rational decision about what sort of policies should be enacted. So in the early years in the United States, many states had voting laws that restricted the franchise to just propertied men, so really a quite small proportion of the overall populace of the United States could vote. Interestingly, this actually meant that in some northern states, both free people of color, free black men, and women could vote because they met the requirements for property ownership."}, {"video_title": "Jacksonian Democracy part 1.mp3", "Sentence": "And many of them kind of shared a concern that there could be too much democracy, shall we say, that even though the United States was a democracy, many of the founders of the United States worried about the tyranny of the majority, the tyranny of the mob, that they had set up this democratic experiment where many people could vote, but they were afraid of having just too many people voting because they looked down on lower classes of society in that time period. They worried that if you didn't have a stake in the country, usually shown by property ownership, either in terms of land or in terms of wealth, then you wouldn't have the proper investment in the fate of the nation in order to make a rational decision about what sort of policies should be enacted. So in the early years in the United States, many states had voting laws that restricted the franchise to just propertied men, so really a quite small proportion of the overall populace of the United States could vote. Interestingly, this actually meant that in some northern states, both free people of color, free black men, and women could vote because they met the requirements for property ownership. But in the early 1800s, 1810s, these ideals of democracy began to catch on more and more among the common people. And as new states joined the union, like Ohio and Illinois, they came in with state constitutions saying that all white male citizens could vote regardless of whether or not they owned property or they paid taxes. So in this time period, white male citizenship became associated with voting and some of the other states began to rewrite their state constitutions to grant the vote to all white males."}, {"video_title": "Jacksonian Democracy part 1.mp3", "Sentence": "Interestingly, this actually meant that in some northern states, both free people of color, free black men, and women could vote because they met the requirements for property ownership. But in the early 1800s, 1810s, these ideals of democracy began to catch on more and more among the common people. And as new states joined the union, like Ohio and Illinois, they came in with state constitutions saying that all white male citizens could vote regardless of whether or not they owned property or they paid taxes. So in this time period, white male citizenship became associated with voting and some of the other states began to rewrite their state constitutions to grant the vote to all white males. And it probably won't surprise you that when they rewrote those laws, they managed to take out that little loophole for free people of color and women with certain amounts of property. So by the end of this period, in the 1850s, all property requirements for voting had been eliminated and any white male above the age of 21 in the United States had the right to vote. And we'll get to what that meant for American politics in the next video."}, {"video_title": "Jamestown - John Smith and Pocahontas.mp3", "Sentence": "They came from the Virginia Company, which was a joint stock company, or kind of like a modern day corporation, which was trying to make wealth for its shareholders as quickly as possible. Now if you think about people in this time period, they in England are taking a look over at Spain and seeing Spain bring ships full of gold and silver back to Europe from the New World, and they wanna get in on that action. And as far as they know, the whole New World is just piled up with silver and gold. So in the first months, they sent gentlemen, and the English definition of a gentleman here is someone who does not work with his hands, to try to find gold in Virginia. Now, spoiler alert, there is no gold in Virginia, but that whole first summer when they were there, they could have been planting crops, they could have been fishing. I mean, this is actually a pretty bountiful area when it comes to natural resources in plants and animals. But they were trying to find gold, they were trying to basically get rich quick."}, {"video_title": "Jamestown - John Smith and Pocahontas.mp3", "Sentence": "So in the first months, they sent gentlemen, and the English definition of a gentleman here is someone who does not work with his hands, to try to find gold in Virginia. Now, spoiler alert, there is no gold in Virginia, but that whole first summer when they were there, they could have been planting crops, they could have been fishing. I mean, this is actually a pretty bountiful area when it comes to natural resources in plants and animals. But they were trying to find gold, they were trying to basically get rich quick. This was the scheme. But then winter rolled around. Those who hadn't already been killed by mosquito-borne illnesses like malaria or yellow fever were now subject to starvation."}, {"video_title": "Jamestown - John Smith and Pocahontas.mp3", "Sentence": "But they were trying to find gold, they were trying to basically get rich quick. This was the scheme. But then winter rolled around. Those who hadn't already been killed by mosquito-borne illnesses like malaria or yellow fever were now subject to starvation. And there the story gets even more complicated because the English settlers, who were all men, by the way, they were adventurers. They were not there to start families, start a long-term colony in the New World. They just wanted to find gold and get out."}, {"video_title": "Jamestown - John Smith and Pocahontas.mp3", "Sentence": "Those who hadn't already been killed by mosquito-borne illnesses like malaria or yellow fever were now subject to starvation. And there the story gets even more complicated because the English settlers, who were all men, by the way, they were adventurers. They were not there to start families, start a long-term colony in the New World. They just wanted to find gold and get out. So as these English colonists are starving, they start to run afoul of local Native Americans. They were an Algonquian tribe living in the Virginia Tidewater. They were under the rule of this man here."}, {"video_title": "Jamestown - John Smith and Pocahontas.mp3", "Sentence": "They just wanted to find gold and get out. So as these English colonists are starving, they start to run afoul of local Native Americans. They were an Algonquian tribe living in the Virginia Tidewater. They were under the rule of this man here. And this is a drawing of him done by John Smith, who we'll talk about in a second. His name was Powhatan. His real name was Wahun Sunakar, but the English called him Powhatan."}, {"video_title": "Jamestown - John Smith and Pocahontas.mp3", "Sentence": "They were under the rule of this man here. And this is a drawing of him done by John Smith, who we'll talk about in a second. His name was Powhatan. His real name was Wahun Sunakar, but the English called him Powhatan. And the people that he ruled, the Powhatans. And as the English settlers realized that they had not put away enough for practically any stores to get them through the winter, they started raiding the food supplies of the Powhatans, which of course didn't make them very happy. They were also trying to survive the winter."}, {"video_title": "Jamestown - John Smith and Pocahontas.mp3", "Sentence": "His real name was Wahun Sunakar, but the English called him Powhatan. And the people that he ruled, the Powhatans. And as the English settlers realized that they had not put away enough for practically any stores to get them through the winter, they started raiding the food supplies of the Powhatans, which of course didn't make them very happy. They were also trying to survive the winter. And the Powhatans kidnapped John Smith. There's an engraving of him here. And they kind of tried to show him their power."}, {"video_title": "Jamestown - John Smith and Pocahontas.mp3", "Sentence": "They were also trying to survive the winter. And the Powhatans kidnapped John Smith. There's an engraving of him here. And they kind of tried to show him their power. So there's a legend that Powhatan was intending to execute John Smith, the daughter of Powhatan. Pocahontas also wasn't her real name. That was her nickname."}, {"video_title": "Jamestown - John Smith and Pocahontas.mp3", "Sentence": "And they kind of tried to show him their power. So there's a legend that Powhatan was intending to execute John Smith, the daughter of Powhatan. Pocahontas also wasn't her real name. That was her nickname. It kind of meant little playful person. Her real name was Mata Aka, but we know her today by her nickname Pocahontas. And Pocahontas intervened and kept her father from executing John Smith, either out of the goodness of her heart or maybe because she had a crush on him."}, {"video_title": "Jamestown - John Smith and Pocahontas.mp3", "Sentence": "That was her nickname. It kind of meant little playful person. Her real name was Mata Aka, but we know her today by her nickname Pocahontas. And Pocahontas intervened and kept her father from executing John Smith, either out of the goodness of her heart or maybe because she had a crush on him. This is pretty much completely untrue. The Disney version of this story says that Pocahontas and John Smith go on to fall in love and get married. The fact of the matter was that Pocahontas was probably about 13 years old at the time."}, {"video_title": "Jamestown - John Smith and Pocahontas.mp3", "Sentence": "And Pocahontas intervened and kept her father from executing John Smith, either out of the goodness of her heart or maybe because she had a crush on him. This is pretty much completely untrue. The Disney version of this story says that Pocahontas and John Smith go on to fall in love and get married. The fact of the matter was that Pocahontas was probably about 13 years old at the time. And she will go on to marry an Englishman, but not John Smith, John Rolfe, who is famous in another way, which we'll get to soon. It's also quite likely that Powhatan didn't actually intend to execute Smith. Instead, what he was doing was kind of a ritual of power and mercy."}, {"video_title": "Jamestown - John Smith and Pocahontas.mp3", "Sentence": "The fact of the matter was that Pocahontas was probably about 13 years old at the time. And she will go on to marry an Englishman, but not John Smith, John Rolfe, who is famous in another way, which we'll get to soon. It's also quite likely that Powhatan didn't actually intend to execute Smith. Instead, what he was doing was kind of a ritual of power and mercy. So he's doing kind of a mock execution, saying, all right, I have the power to execute you. But then Pocahontas, playing her ritual role, steps in to say, no, have mercy. So he says, you know, I could kill you, but because I'm a strong leader, but because I am also a merciful and just leader, I will not."}, {"video_title": "Jamestown - John Smith and Pocahontas.mp3", "Sentence": "Instead, what he was doing was kind of a ritual of power and mercy. So he's doing kind of a mock execution, saying, all right, I have the power to execute you. But then Pocahontas, playing her ritual role, steps in to say, no, have mercy. So he says, you know, I could kill you, but because I'm a strong leader, but because I am also a merciful and just leader, I will not. So after his kidnapping, John Smith really kind of steps up as the savior of Jamestown, which probably would have completely collapsed were it not for him. And in 1608, he takes over and says that he who shall not work shall not eat. So you gotta pull your weight if you're gonna get supported by the rest of the colonists."}, {"video_title": "Jamestown - John Smith and Pocahontas.mp3", "Sentence": "So he says, you know, I could kill you, but because I'm a strong leader, but because I am also a merciful and just leader, I will not. So after his kidnapping, John Smith really kind of steps up as the savior of Jamestown, which probably would have completely collapsed were it not for him. And in 1608, he takes over and says that he who shall not work shall not eat. So you gotta pull your weight if you're gonna get supported by the rest of the colonists. Nevertheless, the first years at Jamestown were pretty rough. In the winter of 1609 to 1610, which they called the starving time, the colonists were so hungry that they resorted to eating vermin, and they resorted to eating each other. One man actually killed and ate his wife in one of the few known examples of English cannibalism."}, {"video_title": "Jamestown - John Smith and Pocahontas.mp3", "Sentence": "So you gotta pull your weight if you're gonna get supported by the rest of the colonists. Nevertheless, the first years at Jamestown were pretty rough. In the winter of 1609 to 1610, which they called the starving time, the colonists were so hungry that they resorted to eating vermin, and they resorted to eating each other. One man actually killed and ate his wife in one of the few known examples of English cannibalism. So Jamestown was a pretty rough place to be. Only about 15% of the settlers who went to Jamestown actually survived. In fact, that following spring of 1610, they decided to give up and head back to England."}, {"video_title": "Jim Crow part 4   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "So we've been talking about the system of Jim Crow segregation, and in the last video, we left off in 1876. And in 1876, there was a contested presidential election between a Republican candidate named Rutherford B. Hayes and a Democratic candidate named Samuel J. Tilden. And in this election, there was one of the rare cases where Tilden actually won the popular vote, whereas Hayes won the electoral vote. So there's a standoff in Congress for months over how this presidential election is going to end, and eventually, they make kind of a backroom deal known as the Compromise of 1877. And in this compromise, the Democrats and the Republicans agree that Hayes, a Republican, will get to be President of the United States in exchange, the military forces that have been occupying the South, especially the last two states of Louisiana and South Carolina, and have been enforcing the 14th Amendment, or the equal citizenship of African Americans in the South, they're going to leave. They're gonna go back to their barracks, and will no longer interfere in the political system of the South. So with the Compromise of 1877, the Republican Party, which has been standing behind the rights of African Americans, remember, the Republicans were the party of Abraham Lincoln, pretty much gives up as a party on trying to ensure the racial equality of African Americans."}, {"video_title": "Jim Crow part 4   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "So there's a standoff in Congress for months over how this presidential election is going to end, and eventually, they make kind of a backroom deal known as the Compromise of 1877. And in this compromise, the Democrats and the Republicans agree that Hayes, a Republican, will get to be President of the United States in exchange, the military forces that have been occupying the South, especially the last two states of Louisiana and South Carolina, and have been enforcing the 14th Amendment, or the equal citizenship of African Americans in the South, they're going to leave. They're gonna go back to their barracks, and will no longer interfere in the political system of the South. So with the Compromise of 1877, the Republican Party, which has been standing behind the rights of African Americans, remember, the Republicans were the party of Abraham Lincoln, pretty much gives up as a party on trying to ensure the racial equality of African Americans. Now, why did they do this? Well, I think mainly, this was a question of weariness and giving up on their part. Remember that the Civil War ended in 1865."}, {"video_title": "Jim Crow part 4   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "So with the Compromise of 1877, the Republican Party, which has been standing behind the rights of African Americans, remember, the Republicans were the party of Abraham Lincoln, pretty much gives up as a party on trying to ensure the racial equality of African Americans. Now, why did they do this? Well, I think mainly, this was a question of weariness and giving up on their part. Remember that the Civil War ended in 1865. Now, it's 12 years later in 1877, and there are still federal troops in the South. So imagine if you were a parent in Massachusetts, and you thought that your son, who was enlisted in the Union Army, was gonna come home in 1865, and now it's 1877, and he's still in South Carolina. Seems like a long time to fight a war."}, {"video_title": "Jim Crow part 4   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Remember that the Civil War ended in 1865. Now, it's 12 years later in 1877, and there are still federal troops in the South. So imagine if you were a parent in Massachusetts, and you thought that your son, who was enlisted in the Union Army, was gonna come home in 1865, and now it's 1877, and he's still in South Carolina. Seems like a long time to fight a war. So that's one part of it. The other part of it is that in 1873, there is an economic panic. This is an early Depression."}, {"video_title": "Jim Crow part 4   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Seems like a long time to fight a war. So that's one part of it. The other part of it is that in 1873, there is an economic panic. This is an early Depression. You know, we often think of the Great Depression as the only time the United States was stricken with an economic downturn. But before the Depression, there were about 20-year cycles of boom and bust. So in 1873, there was an economic bust that meant that people had less money to throw at the problem of Reconstruction in the South."}, {"video_title": "Jim Crow part 4   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "This is an early Depression. You know, we often think of the Great Depression as the only time the United States was stricken with an economic downturn. But before the Depression, there were about 20-year cycles of boom and bust. So in 1873, there was an economic bust that meant that people had less money to throw at the problem of Reconstruction in the South. And I would say the last part of this is a combination of racism and the new labor movement in the North. So as whites in the North got farther and farther away from the Civil War, the animating spirit of abolition started to fade among many Northerners. The late 19th century was an era of increasing racialization, especially as new ethnic classes came into the United States from Southern and Eastern Europe."}, {"video_title": "Jim Crow part 4   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "So in 1873, there was an economic bust that meant that people had less money to throw at the problem of Reconstruction in the South. And I would say the last part of this is a combination of racism and the new labor movement in the North. So as whites in the North got farther and farther away from the Civil War, the animating spirit of abolition started to fade among many Northerners. The late 19th century was an era of increasing racialization, especially as new ethnic classes came into the United States from Southern and Eastern Europe. And so there was a new interpretation of race that really came to the foreground in this time period, which we call Social Darwinism, and we'll talk more about that in other videos. But the interpretation of racial difference and hierarchy among the races became more broadly accepted throughout the United States, not just in the South. So in 1877, the federal troops in the South that are remaining pack their bags and go home, meaning that African Americans in the South have no one to protect them from the Southern governments."}, {"video_title": "Jim Crow part 4   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "The late 19th century was an era of increasing racialization, especially as new ethnic classes came into the United States from Southern and Eastern Europe. And so there was a new interpretation of race that really came to the foreground in this time period, which we call Social Darwinism, and we'll talk more about that in other videos. But the interpretation of racial difference and hierarchy among the races became more broadly accepted throughout the United States, not just in the South. So in 1877, the federal troops in the South that are remaining pack their bags and go home, meaning that African Americans in the South have no one to protect them from the Southern governments. And so within months, many of these governments passed the laws, which we now call Jim Crow laws. And these are the laws which prevent African Americans from voting, prevent intermarriage between whites and blacks, and also enact all of these separations of public accommodations that we now associate with Jim Crow, sitting in the back of the bus using a separate water fountain. Now, if it sounds like these sorts of laws are directly in contradiction with the 14th Amendment, which says that laws cannot target a specific race, that there's equal protection under the law for everyone born in the United States, you're right, that's exactly what these laws are."}, {"video_title": "Jim Crow part 4   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "So in 1877, the federal troops in the South that are remaining pack their bags and go home, meaning that African Americans in the South have no one to protect them from the Southern governments. And so within months, many of these governments passed the laws, which we now call Jim Crow laws. And these are the laws which prevent African Americans from voting, prevent intermarriage between whites and blacks, and also enact all of these separations of public accommodations that we now associate with Jim Crow, sitting in the back of the bus using a separate water fountain. Now, if it sounds like these sorts of laws are directly in contradiction with the 14th Amendment, which says that laws cannot target a specific race, that there's equal protection under the law for everyone born in the United States, you're right, that's exactly what these laws are. They are a contradiction of the 14th Amendment. And in 1896, a man named Homer Plessy was arrested for sitting in a white train compartment. He thought Rosa Parks was the first, but in fact, it's Homer Plessy, who tries to desegregate trains."}, {"video_title": "Jim Crow part 4   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Now, if it sounds like these sorts of laws are directly in contradiction with the 14th Amendment, which says that laws cannot target a specific race, that there's equal protection under the law for everyone born in the United States, you're right, that's exactly what these laws are. They are a contradiction of the 14th Amendment. And in 1896, a man named Homer Plessy was arrested for sitting in a white train compartment. He thought Rosa Parks was the first, but in fact, it's Homer Plessy, who tries to desegregate trains. In fact, he's trying to test the constitutionality of having segregated train compartments in 1896. And his case goes all the way to the Supreme Court, which rules that it is fine to separate the races as long as separate accommodations are equal. So this is the place where separate but equal comes in."}, {"video_title": "Jim Crow part 4   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "He thought Rosa Parks was the first, but in fact, it's Homer Plessy, who tries to desegregate trains. In fact, he's trying to test the constitutionality of having segregated train compartments in 1896. And his case goes all the way to the Supreme Court, which rules that it is fine to separate the races as long as separate accommodations are equal. So this is the place where separate but equal comes in. Now, in theory, separate accommodations for whites and blacks were supposed to be equal. In reality, they almost never were. And in fact, it was the very separation itself that implied the inequality."}, {"video_title": "Jim Crow part 4   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "So this is the place where separate but equal comes in. Now, in theory, separate accommodations for whites and blacks were supposed to be equal. In reality, they almost never were. And in fact, it was the very separation itself that implied the inequality. And that is what the NAACP is going to argue in the Brown versus Board of Education case in 1954, which overturns this doctrine of separate but equal. But in between this period of 1877 and 1954, Jim Crow laws were on the books in all of the southern states. But I don't want you to come away thinking that things were terrible in the south and that the north was a racial utopia, even though segregation laws and violence, such as lynching, to enforce segregation laws existed mainly in the south."}, {"video_title": "Jim Crow part 4   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "And in fact, it was the very separation itself that implied the inequality. And that is what the NAACP is going to argue in the Brown versus Board of Education case in 1954, which overturns this doctrine of separate but equal. But in between this period of 1877 and 1954, Jim Crow laws were on the books in all of the southern states. But I don't want you to come away thinking that things were terrible in the south and that the north was a racial utopia, even though segregation laws and violence, such as lynching, to enforce segregation laws existed mainly in the south. De facto segregation and widespread racial prejudice also existed in the north, particularly in housing and job discrimination. And of course, 1954, the Brown versus Board of Education decision didn't end segregation or end racial prejudice in the United States. It's enforcing the end of segregation and enforcing the end of some of these de facto forms of segregation and racial prejudice in the north that will be the real focus of the Civil Rights Movement."}, {"video_title": "Jim Crow part 4   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "But I don't want you to come away thinking that things were terrible in the south and that the north was a racial utopia, even though segregation laws and violence, such as lynching, to enforce segregation laws existed mainly in the south. De facto segregation and widespread racial prejudice also existed in the north, particularly in housing and job discrimination. And of course, 1954, the Brown versus Board of Education decision didn't end segregation or end racial prejudice in the United States. It's enforcing the end of segregation and enforcing the end of some of these de facto forms of segregation and racial prejudice in the north that will be the real focus of the Civil Rights Movement. So I think the real tragedy of the Jim Crow era was that it didn't have to be this way. In fact, it was just in this presidential election of 1876 that the federal government more or less gave up on protecting the rights of African Americans. It's interesting to imagine what life in the south might have been like had the federal government not given up."}, {"video_title": "Jim Crow part 4   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "It's enforcing the end of segregation and enforcing the end of some of these de facto forms of segregation and racial prejudice in the north that will be the real focus of the Civil Rights Movement. So I think the real tragedy of the Jim Crow era was that it didn't have to be this way. In fact, it was just in this presidential election of 1876 that the federal government more or less gave up on protecting the rights of African Americans. It's interesting to imagine what life in the south might have been like had the federal government not given up. Perhaps it would be very different, perhaps it would not. But it's hard not to mourn the lost opportunity of Reconstruction, this 12-year period where African Americans had voting rights and often served in public office. Instead, the United States doomed African American citizens in the south to another almost 100 years of second-class status in our society."}, {"video_title": "The Second Great Awakening - part 1.mp3", "Sentence": "So what was the Second Great Awakening, and why was it such a big deal? The Second Great Awakening was a period of religious revival in the United States, where church membership really soared. A lot of people had conversion experiences, meaning that they had a moment where they came to understand their personal relationship with God and want to change their ways to become a more religious individual and give up their ways as sinners. So church membership really soared, and lots of new people joined churches, particularly women. Now, you'll note that this is called the Second Great Awakening, because there was, in fact, a First Great Awakening, which happened in the 1730s, 1740s, and that was the era of Jonathan Edwards and sinners in the hands of an angry god. It was very localized in New England, and specifically with Calvinism or Puritan religious awakenings. So that was a separate event that happened about 100 years before."}, {"video_title": "The Second Great Awakening - part 1.mp3", "Sentence": "So church membership really soared, and lots of new people joined churches, particularly women. Now, you'll note that this is called the Second Great Awakening, because there was, in fact, a First Great Awakening, which happened in the 1730s, 1740s, and that was the era of Jonathan Edwards and sinners in the hands of an angry god. It was very localized in New England, and specifically with Calvinism or Puritan religious awakenings. So that was a separate event that happened about 100 years before. And the Second Great Awakening, as I've drawn here, generally historians say it lasted from about 1790 to 1850, but I would say that the real heyday of the Second Great Awakening would be from about 1820 to 1840. Now, those are hazy dates, but that's kind of the hot period of the Second Great Awakening. In this series of videos, I want to explore some of the aspects that led to the Second Great Awakening, particularly the market revolution and a bunch of other social, political, cultural, and even religious changes that were happening beforehand, and then also explore some of the consequences of the Second Great Awakening, what parts of early 19th century American culture are really tied up with this wave in religiosity."}, {"video_title": "The Second Great Awakening - part 1.mp3", "Sentence": "So that was a separate event that happened about 100 years before. And the Second Great Awakening, as I've drawn here, generally historians say it lasted from about 1790 to 1850, but I would say that the real heyday of the Second Great Awakening would be from about 1820 to 1840. Now, those are hazy dates, but that's kind of the hot period of the Second Great Awakening. In this series of videos, I want to explore some of the aspects that led to the Second Great Awakening, particularly the market revolution and a bunch of other social, political, cultural, and even religious changes that were happening beforehand, and then also explore some of the consequences of the Second Great Awakening, what parts of early 19th century American culture are really tied up with this wave in religiosity. So what was the Second Great Awakening like? Well, here's a painting of what I would call kind of the central aspect of the Second Great Awakening, which were camp meetings. So unlike the First Great Awakening, which was definitely a New England thing, the Second Great Awakening took place largely more on the western part of the United States."}, {"video_title": "The Second Great Awakening - part 1.mp3", "Sentence": "In this series of videos, I want to explore some of the aspects that led to the Second Great Awakening, particularly the market revolution and a bunch of other social, political, cultural, and even religious changes that were happening beforehand, and then also explore some of the consequences of the Second Great Awakening, what parts of early 19th century American culture are really tied up with this wave in religiosity. So what was the Second Great Awakening like? Well, here's a painting of what I would call kind of the central aspect of the Second Great Awakening, which were camp meetings. So unlike the First Great Awakening, which was definitely a New England thing, the Second Great Awakening took place largely more on the western part of the United States. Now, when we're talking about western part, we're talking about western part circa 1820, which is gonna be western New York, Kentucky, around Appalachia. And these were places that didn't have the kind of strong, established church religion that you might have found in a place like Massachusetts. And so preachers would set up camp meetings."}, {"video_title": "The Second Great Awakening - part 1.mp3", "Sentence": "So unlike the First Great Awakening, which was definitely a New England thing, the Second Great Awakening took place largely more on the western part of the United States. Now, when we're talking about western part, we're talking about western part circa 1820, which is gonna be western New York, Kentucky, around Appalachia. And these were places that didn't have the kind of strong, established church religion that you might have found in a place like Massachusetts. And so preachers would set up camp meetings. They'd have a big stage, people would come in tents, and they would listen to these preachers. And these preachers would attempt to convert the audiences to a more active and particularly evangelical form of Christianity. And evangelical Christianity comes from this word evangelical, evangelist, like the four evangelists of the Bible who were the men who wrote the gospels."}, {"video_title": "The Second Great Awakening - part 1.mp3", "Sentence": "And so preachers would set up camp meetings. They'd have a big stage, people would come in tents, and they would listen to these preachers. And these preachers would attempt to convert the audiences to a more active and particularly evangelical form of Christianity. And evangelical Christianity comes from this word evangelical, evangelist, like the four evangelists of the Bible who were the men who wrote the gospels. And the idea of evangelical Christianity was a real strong attachment to the Bible and an attempt to make kind of heaven on earth. So to make the world below the same as heaven above. So they're kind of trying to bring about terrestrial paradise, if you will."}, {"video_title": "The Second Great Awakening - part 1.mp3", "Sentence": "And evangelical Christianity comes from this word evangelical, evangelist, like the four evangelists of the Bible who were the men who wrote the gospels. And the idea of evangelical Christianity was a real strong attachment to the Bible and an attempt to make kind of heaven on earth. So to make the world below the same as heaven above. So they're kind of trying to bring about terrestrial paradise, if you will. And many of the religious movements that come out of this are particularly concerned with what we would call really the apocalypse, or in more contemporary terms, sort of millennialism or millenarianism. I know this is a big word. But more or less the idea that they want Jesus Christ to return to earth and rule for a thousand years over a perfect earthly paradise."}, {"video_title": "The Second Great Awakening - part 1.mp3", "Sentence": "So they're kind of trying to bring about terrestrial paradise, if you will. And many of the religious movements that come out of this are particularly concerned with what we would call really the apocalypse, or in more contemporary terms, sort of millennialism or millenarianism. I know this is a big word. But more or less the idea that they want Jesus Christ to return to earth and rule for a thousand years over a perfect earthly paradise. Now when you and I think of the apocalypse, we usually think that's a bad thing. But most evangelical Christians in this time period really wanted the apocalypse to happen because it meant that heaven would happen on earth. Now these camp meetings were really interesting."}, {"video_title": "The Second Great Awakening - part 1.mp3", "Sentence": "But more or less the idea that they want Jesus Christ to return to earth and rule for a thousand years over a perfect earthly paradise. Now when you and I think of the apocalypse, we usually think that's a bad thing. But most evangelical Christians in this time period really wanted the apocalypse to happen because it meant that heaven would happen on earth. Now these camp meetings were really interesting. You know, they're happening kind of out on the frontier. So it's kind of the coolest show in town to go see this itinerant preacher. They're often called circuit riders."}, {"video_title": "The Second Great Awakening - part 1.mp3", "Sentence": "Now these camp meetings were really interesting. You know, they're happening kind of out on the frontier. So it's kind of the coolest show in town to go see this itinerant preacher. They're often called circuit riders. So that is a preacher who literally rides around on a horse because he does not have an established congregation of his own. So he goes from town to town, setting up meetings, preaching, and hopefully converting people to evangelical Christianity. But the camp meetings of the second great awakening were characterized by a really emotional response from individuals."}, {"video_title": "The Second Great Awakening - part 1.mp3", "Sentence": "They're often called circuit riders. So that is a preacher who literally rides around on a horse because he does not have an established congregation of his own. So he goes from town to town, setting up meetings, preaching, and hopefully converting people to evangelical Christianity. But the camp meetings of the second great awakening were characterized by a really emotional response from individuals. You know, people who are having conversion experiences, and you can see it here in this painting. You know, they would kind of go into fits. They might fall over and shake or bark like a dog because they had been so overcome by this religious spirit."}, {"video_title": "The Second Great Awakening - part 1.mp3", "Sentence": "But the camp meetings of the second great awakening were characterized by a really emotional response from individuals. You know, people who are having conversion experiences, and you can see it here in this painting. You know, they would kind of go into fits. They might fall over and shake or bark like a dog because they had been so overcome by this religious spirit. So you can imagine how camp meetings like this, as people heard about them, would have really affected the general populace. If you heard about a story where your friend went off to this camp meeting and they had this incredible conversion experience where they realized how important it was to give up sin and devote one's life to Christianity and working to bring heaven on earth, you might go check it out yourself. So two of the most famous preachers of the second great awakening were Lyman Beecher, who was based out of Ohio later in his life."}, {"video_title": "The Second Great Awakening - part 1.mp3", "Sentence": "They might fall over and shake or bark like a dog because they had been so overcome by this religious spirit. So you can imagine how camp meetings like this, as people heard about them, would have really affected the general populace. If you heard about a story where your friend went off to this camp meeting and they had this incredible conversion experience where they realized how important it was to give up sin and devote one's life to Christianity and working to bring heaven on earth, you might go check it out yourself. So two of the most famous preachers of the second great awakening were Lyman Beecher, who was based out of Ohio later in his life. And you might be familiar with this name Beecher because Lyman Beecher was the father of Harriet Beecher Stowe, who wrote Uncle Tom's Cabin. And one of Beecher's concerns was just that society in general in the United States was becoming more secular and taking a very rational approach to religion as opposed to an emotional approach to religion. He wanted people to feel religion very deeply."}, {"video_title": "The Second Great Awakening - part 1.mp3", "Sentence": "So two of the most famous preachers of the second great awakening were Lyman Beecher, who was based out of Ohio later in his life. And you might be familiar with this name Beecher because Lyman Beecher was the father of Harriet Beecher Stowe, who wrote Uncle Tom's Cabin. And one of Beecher's concerns was just that society in general in the United States was becoming more secular and taking a very rational approach to religion as opposed to an emotional approach to religion. He wanted people to feel religion very deeply. He was kind of working toward a period of religious revival and got one in the second great awakening. The other really famous preacher from this time period was Charles Grandison Finney. And Finney traveled around and drew just crowds in the thousands."}, {"video_title": "The Second Great Awakening - part 1.mp3", "Sentence": "He wanted people to feel religion very deeply. He was kind of working toward a period of religious revival and got one in the second great awakening. The other really famous preacher from this time period was Charles Grandison Finney. And Finney traveled around and drew just crowds in the thousands. 20,000, 30,000 people might gather to hear him preach. And you can notice here that I have Finney and Beecher facing away from each other because they didn't entirely get along. One of the reasons they didn't get along was because Finney approved of women preaching in public, which was definitely a no-no for the time period."}, {"video_title": "The Second Great Awakening - part 1.mp3", "Sentence": "And Finney traveled around and drew just crowds in the thousands. 20,000, 30,000 people might gather to hear him preach. And you can notice here that I have Finney and Beecher facing away from each other because they didn't entirely get along. One of the reasons they didn't get along was because Finney approved of women preaching in public, which was definitely a no-no for the time period. So what was unique and new about the theology of the second great awakening? So let me give myself a little bit more space here. Well, I've already mentioned some things here."}, {"video_title": "The Second Great Awakening - part 1.mp3", "Sentence": "One of the reasons they didn't get along was because Finney approved of women preaching in public, which was definitely a no-no for the time period. So what was unique and new about the theology of the second great awakening? So let me give myself a little bit more space here. Well, I've already mentioned some things here. One that was taking place out on the frontier in huge, ecstatic camp meetings where people were behaving in a way that would have been very strange in a Puritan church, falling down, shaking, shouting aloud. And also that it was concerned with this idea of millenarianism or trying to create heaven on earth to bring about the rapture, to bring about the return of Jesus Christ to earth before a thousand-year reign. And also that it served to inspire many converts to be better people, to do good on earth, to try to bring about this heaven on earth."}, {"video_title": "The Second Great Awakening - part 1.mp3", "Sentence": "Well, I've already mentioned some things here. One that was taking place out on the frontier in huge, ecstatic camp meetings where people were behaving in a way that would have been very strange in a Puritan church, falling down, shaking, shouting aloud. And also that it was concerned with this idea of millenarianism or trying to create heaven on earth to bring about the rapture, to bring about the return of Jesus Christ to earth before a thousand-year reign. And also that it served to inspire many converts to be better people, to do good on earth, to try to bring about this heaven on earth. Now, contrast this with some of the religious establishment in the United States, specifically the Puritans. Puritans were Calvinists, which meant that they followed the doctrine of John Calvin, which meant that they believed in predestination. Now, predestination is the idea that before you're born, God already knows and has decided whether or not you are saved, or one of the elect, or whether you are damned and going to hell."}, {"video_title": "The Second Great Awakening - part 1.mp3", "Sentence": "And also that it served to inspire many converts to be better people, to do good on earth, to try to bring about this heaven on earth. Now, contrast this with some of the religious establishment in the United States, specifically the Puritans. Puritans were Calvinists, which meant that they followed the doctrine of John Calvin, which meant that they believed in predestination. Now, predestination is the idea that before you're born, God already knows and has decided whether or not you are saved, or one of the elect, or whether you are damned and going to hell. So there's really nothing you can do because either you are one of these elect or you're one of the damned. So your personal actions make no difference in whether or not you're going to get into heaven. Well, the second Great Awakening really kind of rejects this notion."}, {"video_title": "The Second Great Awakening - part 1.mp3", "Sentence": "Now, predestination is the idea that before you're born, God already knows and has decided whether or not you are saved, or one of the elect, or whether you are damned and going to hell. So there's really nothing you can do because either you are one of these elect or you're one of the damned. So your personal actions make no difference in whether or not you're going to get into heaven. Well, the second Great Awakening really kind of rejects this notion. You can see that in kind of two different ways. One, they do think that it matters if you do good, right? So your time on earth is not just kind of waiting through a veil of tears, waiting until you get to heaven or don't, depending on what your status is."}, {"video_title": "The Second Great Awakening - part 1.mp3", "Sentence": "Well, the second Great Awakening really kind of rejects this notion. You can see that in kind of two different ways. One, they do think that it matters if you do good, right? So your time on earth is not just kind of waiting through a veil of tears, waiting until you get to heaven or don't, depending on what your status is. So doing good works, trying to improve the world around you does make a difference in your salvation. And we'll see as this goes forward how that really animates people toward all kinds of social reforms in this time period. The other thing this does is really democratizes religion."}, {"video_title": "The Second Great Awakening - part 1.mp3", "Sentence": "So your time on earth is not just kind of waiting through a veil of tears, waiting until you get to heaven or don't, depending on what your status is. So doing good works, trying to improve the world around you does make a difference in your salvation. And we'll see as this goes forward how that really animates people toward all kinds of social reforms in this time period. The other thing this does is really democratizes religion. Right, if the world isn't already separated into the elect and the damned, then anyone has a chance of salvation. And you see that in many aspects of the second Great Awakening. They allow women to preach."}, {"video_title": "The Second Great Awakening - part 1.mp3", "Sentence": "The other thing this does is really democratizes religion. Right, if the world isn't already separated into the elect and the damned, then anyone has a chance of salvation. And you see that in many aspects of the second Great Awakening. They allow women to preach. Women become really strong members, influential members of these communities of faith. They preach to whites, blacks, free and enslaved people alike. So all races are eligible for salvation."}, {"video_title": "The Second Great Awakening - part 1.mp3", "Sentence": "They allow women to preach. Women become really strong members, influential members of these communities of faith. They preach to whites, blacks, free and enslaved people alike. So all races are eligible for salvation. All are eligible for salvation. And you also don't have to be a wealthy church father to be influential in religion. You know, people like Lyman Beecher and Charles Finney, they weren't born wealthy."}, {"video_title": "The Second Great Awakening - part 1.mp3", "Sentence": "So all races are eligible for salvation. All are eligible for salvation. And you also don't have to be a wealthy church father to be influential in religion. You know, people like Lyman Beecher and Charles Finney, they weren't born wealthy. They weren't born as the scions of, say, the Mather family in Massachusetts, which had been one of the most important religious families in Massachusetts. So the second Great Awakening really attracted lots of poorer people, people on the frontier. It wasn't a religion of the elite."}, {"video_title": "The Second Great Awakening - part 1.mp3", "Sentence": "You know, people like Lyman Beecher and Charles Finney, they weren't born wealthy. They weren't born as the scions of, say, the Mather family in Massachusetts, which had been one of the most important religious families in Massachusetts. So the second Great Awakening really attracted lots of poorer people, people on the frontier. It wasn't a religion of the elite. Now, you don't have to be educated at the seminaries of Harvard or Yale to have a Christian conversion experience. So this is the essence of the second Great Awakening. And in the next video, I'll talk a little bit more about the social forces that caused the second Great Awakening and the consequences of its proliferation in early 19th century America."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "And this happens at the Paris Peace Conference. And at this conference, you have all the parties of all the major warring parties. But the terms of peace are dictated by the winners. And the major powers among the winners are led by these gentlemen right over here. This is Prime Minister Lloyd George of the UK, Vittorio Orlando of Italy, Georges Clemenceau of France, and President Woodrow Wilson of the United States. And they come to the Paris Peace Conference with very different outlooks of what the peace should look like. We already learned about President Wilson's 14 points."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "And the major powers among the winners are led by these gentlemen right over here. This is Prime Minister Lloyd George of the UK, Vittorio Orlando of Italy, Georges Clemenceau of France, and President Woodrow Wilson of the United States. And they come to the Paris Peace Conference with very different outlooks of what the peace should look like. We already learned about President Wilson's 14 points. It was very idealistic. It talked about making the world safe for democracy, how people should determine their own fate, how we should have the self-determination, the end of empires, free trade, creating a league of nations so that you can avoid things like World War I again. The European side was not quite as idealistic, especially the French."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "We already learned about President Wilson's 14 points. It was very idealistic. It talked about making the world safe for democracy, how people should determine their own fate, how we should have the self-determination, the end of empires, free trade, creating a league of nations so that you can avoid things like World War I again. The European side was not quite as idealistic, especially the French. As you can imagine, the French, the US lost a lot of soldiers in World War I, but the French lost a significant fraction of their adult males in World War I. The ugly Western Front was fought in their country. So they were much more eager to make Germany pay for what it's done."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "The European side was not quite as idealistic, especially the French. As you can imagine, the French, the US lost a lot of soldiers in World War I, but the French lost a significant fraction of their adult males in World War I. The ugly Western Front was fought in their country. So they were much more eager to make Germany pay for what it's done. And so the terms of the treaty with Germany, the Treaty of Versailles, and the Treaty of Versailles, it's important to note, is only one of several treaties that came out of the Paris Peace Conference. It tends to get the most attention because it was the treaty with Germany, Treaty of Versailles, and many people blame it for being part of the cause for World War II. It so humiliated Germany that it was so unacceptable that it allowed a character like Hitler to come along and lead Germany back into war."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "So they were much more eager to make Germany pay for what it's done. And so the terms of the treaty with Germany, the Treaty of Versailles, and the Treaty of Versailles, it's important to note, is only one of several treaties that came out of the Paris Peace Conference. It tends to get the most attention because it was the treaty with Germany, Treaty of Versailles, and many people blame it for being part of the cause for World War II. It so humiliated Germany that it was so unacceptable that it allowed a character like Hitler to come along and lead Germany back into war. But the Treaty of Versailles was the treaty with Germany. You have other treaties with the Austrians, and now since the Austro-Hungarian Empire is being broken up, the Hungarians, the Ottomans, so on and so forth. But the Treaty of Versailles did several things."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "It so humiliated Germany that it was so unacceptable that it allowed a character like Hitler to come along and lead Germany back into war. But the Treaty of Versailles was the treaty with Germany. You have other treaties with the Austrians, and now since the Austro-Hungarian Empire is being broken up, the Hungarians, the Ottomans, so on and so forth. But the Treaty of Versailles did several things. First, and this was kind of in line with especially the French thinking, is it assigned the guilt to Germany, so war guilt. War guilt for Germany. And depending on where you view it, you could view this as a fairly strong thing."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "But the Treaty of Versailles did several things. First, and this was kind of in line with especially the French thinking, is it assigned the guilt to Germany, so war guilt. War guilt for Germany. And depending on where you view it, you could view this as a fairly strong thing. The argument for saying Germany is responsible for the war is in late July, early August of 1914, it didn't take much for Germany to declare war on Russia, then on France, and then invade Belgium. This was literally a matter of days. It was pretty clear that Germany was already mobilized to do this."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "And depending on where you view it, you could view this as a fairly strong thing. The argument for saying Germany is responsible for the war is in late July, early August of 1914, it didn't take much for Germany to declare war on Russia, then on France, and then invade Belgium. This was literally a matter of days. It was pretty clear that Germany was already mobilized to do this. It was eager to do this, and it did do this without much provocation. At that point, it was really just based on Russian mobilization. Now, those who would argue that this was a little strong would say, hey, hey, look, look, Germany definitely played a role in the war and maybe escalating the war, but it didn't start the war."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "It was pretty clear that Germany was already mobilized to do this. It was eager to do this, and it did do this without much provocation. At that point, it was really just based on Russian mobilization. Now, those who would argue that this was a little strong would say, hey, hey, look, look, Germany definitely played a role in the war and maybe escalating the war, but it didn't start the war. You have the assassination of the Archduke Franz Ferdinand of Austro-Hungary, and it was supported by elements in Serbia. Then you have the Austro-Hungarians who put out these very hard terms to the Serbians, bring these people to justice immediately, otherwise we're declaring war. It seemed like they wanted to declare war."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "Now, those who would argue that this was a little strong would say, hey, hey, look, look, Germany definitely played a role in the war and maybe escalating the war, but it didn't start the war. You have the assassination of the Archduke Franz Ferdinand of Austro-Hungary, and it was supported by elements in Serbia. Then you have the Austro-Hungarians who put out these very hard terms to the Serbians, bring these people to justice immediately, otherwise we're declaring war. It seemed like they wanted to declare war. They do declare war in July of 1914. Then the Russians, they don't let that just be a little regional conflict. The Russians decide to start mobilizing, giving the Germans the pretext to justify their invasions, to kind of trigger this blank check that they've given the Austro-Hungarians."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "It seemed like they wanted to declare war. They do declare war in July of 1914. Then the Russians, they don't let that just be a little regional conflict. The Russians decide to start mobilizing, giving the Germans the pretext to justify their invasions, to kind of trigger this blank check that they've given the Austro-Hungarians. There's a lot of blame that could go around, but the Treaty of Versailles places it with Germany. Then this justifies the rationale to make Germany pay for the war. This leads to reparations, reparations for Germany, which essentially is like, look, Germany, you now have to pay the Allied powers for all of their loss, especially their losses to the economy due to the fact that you are guilty of starting this war guilt."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "The Russians decide to start mobilizing, giving the Germans the pretext to justify their invasions, to kind of trigger this blank check that they've given the Austro-Hungarians. There's a lot of blame that could go around, but the Treaty of Versailles places it with Germany. Then this justifies the rationale to make Germany pay for the war. This leads to reparations, reparations for Germany, which essentially is like, look, Germany, you now have to pay the Allied powers for all of their loss, especially their losses to the economy due to the fact that you are guilty of starting this war guilt. The reparations were not just in paper currency. The reparations were in gold, in resources. It was a very tangible reparations."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "This leads to reparations, reparations for Germany, which essentially is like, look, Germany, you now have to pay the Allied powers for all of their loss, especially their losses to the economy due to the fact that you are guilty of starting this war guilt. The reparations were not just in paper currency. The reparations were in gold, in resources. It was a very tangible reparations. That's an interesting question because these reparations are often referred to when people talk to, these were disabling reparations. They brought the German economy down. It is an open question."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "It was a very tangible reparations. That's an interesting question because these reparations are often referred to when people talk to, these were disabling reparations. They brought the German economy down. It is an open question. They were large in modern dollars. The estimates I've seen is that they were approximately $400 billion in 2013 money. That is a very, very large number, but it's not a huge number for a reasonably sized economy like Germany, although the economy was in bad shape at the end of World War I."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "It is an open question. They were large in modern dollars. The estimates I've seen is that they were approximately $400 billion in 2013 money. That is a very, very large number, but it's not a huge number for a reasonably sized economy like Germany, although the economy was in bad shape at the end of World War I. This by itself, it's not clear whether it by itself would have debilitated their economy. More likely, or if you were to think this is a cause, it's more the humiliation of it, that the generations of Germans, many of whom 10, 20, 30 years in the future, had nothing to do with World War I, would be continuing to pay reparations to the Allies. There's a question of its impact on the economy, and there's just the question of how humiliating it was."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "That is a very, very large number, but it's not a huge number for a reasonably sized economy like Germany, although the economy was in bad shape at the end of World War I. This by itself, it's not clear whether it by itself would have debilitated their economy. More likely, or if you were to think this is a cause, it's more the humiliation of it, that the generations of Germans, many of whom 10, 20, 30 years in the future, had nothing to do with World War I, would be continuing to pay reparations to the Allies. There's a question of its impact on the economy, and there's just the question of how humiliating it was. As we go, the reparations only last for about 10 years, and Germany pays the equivalent of about $60 billion in modern terms, $60 billion in 2013 dollars. That's the equivalent of about $5 billion in 1920 money. But on top of the reparations, the Allies were not interested in fighting another war with Germany, although ironically, by having very harsh terms of the treaty, they might have triggered the next war in World War II, the rise of Hitler."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "There's a question of its impact on the economy, and there's just the question of how humiliating it was. As we go, the reparations only last for about 10 years, and Germany pays the equivalent of about $60 billion in modern terms, $60 billion in 2013 dollars. That's the equivalent of about $5 billion in 1920 money. But on top of the reparations, the Allies were not interested in fighting another war with Germany, although ironically, by having very harsh terms of the treaty, they might have triggered the next war in World War II, the rise of Hitler. Since they didn't want to have another war with Germany, they essentially limited the German army to 100,000 men, which is a very small army. As we've seen in many of the battles, you had battles with 400,000 or 500,000 men. This is pretty much almost like a police force."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "But on top of the reparations, the Allies were not interested in fighting another war with Germany, although ironically, by having very harsh terms of the treaty, they might have triggered the next war in World War II, the rise of Hitler. Since they didn't want to have another war with Germany, they essentially limited the German army to 100,000 men, which is a very small army. As we've seen in many of the battles, you had battles with 400,000 or 500,000 men. This is pretty much almost like a police force. It's not really an army. They weren't allowed any longer to have submarines, U-boats, any kind of heavy military equipment, artillery, heavy artillery, military airplanes, battleships of any kind. It was really just a scaffold of an army so that there wouldn't be another, or they hoped there would not be another German invasion."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "This is pretty much almost like a police force. It's not really an army. They weren't allowed any longer to have submarines, U-boats, any kind of heavy military equipment, artillery, heavy artillery, military airplanes, battleships of any kind. It was really just a scaffold of an army so that there wouldn't be another, or they hoped there would not be another German invasion. Then on top of that, Germany was stripped of territory. Some of that was directly in Germany. Poland was carved out out of part of the German Empire."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "It was really just a scaffold of an army so that there wouldn't be another, or they hoped there would not be another German invasion. Then on top of that, Germany was stripped of territory. Some of that was directly in Germany. Poland was carved out out of part of the German Empire. This is the new Poland that's carved out of the Paris Peace Conference. You see right over here, it cuts Germany into two pieces. East Prussia is still part of Germany, but it's all by itself right out here."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "Poland was carved out out of part of the German Empire. This is the new Poland that's carved out of the Paris Peace Conference. You see right over here, it cuts Germany into two pieces. East Prussia is still part of Germany, but it's all by itself right out here. Poland is cut out. Germany loses Alsace and Lorraine, which it captured in 1871 after the Franco-Prussian War. Mineral-rich region, the French have been eager to get it back."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "East Prussia is still part of Germany, but it's all by itself right out here. Poland is cut out. Germany loses Alsace and Lorraine, which it captured in 1871 after the Franco-Prussian War. Mineral-rich region, the French have been eager to get it back. The Germans, actually, that was one of their arguable justification why they wanted to preemptively attack France, because they knew that France was eager to capture it back at some point in the future. On top of that, Germany lost its colonies. Germany was not as, and nowhere near as big of an empire as, say, the British or even the French."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "Mineral-rich region, the French have been eager to get it back. The Germans, actually, that was one of their arguable justification why they wanted to preemptively attack France, because they knew that France was eager to capture it back at some point in the future. On top of that, Germany lost its colonies. Germany was not as, and nowhere near as big of an empire as, say, the British or even the French. It was actually a fairly new country formed in 1871, but it did have an empire. It had colonies in Southwest Africa, actually throughout Africa. It had colonies in the Pacific."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "Germany was not as, and nowhere near as big of an empire as, say, the British or even the French. It was actually a fairly new country formed in 1871, but it did have an empire. It had colonies in Southwest Africa, actually throughout Africa. It had colonies in the Pacific. It even had a colony in China. All of that was then given over to the Allies. The big idea from the Treaty of Versailles is that it was, most historians would say, it was really kind of sticking it to the Germans."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "It had colonies in the Pacific. It even had a colony in China. All of that was then given over to the Allies. The big idea from the Treaty of Versailles is that it was, most historians would say, it was really kind of sticking it to the Germans. The Germans felt it was humiliating. One could argue that it did help lead to some of the extremism that we'll see in the next few decades of Germany. The one win that Woodrow Wilson was able to get out of the Treaty of Versailles is it did set up the League of Nations."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "The big idea from the Treaty of Versailles is that it was, most historians would say, it was really kind of sticking it to the Germans. The Germans felt it was humiliating. One could argue that it did help lead to some of the extremism that we'll see in the next few decades of Germany. The one win that Woodrow Wilson was able to get out of the Treaty of Versailles is it did set up the League of Nations. The irony here is that the U.S. does not ratify the Treaty of Versailles because it's suspicious of these kind of extra-national organizations. It actually wasn't happy with some of the territorial distribution, that it was just giving it from one empire to another as opposed to having self-determination. The U.S. was not actually a signatory."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "The one win that Woodrow Wilson was able to get out of the Treaty of Versailles is it did set up the League of Nations. The irony here is that the U.S. does not ratify the Treaty of Versailles because it's suspicious of these kind of extra-national organizations. It actually wasn't happy with some of the territorial distribution, that it was just giving it from one empire to another as opposed to having self-determination. The U.S. was not actually a signatory. It did not ratify the Treaty of Versailles. Regardless of that, the Treaty of Versailles had a huge impact in kind of sticking it to the Germans. On top of that, the Paris Peace Conference, as we've already said, had various treaties with the other central powers."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "The U.S. was not actually a signatory. It did not ratify the Treaty of Versailles. Regardless of that, the Treaty of Versailles had a huge impact in kind of sticking it to the Germans. On top of that, the Paris Peace Conference, as we've already said, had various treaties with the other central powers. I'm not going to go into detail on what happened, especially in the Ottoman Empire. That's, I think, worth another video. The big effect on the Austro-Hungarian Empire is it was essentially not an empire anymore."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "On top of that, the Paris Peace Conference, as we've already said, had various treaties with the other central powers. I'm not going to go into detail on what happened, especially in the Ottoman Empire. That's, I think, worth another video. The big effect on the Austro-Hungarian Empire is it was essentially not an empire anymore. It was split up into various countries. Austria was set up as a separate country. Actually, in the Treaty of Versailles, Germany is forbidden from in any way merging with Austria, a German-speaking country."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "The big effect on the Austro-Hungarian Empire is it was essentially not an empire anymore. It was split up into various countries. Austria was set up as a separate country. Actually, in the Treaty of Versailles, Germany is forbidden from in any way merging with Austria, a German-speaking country. You have Hungary becoming a separate state. You have a new state of Czechoslovakia. You have a new state of Yugoslavia."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "Actually, in the Treaty of Versailles, Germany is forbidden from in any way merging with Austria, a German-speaking country. You have Hungary becoming a separate state. You have a new state of Czechoslovakia. You have a new state of Yugoslavia. All of a sudden, the trigger of World War I, the desire of having this unified southern Slavic state is now becoming a reality. Bosnia, and you have Bosnia and Serbia, and Croatia and Slovenia are taken out of the Austro-Hungarian Empire. You have a major redrawing of the map of Europe."}, {"video_title": "Paris Peace Conference and Treaty of Versailles   The 20th century   World history   Khan Academy.mp3", "Sentence": "You have a new state of Yugoslavia. All of a sudden, the trigger of World War I, the desire of having this unified southern Slavic state is now becoming a reality. Bosnia, and you have Bosnia and Serbia, and Croatia and Slovenia are taken out of the Austro-Hungarian Empire. You have a major redrawing of the map of Europe. Some of these new nations here in Eastern Europe are out of the old Russian Empire. They were able to declare their independence. Some of it short-lived before becoming satellite states or becoming part of the USSR."}, {"video_title": "The Middle colonies   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "Over the course of the 1600s, the English continued to settle along the eastern seaboard of North America. Now, we've already talked about the settlements at Virginia and those of Massachusetts, and a little bit about the settlement of New York, which was first founded by the Dutch as New Amsterdam in 1624. In this video, I wanna talk a little bit more about the middle colonies, these colonies that were here kind of on the center of the eastern seaboard, south of Massachusetts and north of the southern colonies of Virginia, particularly Pennsylvania, New York, New Jersey, and this little tiny purple colony right here, Delaware. Now, what's unique about the middle colonies compared to the northern or southern colonies is not just that they were kind of in this central location, but also that they were proprietary colonies, which means that they were the property of individual owners. So unlike Jamestown, for example, which was founded by a company, the Virginia Company, the colony of Pennsylvania was founded by one man, William Penn, who was granted his land by the King of England in exchange for a debt that the King had owed his father. So in the early years of these proprietary colonies, they were kind of the playgrounds of the people who owned them. They could set their own rules for the most part, and that freedom resulted in colonies that were more ethnically diverse and more religiously tolerant than their neighbors to the north or south."}, {"video_title": "The Middle colonies   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "Now, what's unique about the middle colonies compared to the northern or southern colonies is not just that they were kind of in this central location, but also that they were proprietary colonies, which means that they were the property of individual owners. So unlike Jamestown, for example, which was founded by a company, the Virginia Company, the colony of Pennsylvania was founded by one man, William Penn, who was granted his land by the King of England in exchange for a debt that the King had owed his father. So in the early years of these proprietary colonies, they were kind of the playgrounds of the people who owned them. They could set their own rules for the most part, and that freedom resulted in colonies that were more ethnically diverse and more religiously tolerant than their neighbors to the north or south. So let's look at the colony of Pennsylvania as an example. So Pennsylvania was founded by William Penn, and Penn was a English aristocrat from a very good family who converted to the Quaker religion. Although the real name for Quakers was the Religious Society of Friends, they got the nickname Quaker because they seemed to quake when they were in religious ecstasy."}, {"video_title": "The Middle colonies   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "They could set their own rules for the most part, and that freedom resulted in colonies that were more ethnically diverse and more religiously tolerant than their neighbors to the north or south. So let's look at the colony of Pennsylvania as an example. So Pennsylvania was founded by William Penn, and Penn was a English aristocrat from a very good family who converted to the Quaker religion. Although the real name for Quakers was the Religious Society of Friends, they got the nickname Quaker because they seemed to quake when they were in religious ecstasy. Like the Puritans, Quakers faced religious persecution in England because they did not follow the Church of England, which was a form of rebellion against the King, who was the head of the Church of England. But in addition to the Quakers' strange ideas about religion, they also had some strange ideas for the time period about social status. Quakers believed that all people had the light of God in them and therefore were more or less equal in stature."}, {"video_title": "The Middle colonies   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "Although the real name for Quakers was the Religious Society of Friends, they got the nickname Quaker because they seemed to quake when they were in religious ecstasy. Like the Puritans, Quakers faced religious persecution in England because they did not follow the Church of England, which was a form of rebellion against the King, who was the head of the Church of England. But in addition to the Quakers' strange ideas about religion, they also had some strange ideas for the time period about social status. Quakers believed that all people had the light of God in them and therefore were more or less equal in stature. So for example, women could preach in church, as you see in this image right here. So when William Penn converted to the Quaker faith, Penn had a really rough time of it. So he came upon an idea that perhaps he could make a haven for Quakers and for religious dissenters more broadly in the New World."}, {"video_title": "The Middle colonies   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "Quakers believed that all people had the light of God in them and therefore were more or less equal in stature. So for example, women could preach in church, as you see in this image right here. So when William Penn converted to the Quaker faith, Penn had a really rough time of it. So he came upon an idea that perhaps he could make a haven for Quakers and for religious dissenters more broadly in the New World. So he negotiated with the King, who owed his father a debt, and in exchange for this debt, the King granted Penn land in North America, which was named Penn's Sylvania, Sylvania being Latin for forest, so kind of Penn's forest, Penn's woods. And Penn decided to extend his religious tolerance not just to Quakers, but really to all people, all Protestants, no matter what their particular sect could have citizenship, run for office, vote, and Catholics and even Jews were welcome in Pennsylvania, although they did not have the right to vote or hold office. This was incredibly radical for the time period when it was common for nations to have a state religion and to persecute those who didn't follow that religion."}, {"video_title": "The Middle colonies   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "So he came upon an idea that perhaps he could make a haven for Quakers and for religious dissenters more broadly in the New World. So he negotiated with the King, who owed his father a debt, and in exchange for this debt, the King granted Penn land in North America, which was named Penn's Sylvania, Sylvania being Latin for forest, so kind of Penn's forest, Penn's woods. And Penn decided to extend his religious tolerance not just to Quakers, but really to all people, all Protestants, no matter what their particular sect could have citizenship, run for office, vote, and Catholics and even Jews were welcome in Pennsylvania, although they did not have the right to vote or hold office. This was incredibly radical for the time period when it was common for nations to have a state religion and to persecute those who didn't follow that religion. Penn advertised for his new colony and particularly hoped that industrious people, people with skills like carpentry or blacksmithing would come to Pennsylvania and make it a prosperous colony, and they did. The ease of getting citizenship, the religious tolerance, and the plentiful and cheap land of Pennsylvania drew many settlers to the colony, such that its principal city, Philadelphia, was the largest city in North America before the Revolution, with about 40,000 inhabitants. Because Quakers were pacifists, that is, they did not believe in violence or war, they even lived peacefully with Native Americans in the early years of Pennsylvania settlement."}, {"video_title": "The Middle colonies   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "This was incredibly radical for the time period when it was common for nations to have a state religion and to persecute those who didn't follow that religion. Penn advertised for his new colony and particularly hoped that industrious people, people with skills like carpentry or blacksmithing would come to Pennsylvania and make it a prosperous colony, and they did. The ease of getting citizenship, the religious tolerance, and the plentiful and cheap land of Pennsylvania drew many settlers to the colony, such that its principal city, Philadelphia, was the largest city in North America before the Revolution, with about 40,000 inhabitants. Because Quakers were pacifists, that is, they did not believe in violence or war, they even lived peacefully with Native Americans in the early years of Pennsylvania settlement. But as more emigrants of different faiths came to Pennsylvania and began pushing west, that short era of peaceful cohabitation ended. Likewise, because Quakers believed in the innate equality of all human beings, they were not fond of slavery. The environment in the Middle Colonies was not so cold as it was in the North, not so hot as it was in the South."}, {"video_title": "The Middle colonies   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "Because Quakers were pacifists, that is, they did not believe in violence or war, they even lived peacefully with Native Americans in the early years of Pennsylvania settlement. But as more emigrants of different faiths came to Pennsylvania and began pushing west, that short era of peaceful cohabitation ended. Likewise, because Quakers believed in the innate equality of all human beings, they were not fond of slavery. The environment in the Middle Colonies was not so cold as it was in the North, not so hot as it was in the South. It was kind of middling. And so it was a very good place for farming, particularly cereal crops like wheat. You can see this print here shows wheat growing in this field, and just as the name suggests, Pennsylvania had a lot of wood, so it was also a good place for timber."}, {"video_title": "The Middle colonies   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "The environment in the Middle Colonies was not so cold as it was in the North, not so hot as it was in the South. It was kind of middling. And so it was a very good place for farming, particularly cereal crops like wheat. You can see this print here shows wheat growing in this field, and just as the name suggests, Pennsylvania had a lot of wood, so it was also a good place for timber. And the excellent ports at Philadelphia and New York City made it an excellent place for trade. Because it was such a good place to grow food, the Middle Colonies got the nickname the Breadbasket Colonies. And the patterns of land ownership reflect this."}, {"video_title": "The Middle colonies   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "You can see this print here shows wheat growing in this field, and just as the name suggests, Pennsylvania had a lot of wood, so it was also a good place for timber. And the excellent ports at Philadelphia and New York City made it an excellent place for trade. Because it was such a good place to grow food, the Middle Colonies got the nickname the Breadbasket Colonies. And the patterns of land ownership reflect this. Since the soil was good, your average farmer owned more land than a New England farmer, but not as much as a Virginia farmer who would have had many acres to grow tobacco. So much like the environment, the farms in the Middle Colonies were middling in size. In fact, if I had to put the Middle Colonies on a spectrum, in many places I'd put them right in the middle."}, {"video_title": "The Middle colonies   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "And the patterns of land ownership reflect this. Since the soil was good, your average farmer owned more land than a New England farmer, but not as much as a Virginia farmer who would have had many acres to grow tobacco. So much like the environment, the farms in the Middle Colonies were middling in size. In fact, if I had to put the Middle Colonies on a spectrum, in many places I'd put them right in the middle. When it came to an economy that was more agrarian, the Middle Colonies had a little bit of both. Unlike the Chesapeake and Southern economies, which were strongly agrarian, and unlike the New England colonies, who began manufacturing quite early. Likewise, when it comes to the distribution of wealth in the Middle Colonies, once again, I'd put the Middle Colonies right here in the center."}, {"video_title": "The Middle colonies   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "In fact, if I had to put the Middle Colonies on a spectrum, in many places I'd put them right in the middle. When it came to an economy that was more agrarian, the Middle Colonies had a little bit of both. Unlike the Chesapeake and Southern economies, which were strongly agrarian, and unlike the New England colonies, who began manufacturing quite early. Likewise, when it comes to the distribution of wealth in the Middle Colonies, once again, I'd put the Middle Colonies right here in the center. There were plenty of middling farmers, many indentured servants, and a handful of people who became quite wealthy. Unlike the Chesapeake, where there were a handful of extremely wealthy landowners, while most people lived at the bottom of the social scale, and unlike New England, where small farming led to a fairly even middle class. So the Middle Colonies had a mixed economy of industry and farming, and a fairly balanced class structure, with people at many different levels."}, {"video_title": "The Middle colonies   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "Likewise, when it comes to the distribution of wealth in the Middle Colonies, once again, I'd put the Middle Colonies right here in the center. There were plenty of middling farmers, many indentured servants, and a handful of people who became quite wealthy. Unlike the Chesapeake, where there were a handful of extremely wealthy landowners, while most people lived at the bottom of the social scale, and unlike New England, where small farming led to a fairly even middle class. So the Middle Colonies had a mixed economy of industry and farming, and a fairly balanced class structure, with people at many different levels. Putting them smack dab in the middle. But for all the ways that the Middle Colonies were middling, there were also a few ways that they were quite extraordinary. We've already mentioned that the Middle Colonies had a level of religious freedom that was virtually unmatched anywhere else in the world."}, {"video_title": "The Middle colonies   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "So the Middle Colonies had a mixed economy of industry and farming, and a fairly balanced class structure, with people at many different levels. Putting them smack dab in the middle. But for all the ways that the Middle Colonies were middling, there were also a few ways that they were quite extraordinary. We've already mentioned that the Middle Colonies had a level of religious freedom that was virtually unmatched anywhere else in the world. For example, Pennsylvania extended citizenship to all Protestants, and tolerated Catholics and Jews. In comparison, the Chesapeake and Southern Colonies required citizens to belong to the Anglican faith, the Church of England, and religious tolerance for the Catholic Church in Maryland, and New Englanders were extremely strict. For example, in Massachusetts Bay, anyone who was not a Puritan was expelled or executed, although there is, of course, the exception of Rhode Island, where religious dissenters could find safe haven."}, {"video_title": "The Middle colonies   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "We've already mentioned that the Middle Colonies had a level of religious freedom that was virtually unmatched anywhere else in the world. For example, Pennsylvania extended citizenship to all Protestants, and tolerated Catholics and Jews. In comparison, the Chesapeake and Southern Colonies required citizens to belong to the Anglican faith, the Church of England, and religious tolerance for the Catholic Church in Maryland, and New Englanders were extremely strict. For example, in Massachusetts Bay, anyone who was not a Puritan was expelled or executed, although there is, of course, the exception of Rhode Island, where religious dissenters could find safe haven. The other extraordinary aspect of these Middle Colonies was just the sheer amount of ethnic diversity there was. By the time of the American Revolution, less than half, only about 49%, of inhabitants were from England or had an English background. The rest were German, French, Dutch, Scotch-Irish, and just a few Africans, as there was relatively little slavery."}, {"video_title": "The Middle colonies   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "For example, in Massachusetts Bay, anyone who was not a Puritan was expelled or executed, although there is, of course, the exception of Rhode Island, where religious dissenters could find safe haven. The other extraordinary aspect of these Middle Colonies was just the sheer amount of ethnic diversity there was. By the time of the American Revolution, less than half, only about 49%, of inhabitants were from England or had an English background. The rest were German, French, Dutch, Scotch-Irish, and just a few Africans, as there was relatively little slavery. In comparison, New England was perhaps the least diverse of the colonies. Most people were English, with a handful of remaining Native Americans and Africans, and the Chesapeake and Southern Colonies were largely African and English, with, again, just a few Native Americans. The people of the Middle Colonies spoke many languages, practiced many faiths, and had a strong possibility of upward mobility economically since farms and businesses prospered and the Middle Colonies grew rapidly in population."}, {"video_title": "Uncle Tom's Cabin part 1.mp3", "Sentence": "All right, so we're here to talk about Uncle Tom's Cabin, and I think this is such an interesting book, because when Abraham Lincoln met Harriet Beecher Stowe, he said to her, so you're the little lady that started this great war. He said Uncle Tom's Cabin actually started the Civil War. So how does a book start a war? I think that's a really good question, Kim, and these next two videos are going to help us understand a little bit more why Lincoln said that. How does a little book start a war? So this book was written by Harriet Beecher Stowe. Here she is, Stowe."}, {"video_title": "Uncle Tom's Cabin part 1.mp3", "Sentence": "I think that's a really good question, Kim, and these next two videos are going to help us understand a little bit more why Lincoln said that. How does a little book start a war? So this book was written by Harriet Beecher Stowe. Here she is, Stowe. And Harriet Beecher Stowe was born in Litchfield, Connecticut to this kind of great abolitionist family. So what's abolitionism, Kim? Well, abolitionism was the belief, mostly in the early 19th century, that slavery should be ended immediately."}, {"video_title": "Uncle Tom's Cabin part 1.mp3", "Sentence": "Here she is, Stowe. And Harriet Beecher Stowe was born in Litchfield, Connecticut to this kind of great abolitionist family. So what's abolitionism, Kim? Well, abolitionism was the belief, mostly in the early 19th century, that slavery should be ended immediately. So there were varieties of beliefs about the institution of slavery in early America. Some people obviously were very pro-slavery, believed that it was a natural institution, sanctioned by the Bible. Some people, like Abraham Lincoln, at least early in his political career, just wanted slavery to stay where it was."}, {"video_title": "Uncle Tom's Cabin part 1.mp3", "Sentence": "Well, abolitionism was the belief, mostly in the early 19th century, that slavery should be ended immediately. So there were varieties of beliefs about the institution of slavery in early America. Some people obviously were very pro-slavery, believed that it was a natural institution, sanctioned by the Bible. Some people, like Abraham Lincoln, at least early in his political career, just wanted slavery to stay where it was. And those were what we would call free soilers, or anti-slavery advocates. They said, all right, we can't get rid of slavery in the South. It's too entrenched there as an institution, but we can make sure that it does not spread to any of the Western territories that we might settle in the future."}, {"video_title": "Uncle Tom's Cabin part 1.mp3", "Sentence": "Some people, like Abraham Lincoln, at least early in his political career, just wanted slavery to stay where it was. And those were what we would call free soilers, or anti-slavery advocates. They said, all right, we can't get rid of slavery in the South. It's too entrenched there as an institution, but we can make sure that it does not spread to any of the Western territories that we might settle in the future. But abolitionists were the strongest opponents of slavery. They said that slavery should be ended today, everywhere in the United States and the world, and that it is an immoral, unchristian institution. So these Western territories were a really big part of the increasing tension over the institution of slavery in the 1850s."}, {"video_title": "Uncle Tom's Cabin part 1.mp3", "Sentence": "It's too entrenched there as an institution, but we can make sure that it does not spread to any of the Western territories that we might settle in the future. But abolitionists were the strongest opponents of slavery. They said that slavery should be ended today, everywhere in the United States and the world, and that it is an immoral, unchristian institution. So these Western territories were a really big part of the increasing tension over the institution of slavery in the 1850s. So in 1848, the United States won the Mexican-American War, and they got a whole bunch of new territory that had once been Mexico, and these will become the states of Texas and Oklahoma and many of the sort of Midwestern states we have today. But this now threatened the balance of power between those slave-holding states in US Congress and those that were free states. So now everyone is wondering, is slavery going to spread to the West?"}, {"video_title": "Uncle Tom's Cabin part 1.mp3", "Sentence": "So these Western territories were a really big part of the increasing tension over the institution of slavery in the 1850s. So in 1848, the United States won the Mexican-American War, and they got a whole bunch of new territory that had once been Mexico, and these will become the states of Texas and Oklahoma and many of the sort of Midwestern states we have today. But this now threatened the balance of power between those slave-holding states in US Congress and those that were free states. So now everyone is wondering, is slavery going to spread to the West? Should slavery spread to the West? And this kind of anxiety about the Western expansion of slavery was more tense and became more sectionally divided after the Compromise of 1850. So the Compromise of 1850 happened right here in 1850."}, {"video_title": "Uncle Tom's Cabin part 1.mp3", "Sentence": "So now everyone is wondering, is slavery going to spread to the West? Should slavery spread to the West? And this kind of anxiety about the Western expansion of slavery was more tense and became more sectionally divided after the Compromise of 1850. So the Compromise of 1850 happened right here in 1850. And the Compromise of 1850, I like to think of it kind of like a band-aid over this sectional tension. So I'll draw you guys a little band-aid. This is like a gaping wound, right?"}, {"video_title": "Uncle Tom's Cabin part 1.mp3", "Sentence": "So the Compromise of 1850 happened right here in 1850. And the Compromise of 1850, I like to think of it kind of like a band-aid over this sectional tension. So I'll draw you guys a little band-aid. This is like a gaping wound, right? And the Compromise of 1850 is just like this tiny little band-aid that's kind of holding this dam together to mix my metaphors. The Compromise of 1850 actually admitted California as a free state, which was a really big win for the North, obviously. Right, lots of gold."}, {"video_title": "Uncle Tom's Cabin part 1.mp3", "Sentence": "This is like a gaping wound, right? And the Compromise of 1850 is just like this tiny little band-aid that's kind of holding this dam together to mix my metaphors. The Compromise of 1850 actually admitted California as a free state, which was a really big win for the North, obviously. Right, lots of gold. But it also had a really strong fugitive slave act. So this was a really kind of critical part of the Compromise of 1850, and this was a big win for the South. So why was it a big win?"}, {"video_title": "Uncle Tom's Cabin part 1.mp3", "Sentence": "Right, lots of gold. But it also had a really strong fugitive slave act. So this was a really kind of critical part of the Compromise of 1850, and this was a big win for the South. So why was it a big win? Well, the Fugitive Slave Act said that if a marshal was in your town requesting your help in rounding up an escaped slave, you had to help that marshal or face charges yourself. So this meant that any time that someone who was enslaved in the South made a run for the North, a run for Canada, as many of the enslaved people did, anyone in the North might be drafted to help return that person to the South. And if they didn't, they were oftentimes fined, and this really made all Northerners participatory in slavery."}, {"video_title": "Uncle Tom's Cabin part 1.mp3", "Sentence": "So why was it a big win? Well, the Fugitive Slave Act said that if a marshal was in your town requesting your help in rounding up an escaped slave, you had to help that marshal or face charges yourself. So this meant that any time that someone who was enslaved in the South made a run for the North, a run for Canada, as many of the enslaved people did, anyone in the North might be drafted to help return that person to the South. And if they didn't, they were oftentimes fined, and this really made all Northerners participatory in slavery. Even if they weren't slaveholders themselves or living on a plantation in the South, Northerners were participating in the way that slavery was held together by disallowing runaway slaves from continuing their lives in free territories. So you can imagine how this might really galvanize a Northern audience into action about slavery, because before, you might think, well, I don't like slavery, but what does it have to do with me, right? I'm just a grain miller living in Pennsylvania."}, {"video_title": "Uncle Tom's Cabin part 1.mp3", "Sentence": "And if they didn't, they were oftentimes fined, and this really made all Northerners participatory in slavery. Even if they weren't slaveholders themselves or living on a plantation in the South, Northerners were participating in the way that slavery was held together by disallowing runaway slaves from continuing their lives in free territories. So you can imagine how this might really galvanize a Northern audience into action about slavery, because before, you might think, well, I don't like slavery, but what does it have to do with me, right? I'm just a grain miller living in Pennsylvania. None of my business. I don't like it, but I can't do anything about it, and it's not my fault. Now, all of a sudden, if an escaped slave comes past your house and a marshal follows him or her, now you've gotta be a person to round that person up, and so that means you have to participate in slavery directly, and so you might find yourself thinking, you know what, I refuse to do that, and that means that I really do hate slavery."}, {"video_title": "Uncle Tom's Cabin part 1.mp3", "Sentence": "I'm just a grain miller living in Pennsylvania. None of my business. I don't like it, but I can't do anything about it, and it's not my fault. Now, all of a sudden, if an escaped slave comes past your house and a marshal follows him or her, now you've gotta be a person to round that person up, and so that means you have to participate in slavery directly, and so you might find yourself thinking, you know what, I refuse to do that, and that means that I really do hate slavery. And this was definitely the sentiment that Stowe and her family had on the Underground Railroad. So Stowe lived on a stop in the Underground Railroad, and that was this passageway for Southern slaves to get to the North, and Stowe and her husband actually helped a lot of runaway slaves. So the Underground Railroad wasn't like a literal railroad, right?"}, {"video_title": "Uncle Tom's Cabin part 1.mp3", "Sentence": "Now, all of a sudden, if an escaped slave comes past your house and a marshal follows him or her, now you've gotta be a person to round that person up, and so that means you have to participate in slavery directly, and so you might find yourself thinking, you know what, I refuse to do that, and that means that I really do hate slavery. And this was definitely the sentiment that Stowe and her family had on the Underground Railroad. So Stowe lived on a stop in the Underground Railroad, and that was this passageway for Southern slaves to get to the North, and Stowe and her husband actually helped a lot of runaway slaves. So the Underground Railroad wasn't like a literal railroad, right? I mean, that would be pretty sweet if there were a railroad that went under the ground all the way up to Canada, but it was more like a sort of informal network of people who might help escaped slaves, direct them to food and shelter, and just kind of send them along to the next waypost on their trip either to the North or to Canada. And so when the Fugitive Slave Act was passed with the Compromise of 1850, the Band-Aid, this really upset Harriet Beecher Stowe and really was one of the main catalysts for her writing this book. She also witnessed a slave auction, and this Harriet Beecher Stowe wrote about as just this terrible kind of scene of a family being just torn apart."}, {"video_title": "Uncle Tom's Cabin part 1.mp3", "Sentence": "So the Underground Railroad wasn't like a literal railroad, right? I mean, that would be pretty sweet if there were a railroad that went under the ground all the way up to Canada, but it was more like a sort of informal network of people who might help escaped slaves, direct them to food and shelter, and just kind of send them along to the next waypost on their trip either to the North or to Canada. And so when the Fugitive Slave Act was passed with the Compromise of 1850, the Band-Aid, this really upset Harriet Beecher Stowe and really was one of the main catalysts for her writing this book. She also witnessed a slave auction, and this Harriet Beecher Stowe wrote about as just this terrible kind of scene of a family being just torn apart. And this was a really common practice within slavery that the unit of the family was not respected as slaveholders wanted to sell their slaves to different plantations throughout the South, and this slave auction really became the basis for the plot of Uncle Tom's Cabin. Slave auctions were absolutely terrible. In fact, not long before the Civil War, the main slave auction site in Washington, D.C. was just around the corner from the White House."}, {"video_title": "Uncle Tom's Cabin part 1.mp3", "Sentence": "She also witnessed a slave auction, and this Harriet Beecher Stowe wrote about as just this terrible kind of scene of a family being just torn apart. And this was a really common practice within slavery that the unit of the family was not respected as slaveholders wanted to sell their slaves to different plantations throughout the South, and this slave auction really became the basis for the plot of Uncle Tom's Cabin. Slave auctions were absolutely terrible. In fact, not long before the Civil War, the main slave auction site in Washington, D.C. was just around the corner from the White House. So imagine walking down the thoroughfare of this great democracy, seeing the President's House, the seat of government, and then turning a corner and seeing people being sold off the block. You know, Abraham Lincoln saw a slave auction in New Orleans, and he said it was one of the things that most influenced him to hate slavery, just witnessing these families being torn apart. And imagine either watching a mother being sold away from her infant children or being that mother, wondering what it would be like if you're ever going to see them again."}, {"video_title": "Uncle Tom's Cabin part 1.mp3", "Sentence": "In fact, not long before the Civil War, the main slave auction site in Washington, D.C. was just around the corner from the White House. So imagine walking down the thoroughfare of this great democracy, seeing the President's House, the seat of government, and then turning a corner and seeing people being sold off the block. You know, Abraham Lincoln saw a slave auction in New Orleans, and he said it was one of the things that most influenced him to hate slavery, just witnessing these families being torn apart. And imagine either watching a mother being sold away from her infant children or being that mother, wondering what it would be like if you're ever going to see them again. I think that's a really important point, just to show that this was something that was happening all around the United States, and this was just abolitionist fervor was bubbling up. And then in 1852, when this book was published, it really set into motion this new wave of political rhetoric and other novels and just a lot of talk about these fundamental contradictions between Christianity and human bondage. And we'll get to that in the next video."}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "This was a particularly famous image that really kind of helped spark indignation in the North amongst abolitionists, because you can see how this person was beaten or whipped. Yes, absolutely. And so it's this kind of, you know, and today we all, it's like this morally reprehensible thing, but you go back not too far in the whole scope of history. We're going to the early 1800s, and you know, this was something that was debated. It was slavery was allowed in a large chunk of the United States. And in the last video, we talked about that this issue of slavery only got exacerbated the more territory that was added. You have the Louisiana Purchase in 1803 that adds all of this territory."}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "We're going to the early 1800s, and you know, this was something that was debated. It was slavery was allowed in a large chunk of the United States. And in the last video, we talked about that this issue of slavery only got exacerbated the more territory that was added. You have the Louisiana Purchase in 1803 that adds all of this territory. You start having states getting carved. Once you get a critical population, a critical mass of people in a certain state, they can apply to be, or in a certain territory, they can apply to be a state. And as each of these states are added and they want to get representation, it's a political issue."}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "You have the Louisiana Purchase in 1803 that adds all of this territory. You start having states getting carved. Once you get a critical population, a critical mass of people in a certain state, they can apply to be, or in a certain territory, they can apply to be a state. And as each of these states are added and they want to get representation, it's a political issue. You mentioned how, you know, the North, they didn't like it on moral grounds that if it was a slave state, and they also didn't like it on economic grounds because it's hard to compete economically with slavery, while the South was afraid of losing its political power if more free states were to join the Union. And you know, in Compromise of 1820, you mentioned that, well, that compromise, Missouri is a slave state, Maine gets carved out of Massachusetts, becomes a free state. But that didn't solve the problem."}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "And as each of these states are added and they want to get representation, it's a political issue. You mentioned how, you know, the North, they didn't like it on moral grounds that if it was a slave state, and they also didn't like it on economic grounds because it's hard to compete economically with slavery, while the South was afraid of losing its political power if more free states were to join the Union. And you know, in Compromise of 1820, you mentioned that, well, that compromise, Missouri is a slave state, Maine gets carved out of Massachusetts, becomes a free state. But that didn't solve the problem. That problem only continues because we only add more territory. Yeah, I mean, most of the history of the 1800s, when it comes to slavery, is a history of putting off the problem, right? You know, Henry Clay becomes this very famous legislator because he's good at compromising."}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "But that didn't solve the problem. That problem only continues because we only add more territory. Yeah, I mean, most of the history of the 1800s, when it comes to slavery, is a history of putting off the problem, right? You know, Henry Clay becomes this very famous legislator because he's good at compromising. He's called the Great Compromiser. So instead of trying to actually solve the issue of slavery, which many people think of as an unsolvable problem, they're just saying, all right, well, how can we put off the conflict over this a little bit longer? And they just keep doing that."}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "You know, Henry Clay becomes this very famous legislator because he's good at compromising. He's called the Great Compromiser. So instead of trying to actually solve the issue of slavery, which many people think of as an unsolvable problem, they're just saying, all right, well, how can we put off the conflict over this a little bit longer? And they just keep doing that. You know, in 1836, the territory expands further, or it starts to, I guess, the expansion is catalyzed further by the Texas Revolution. Texas gets its independence from Mexico, which itself got independence only a few decades before that from Spain. But so Texas, for a brief amount of time, is its own independent country."}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "And they just keep doing that. You know, in 1836, the territory expands further, or it starts to, I guess, the expansion is catalyzed further by the Texas Revolution. Texas gets its independence from Mexico, which itself got independence only a few decades before that from Spain. But so Texas, for a brief amount of time, is its own independent country. But then it joins the US. It's annexed by the US in 1845. So it's more territory for the US, and that was slave territory, Texas."}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "But so Texas, for a brief amount of time, is its own independent country. But then it joins the US. It's annexed by the US in 1845. So it's more territory for the US, and that was slave territory, Texas. Right, yeah, so again, this is an area in the south where most of the reasons that slavery existed in the south is because it's a very fertile agricultural region, right? Where the things that you grow, crops, are very labor-intensive. So they figure, you know, how are we going to find enough people to grow these crops?"}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "So it's more territory for the US, and that was slave territory, Texas. Right, yeah, so again, this is an area in the south where most of the reasons that slavery existed in the south is because it's a very fertile agricultural region, right? Where the things that you grow, crops, are very labor-intensive. So they figure, you know, how are we going to find enough people to grow these crops? And the answer is that they've been importing African slaves and forcing them to work. And the annexation of Texas, there's border disputes with Mexico, which leads to even another conflict with Mexico, this time with the US and Mexico. This is the Mexican-American War from 1846 to 1848."}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "So they figure, you know, how are we going to find enough people to grow these crops? And the answer is that they've been importing African slaves and forcing them to work. And the annexation of Texas, there's border disputes with Mexico, which leads to even another conflict with Mexico, this time with the US and Mexico. This is the Mexican-American War from 1846 to 1848. But in the context of this conversation, the reason why it helped bring the slavery issue even more to a head is that when the US wins it, it gets even more territory. It gets all of this area in the west right over here. Right, it's more territory and it's more sort of southern territory, which means that it has a high probability of becoming slave states."}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "This is the Mexican-American War from 1846 to 1848. But in the context of this conversation, the reason why it helped bring the slavery issue even more to a head is that when the US wins it, it gets even more territory. It gets all of this area in the west right over here. Right, it's more territory and it's more sort of southern territory, which means that it has a high probability of becoming slave states. And so this map that we looked at earlier in the other video, this is kind of showing what the US looked like as we exit out of the Mexican-American War. We're getting to about 1850. And so what happens then?"}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "Right, it's more territory and it's more sort of southern territory, which means that it has a high probability of becoming slave states. And so this map that we looked at earlier in the other video, this is kind of showing what the US looked like as we exit out of the Mexican-American War. We're getting to about 1850. And so what happens then? I mean, is it just one compromise after another at this point? Well, this is the point where compromise begins to break down, right? Henry Clay, again, is the architect of what's called the Compromise of 1850."}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "And so what happens then? I mean, is it just one compromise after another at this point? Well, this is the point where compromise begins to break down, right? Henry Clay, again, is the architect of what's called the Compromise of 1850. As soon as the US goes to war with Mexico, people in Congress are wondering, all right, if we get this territory that we're trying to get, what's going to happen? Are they going to be free states or slave states? And this compromise over free and slave states has been going on for 30 years since the Missouri Compromise, and even longer if you take it back to 1776."}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "Henry Clay, again, is the architect of what's called the Compromise of 1850. As soon as the US goes to war with Mexico, people in Congress are wondering, all right, if we get this territory that we're trying to get, what's going to happen? Are they going to be free states or slave states? And this compromise over free and slave states has been going on for 30 years since the Missouri Compromise, and even longer if you take it back to 1776. So they're doing exactly the same thing. They're saying, all right, well, let's try to keep a balance of power between free states and slave states, except they add in a couple of provisos that make people really angry in the 1850s. And who gets angry?"}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "And this compromise over free and slave states has been going on for 30 years since the Missouri Compromise, and even longer if you take it back to 1776. So they're doing exactly the same thing. They're saying, all right, well, let's try to keep a balance of power between free states and slave states, except they add in a couple of provisos that make people really angry in the 1850s. And who gets angry? Both, I would say, slave owners and abolitionists and anti-slavery activists in the North. So I guess that's what makes it a compromise, a little bit of something to make everyone angry. And so what made the slave owners angry about the Compromise of 1850?"}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "And who gets angry? Both, I would say, slave owners and abolitionists and anti-slavery activists in the North. So I guess that's what makes it a compromise, a little bit of something to make everyone angry. And so what made the slave owners angry about the Compromise of 1850? One of the parts of the Compromise of 1850, apart from deciding whether these new territories were going to be slave or free, was a part of the act what's called the Fugitive Slave Act. And the Fugitive Slave Act said that it was a federal offense not to help slave owners recover. So this was something that would make the abolitionists angry or the anti-slavery angry."}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "And so what made the slave owners angry about the Compromise of 1850? One of the parts of the Compromise of 1850, apart from deciding whether these new territories were going to be slave or free, was a part of the act what's called the Fugitive Slave Act. And the Fugitive Slave Act said that it was a federal offense not to help slave owners recover. So this was something that would make the abolitionists angry or the anti-slavery angry. Yeah, absolutely both. So, for example, if you're maybe living in Massachusetts, you're a white middle-class person living in Massachusetts, you don't think slavery is great. You think it's morally wrong, but it hasn't really directly affected your life, right?"}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "So this was something that would make the abolitionists angry or the anti-slavery angry. Yeah, absolutely both. So, for example, if you're maybe living in Massachusetts, you're a white middle-class person living in Massachusetts, you don't think slavery is great. You think it's morally wrong, but it hasn't really directly affected your life, right? You're hundreds of miles away from the nearest slave state. But now the federal government says that if there is a person who has escaped from slavery who has come to your town, it is a federal offense for you not to help return that person to slavery. So this Fugitive Slave, this is part of the Compromise, this is part of the Compromise of 1850, is that I could be sitting in Massachusetts, I could be anti-slavery, or I could even be ambivalent about it, but now I have to be complicit in it."}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "You think it's morally wrong, but it hasn't really directly affected your life, right? You're hundreds of miles away from the nearest slave state. But now the federal government says that if there is a person who has escaped from slavery who has come to your town, it is a federal offense for you not to help return that person to slavery. So this Fugitive Slave, this is part of the Compromise, this is part of the Compromise of 1850, is that I could be sitting in Massachusetts, I could be anti-slavery, or I could even be ambivalent about it, but now I have to be complicit in it. If there's a slave I can't, or if there's someone who escapes from the South who was a former slave, I have to actively, I can't in any way help them. If I do, I could go to jail. If I'm a law officer, I have to capture that person and I have to bring them back."}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "So this Fugitive Slave, this is part of the Compromise, this is part of the Compromise of 1850, is that I could be sitting in Massachusetts, I could be anti-slavery, or I could even be ambivalent about it, but now I have to be complicit in it. If there's a slave I can't, or if there's someone who escapes from the South who was a former slave, I have to actively, I can't in any way help them. If I do, I could go to jail. If I'm a law officer, I have to capture that person and I have to bring them back. So it's kind of forcing people who are already not happy about slavery, it's kind of bringing it close to them. They have to partake in it. Yeah, and these are people who have very strong religious convictions."}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "If I'm a law officer, I have to capture that person and I have to bring them back. So it's kind of forcing people who are already not happy about slavery, it's kind of bringing it close to them. They have to partake in it. Yeah, and these are people who have very strong religious convictions. This is the mid-19th century is a time when people feel their religion very strongly, and so there are people in the North who are Quakers, who are otherwise religiously opposed to slavery, who have maybe prayed for the souls of slaves, but it's never been their job to try to keep someone in slavery before. So that is really infuriating. One of the things that you get out of this is a really strong backlash of abolitionist sentiment in the North."}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "Yeah, and these are people who have very strong religious convictions. This is the mid-19th century is a time when people feel their religion very strongly, and so there are people in the North who are Quakers, who are otherwise religiously opposed to slavery, who have maybe prayed for the souls of slaves, but it's never been their job to try to keep someone in slavery before. So that is really infuriating. One of the things that you get out of this is a really strong backlash of abolitionist sentiment in the North. For example, Harriet Beecher Stowe, she's the daughter of a reverend who's against slavery. She writes the book Uncle Tom's Cabin, which becomes this smash hit of the book. And when was this, roughly?"}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "One of the things that you get out of this is a really strong backlash of abolitionist sentiment in the North. For example, Harriet Beecher Stowe, she's the daughter of a reverend who's against slavery. She writes the book Uncle Tom's Cabin, which becomes this smash hit of the book. And when was this, roughly? That was about 1852. Okay, so this is after the Compromise of 1850. So people are getting, it really is coming to a head."}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "And when was this, roughly? That was about 1852. Okay, so this is after the Compromise of 1850. So people are getting, it really is coming to a head. The people in the North, they're having to partake in this because of the Fugitive Slave Act. You have Harriet Beecher Stowe writes Uncle Tom's Cabin. It makes people even more upset about the realities of slavery."}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "So people are getting, it really is coming to a head. The people in the North, they're having to partake in this because of the Fugitive Slave Act. You have Harriet Beecher Stowe writes Uncle Tom's Cabin. It makes people even more upset about the realities of slavery. Right, and in the South, they've kind of gotten away, white slave owners in this time, with people saying, eh, slavery's not really my problem, I don't like it. But now they're seeing a concentrated attack, a moral and social attack against slavery in the North, and their response is to become even more violently in favor of slavery. They pose the idea that slavery is not just something that we could turn our eyes away from, but it's necessary, but it's a positive good."}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "It makes people even more upset about the realities of slavery. Right, and in the South, they've kind of gotten away, white slave owners in this time, with people saying, eh, slavery's not really my problem, I don't like it. But now they're seeing a concentrated attack, a moral and social attack against slavery in the North, and their response is to become even more violently in favor of slavery. They pose the idea that slavery is not just something that we could turn our eyes away from, but it's necessary, but it's a positive good. Slavery is going to actually make the country better. If it weren't for slavery, all of these enslaved Africans, African Americans, their lives would be worse without us. And so, just to be clear on the Compromise of 1850, and there was a bunch of things, and we'll do a whole video on the Compromise of 1850, all of the different facets of it, but it's one of its, in terms of this conversation, one of its outcomes is because of the Fugitive Slave Law, it infuriated many of the anti-slavery abolitionists in the North."}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "They pose the idea that slavery is not just something that we could turn our eyes away from, but it's necessary, but it's a positive good. Slavery is going to actually make the country better. If it weren't for slavery, all of these enslaved Africans, African Americans, their lives would be worse without us. And so, just to be clear on the Compromise of 1850, and there was a bunch of things, and we'll do a whole video on the Compromise of 1850, all of the different facets of it, but it's one of its, in terms of this conversation, one of its outcomes is because of the Fugitive Slave Law, it infuriated many of the anti-slavery abolitionists in the North. They became more entrenched in their positions, which made the Southerners more entrenched in their positions. The Southerners didn't necessarily, they liked the Fugitive Slave Law, the Southerners. So the Compromise of 1850, it sounds like, it was a compromise, not everyone was happy, but it sounds like it made the anti-slavery folks more unhappy than the slavery folks."}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "And so, just to be clear on the Compromise of 1850, and there was a bunch of things, and we'll do a whole video on the Compromise of 1850, all of the different facets of it, but it's one of its, in terms of this conversation, one of its outcomes is because of the Fugitive Slave Law, it infuriated many of the anti-slavery abolitionists in the North. They became more entrenched in their positions, which made the Southerners more entrenched in their positions. The Southerners didn't necessarily, they liked the Fugitive Slave Law, the Southerners. So the Compromise of 1850, it sounds like, it was a compromise, not everyone was happy, but it sounds like it made the anti-slavery folks more unhappy than the slavery folks. Yeah, absolutely. So it makes the anti-slavery folks super unhappy, but it also means that now white slave owners in the South, they feel like there's a target on their heads, and so they're going to dig in even further to make sure that their interests in slavery are protected. And this gets us to the election of 1860, which I guess in some ways was the straw that breaks the camel's back, I guess from a Southern perspective, and why is that?"}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "So the Compromise of 1850, it sounds like, it was a compromise, not everyone was happy, but it sounds like it made the anti-slavery folks more unhappy than the slavery folks. Yeah, absolutely. So it makes the anti-slavery folks super unhappy, but it also means that now white slave owners in the South, they feel like there's a target on their heads, and so they're going to dig in even further to make sure that their interests in slavery are protected. And this gets us to the election of 1860, which I guess in some ways was the straw that breaks the camel's back, I guess from a Southern perspective, and why is that? Well, during the 1850s, you have all of these political battles over slavery. In fact, it kind of breaks the major political party of the 1850s, the Whig Party. So in 1860, some of these leftover Whigs, they reorganize as the Republican Party, and this is the first election with the Republican Party that we know today, but obviously in 1860, the things that they're interested in, their goals and aims are completely different."}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "And this gets us to the election of 1860, which I guess in some ways was the straw that breaks the camel's back, I guess from a Southern perspective, and why is that? Well, during the 1850s, you have all of these political battles over slavery. In fact, it kind of breaks the major political party of the 1850s, the Whig Party. So in 1860, some of these leftover Whigs, they reorganize as the Republican Party, and this is the first election with the Republican Party that we know today, but obviously in 1860, the things that they're interested in, their goals and aims are completely different. And the Republican Party is an anti-slavery party. They're deliberately and publicly against slavery. So they nominate as their political candidate for 1860, Abraham Lincoln, who is well known in the country for having been an anti-slavery agitator."}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "So in 1860, some of these leftover Whigs, they reorganize as the Republican Party, and this is the first election with the Republican Party that we know today, but obviously in 1860, the things that they're interested in, their goals and aims are completely different. And the Republican Party is an anti-slavery party. They're deliberately and publicly against slavery. So they nominate as their political candidate for 1860, Abraham Lincoln, who is well known in the country for having been an anti-slavery agitator. He's given many speeches where he's made very eloquent arguments against slavery. And he's, we talked about it in the previous interview, he's against it, I guess on moral grounds, but perhaps even more, his own father wasn't able to be a successful farmer because he had to compete with slave owners. Right, so he's brought up to hate slavery because it's a big business that has harmed his own family's economic future."}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "So they nominate as their political candidate for 1860, Abraham Lincoln, who is well known in the country for having been an anti-slavery agitator. He's given many speeches where he's made very eloquent arguments against slavery. And he's, we talked about it in the previous interview, he's against it, I guess on moral grounds, but perhaps even more, his own father wasn't able to be a successful farmer because he had to compete with slave owners. Right, so he's brought up to hate slavery because it's a big business that has harmed his own family's economic future. But he comes, I think, to his own conclusion that slavery is morally wrong. What he doesn't think that he can do as president is legally or constitutionally get rid of slavery. He doesn't think that the Constitution allows it."}, {"video_title": "Increasing political battles over slavery in mid 1800s   US History   Khan Academy.mp3", "Sentence": "Right, so he's brought up to hate slavery because it's a big business that has harmed his own family's economic future. But he comes, I think, to his own conclusion that slavery is morally wrong. What he doesn't think that he can do as president is legally or constitutionally get rid of slavery. He doesn't think that the Constitution allows it. But he is seen as enough of a threat by Southerners that in many cases, on the presidential ballots in 1860, you couldn't even vote for Abraham Lincoln if you wanted to. He didn't show up on the ballot in Southern states. Nonetheless, he still gets enough electoral votes that he's elected."}, {"video_title": "Origins of European exploration in the Americas.mp3", "Sentence": "When we think about European exploration in the Americas, we tend to start at 1492 with Christopher Columbus showing up at the island of Hispaniola. But in this video, I want to take a step back a few decades and talk about the conditions that led to Christopher Columbus's voyage in the first place. What was he doing there? So let's zoom in a little bit and take a look at what the world would have looked like to someone in Western Europe around the year 1450. So to a European, this would have been about the extent of the known world. Now, they wouldn't have had anything like the level of this detail, but they certainly knew that there were very good things to be had in India and China and the Middle East, excellent trade goods like silk and spices, and they knew there was quite a lot of world outside of Europe and Africa, but they didn't think that there was much out there. They expected there would be some small islands on the range of Iceland, perhaps, but they had no conception that there were two gigantic continents on the other side of the Atlantic Ocean."}, {"video_title": "Origins of European exploration in the Americas.mp3", "Sentence": "So let's zoom in a little bit and take a look at what the world would have looked like to someone in Western Europe around the year 1450. So to a European, this would have been about the extent of the known world. Now, they wouldn't have had anything like the level of this detail, but they certainly knew that there were very good things to be had in India and China and the Middle East, excellent trade goods like silk and spices, and they knew there was quite a lot of world outside of Europe and Africa, but they didn't think that there was much out there. They expected there would be some small islands on the range of Iceland, perhaps, but they had no conception that there were two gigantic continents on the other side of the Atlantic Ocean. It's a frequent misconception that people in this time period thought that the world was flat. Learned people of the era knew that the world was round. In fact, they had known so since the time of the Greeks."}, {"video_title": "Origins of European exploration in the Americas.mp3", "Sentence": "They expected there would be some small islands on the range of Iceland, perhaps, but they had no conception that there were two gigantic continents on the other side of the Atlantic Ocean. It's a frequent misconception that people in this time period thought that the world was flat. Learned people of the era knew that the world was round. In fact, they had known so since the time of the Greeks. What they did know was that the world was pretty large. In fact, they correctly estimated that the circumference of the globe is about 25,000 miles, and so they knew that given the shipping technology that they had, it would be impossible to go west and arrive at the east while still having enough food and water to supply your crew. Now, why would anyone have dreamt of going west to get east when they could have simply gone east to get east?"}, {"video_title": "Origins of European exploration in the Americas.mp3", "Sentence": "In fact, they had known so since the time of the Greeks. What they did know was that the world was pretty large. In fact, they correctly estimated that the circumference of the globe is about 25,000 miles, and so they knew that given the shipping technology that they had, it would be impossible to go west and arrive at the east while still having enough food and water to supply your crew. Now, why would anyone have dreamt of going west to get east when they could have simply gone east to get east? Well, the answer is that the overland route was long and it was expensive because the Middle East and North Africa and even parts of Spain were controlled by Muslim empires like the Ottomans and the Moors. And so any time trade came from the east, China, India, Middle East itself, it went through a series of traders and a series of empires along the way picking up taxes and markups, which meant that by the time a good reached Western Europe, it was pricey indeed. And since Muslim traders were in control of the Mediterranean here and at the east, taking a ship through there caused pretty much the same problem."}, {"video_title": "Origins of European exploration in the Americas.mp3", "Sentence": "Now, why would anyone have dreamt of going west to get east when they could have simply gone east to get east? Well, the answer is that the overland route was long and it was expensive because the Middle East and North Africa and even parts of Spain were controlled by Muslim empires like the Ottomans and the Moors. And so any time trade came from the east, China, India, Middle East itself, it went through a series of traders and a series of empires along the way picking up taxes and markups, which meant that by the time a good reached Western Europe, it was pricey indeed. And since Muslim traders were in control of the Mediterranean here and at the east, taking a ship through there caused pretty much the same problem. So why not go around the coast of Africa? Well, that was certainly something that Europeans were keen to do. The only problem is that the wind goes in the wrong direction and it's very treacherous sailing around the tip of Africa to come up into the Indian Ocean."}, {"video_title": "Origins of European exploration in the Americas.mp3", "Sentence": "And since Muslim traders were in control of the Mediterranean here and at the east, taking a ship through there caused pretty much the same problem. So why not go around the coast of Africa? Well, that was certainly something that Europeans were keen to do. The only problem is that the wind goes in the wrong direction and it's very treacherous sailing around the tip of Africa to come up into the Indian Ocean. So what changed? How did this overland trade route become an oversea trade route? Well, for that, we have to look a little bit closer at the Iberian Peninsula."}, {"video_title": "Origins of European exploration in the Americas.mp3", "Sentence": "The only problem is that the wind goes in the wrong direction and it's very treacherous sailing around the tip of Africa to come up into the Indian Ocean. So what changed? How did this overland trade route become an oversea trade route? Well, for that, we have to look a little bit closer at the Iberian Peninsula. So this landmass here is the Iberian Peninsula. And at the time, the Iberian Peninsula was controlled by a number of different groups. The southern part was under Muslim control of the Moors, as they were called, or Moroccan Muslims."}, {"video_title": "Origins of European exploration in the Americas.mp3", "Sentence": "Well, for that, we have to look a little bit closer at the Iberian Peninsula. So this landmass here is the Iberian Peninsula. And at the time, the Iberian Peninsula was controlled by a number of different groups. The southern part was under Muslim control of the Moors, as they were called, or Moroccan Muslims. And they called this area Al-Andalus. We're talking about this area here. And the Spanish called it Granada."}, {"video_title": "Origins of European exploration in the Americas.mp3", "Sentence": "The southern part was under Muslim control of the Moors, as they were called, or Moroccan Muslims. And they called this area Al-Andalus. We're talking about this area here. And the Spanish called it Granada. The western part here was under the control of Portugal, as it is today. Portugal. The eastern part, this area here, is the Kingdom of Aragon."}, {"video_title": "Origins of European exploration in the Americas.mp3", "Sentence": "And the Spanish called it Granada. The western part here was under the control of Portugal, as it is today. Portugal. The eastern part, this area here, is the Kingdom of Aragon. And then the central part here was Kingdom of Castile. So as far as Europeans were concerned, this was kind of the end of the world. This was as far southwest as you could go on the European continent, and heaven knows what was out here."}, {"video_title": "Origins of European exploration in the Americas.mp3", "Sentence": "The eastern part, this area here, is the Kingdom of Aragon. And then the central part here was Kingdom of Castile. So as far as Europeans were concerned, this was kind of the end of the world. This was as far southwest as you could go on the European continent, and heaven knows what was out here. Until in the early 1400s, Portugal's Prince Henry the Navigator began investing in navigation. And one of the important discoveries made by the Portuguese was a new kind of ship, and this ship was called the Caravelle. So what's cool about the Caravelle is that Caravelles are ocean-worthy, they're also very easy to maneuver, and they can sail into the wind."}, {"video_title": "Origins of European exploration in the Americas.mp3", "Sentence": "This was as far southwest as you could go on the European continent, and heaven knows what was out here. Until in the early 1400s, Portugal's Prince Henry the Navigator began investing in navigation. And one of the important discoveries made by the Portuguese was a new kind of ship, and this ship was called the Caravelle. So what's cool about the Caravelle is that Caravelles are ocean-worthy, they're also very easy to maneuver, and they can sail into the wind. So that means that the problems of sailing around Africa begin to get a little bit easier. And so in this early era of the 1400s, the Portuguese began expanding their exploration farther and farther down the coast of Africa. And they come across these islands now that they don't have to hug the coast, the Canary Islands."}, {"video_title": "Origins of European exploration in the Americas.mp3", "Sentence": "So what's cool about the Caravelle is that Caravelles are ocean-worthy, they're also very easy to maneuver, and they can sail into the wind. So that means that the problems of sailing around Africa begin to get a little bit easier. And so in this early era of the 1400s, the Portuguese began expanding their exploration farther and farther down the coast of Africa. And they come across these islands now that they don't have to hug the coast, the Canary Islands. And farther west, this is so small you can barely see it here, Madeira, and the Azores. And they quickly discover that these islands are ideal places to grow cash crops, specifically sugar. They also discover that some of the people who live on these islands, in fact the Canary Islands had a native population called the Guanche, they immediately attempted to enslave these native people and then quickly discovered that they would die of disease."}, {"video_title": "Origins of European exploration in the Americas.mp3", "Sentence": "And they come across these islands now that they don't have to hug the coast, the Canary Islands. And farther west, this is so small you can barely see it here, Madeira, and the Azores. And they quickly discover that these islands are ideal places to grow cash crops, specifically sugar. They also discover that some of the people who live on these islands, in fact the Canary Islands had a native population called the Guanche, they immediately attempted to enslave these native people and then quickly discovered that they would die of disease. And we'll talk more about why native people seemed to be so susceptible to European diseases a little bit later. So now they have great places to grow sugar, but they don't have a workforce. Well, they're discovering another workforce along the coast of Africa as they begin to set up, this is the Portuguese we're talking about here, trading posts on the west coast of Africa where they're purchasing slaves from African traders or Arab traders who had a long history of trading slaves from the interior of Africa out to its coast."}, {"video_title": "Origins of European exploration in the Americas.mp3", "Sentence": "They also discover that some of the people who live on these islands, in fact the Canary Islands had a native population called the Guanche, they immediately attempted to enslave these native people and then quickly discovered that they would die of disease. And we'll talk more about why native people seemed to be so susceptible to European diseases a little bit later. So now they have great places to grow sugar, but they don't have a workforce. Well, they're discovering another workforce along the coast of Africa as they begin to set up, this is the Portuguese we're talking about here, trading posts on the west coast of Africa where they're purchasing slaves from African traders or Arab traders who had a long history of trading slaves from the interior of Africa out to its coast. So in the early 1400s, Portugal is doing very well for itself. It seems that they're leading this colonial game. They've pretty much invented the plantation system and they're getting quite wealthy off of it."}, {"video_title": "Origins of European exploration in the Americas.mp3", "Sentence": "Well, they're discovering another workforce along the coast of Africa as they begin to set up, this is the Portuguese we're talking about here, trading posts on the west coast of Africa where they're purchasing slaves from African traders or Arab traders who had a long history of trading slaves from the interior of Africa out to its coast. So in the early 1400s, Portugal is doing very well for itself. It seems that they're leading this colonial game. They've pretty much invented the plantation system and they're getting quite wealthy off of it. So the eyes of Europe turn to Portugal and they think, all right, how can we replicate their success? Meanwhile, back on the Iberian Peninsula, there's a political and religious shakeup. So the kingdoms of Castile and Aragon are united when Ferdinand of Aragon and Isabella of Castile, and I recognize that my Spanish pronunciation is terrible, they get married in 1469 and unite their two kingdoms into what becomes the kingdom of Spain."}, {"video_title": "Origins of European exploration in the Americas.mp3", "Sentence": "They've pretty much invented the plantation system and they're getting quite wealthy off of it. So the eyes of Europe turn to Portugal and they think, all right, how can we replicate their success? Meanwhile, back on the Iberian Peninsula, there's a political and religious shakeup. So the kingdoms of Castile and Aragon are united when Ferdinand of Aragon and Isabella of Castile, and I recognize that my Spanish pronunciation is terrible, they get married in 1469 and unite their two kingdoms into what becomes the kingdom of Spain. So what had been Castile and Aragon becomes Spain. And then united, these two Catholic monarchs turn their attentions to what's called the Reconquista, so reconquering the territories that had been controlled by Muslims for Christians. So I would call this kind of an extension of crusader thinking."}, {"video_title": "Origins of European exploration in the Americas.mp3", "Sentence": "So the kingdoms of Castile and Aragon are united when Ferdinand of Aragon and Isabella of Castile, and I recognize that my Spanish pronunciation is terrible, they get married in 1469 and unite their two kingdoms into what becomes the kingdom of Spain. So what had been Castile and Aragon becomes Spain. And then united, these two Catholic monarchs turn their attentions to what's called the Reconquista, so reconquering the territories that had been controlled by Muslims for Christians. So I would call this kind of an extension of crusader thinking. And Ferdinand and Isabella complete the Reconquista, expelling the Moors from the territory that is today Spain in 1492. So now we've reached 1492 and we've got a will, that is a desire for luxury goods. We also have a little bit of good old fashioned nationalism here."}, {"video_title": "Origins of European exploration in the Americas.mp3", "Sentence": "So I would call this kind of an extension of crusader thinking. And Ferdinand and Isabella complete the Reconquista, expelling the Moors from the territory that is today Spain in 1492. So now we've reached 1492 and we've got a will, that is a desire for luxury goods. We also have a little bit of good old fashioned nationalism here. Spain's closest neighbor is Portugal, who are currently very powerful and wealthy, so they've got perhaps some rivalry in their hearts. And we've got a way, which is the caravel that is making more and more ocean sailing possible. And into this exciting moment steps Christopher Columbus, and we'll talk more about him in the next video."}, {"video_title": "Manifest Destiny   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "It looks pretty peaceful, and it was. San Francisco only had about 1,000 residents, and California had only newly become a US territory at the close of the Mexican-American War. And this is a photograph of San Francisco Harbor in 1850. The water is crowded with ships, and the land is crowded with houses. Less than two years later, San Francisco had 30,000 residents, mainly young men who had come from all over the world, making the city perhaps the most culturally diverse place on Earth at that time period. What happened? The short answer is gold."}, {"video_title": "Manifest Destiny   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "The water is crowded with ships, and the land is crowded with houses. Less than two years later, San Francisco had 30,000 residents, mainly young men who had come from all over the world, making the city perhaps the most culturally diverse place on Earth at that time period. What happened? The short answer is gold. In January 1848, gold was discovered in California near the Sierra Nevada Mountains, right about here. San Francisco was the gateway to that gold, the nearest harbor where ships could land, with prospective gold miners from the East Coast, Europe, South America, and Asia. Before the gold rush, the non-Indian population of the state of California was about 15,000 people."}, {"video_title": "Manifest Destiny   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "The short answer is gold. In January 1848, gold was discovered in California near the Sierra Nevada Mountains, right about here. San Francisco was the gateway to that gold, the nearest harbor where ships could land, with prospective gold miners from the East Coast, Europe, South America, and Asia. Before the gold rush, the non-Indian population of the state of California was about 15,000 people. By 1860, it was more than 350,000. And in the same time period, the Native American population decreased from 150,000 to only 30,000. The gold rush and its impact on California is one very dramatic illustration of the causes and effects of westward migration in the years surrounding the Civil War."}, {"video_title": "Manifest Destiny   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "Before the gold rush, the non-Indian population of the state of California was about 15,000 people. By 1860, it was more than 350,000. And in the same time period, the Native American population decreased from 150,000 to only 30,000. The gold rush and its impact on California is one very dramatic illustration of the causes and effects of westward migration in the years surrounding the Civil War. This drive to expand the United States west to the Pacific is often called manifest destiny, based on a phrase that was coined by New York journalist John O'Sullivan, who wrote in 1845 that westward expansion would be the fulfillment of our manifest destiny to overspread the continent allotted by providence for the free development of our yearly multiplying millions. The word manifest, in this sense, means clear or obvious, and providence is another word for God's help. So O'Sullivan was saying that God had provided the continent for the United States to expand, and it was obviously the destiny of the United States to do so."}, {"video_title": "Manifest Destiny   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "The gold rush and its impact on California is one very dramatic illustration of the causes and effects of westward migration in the years surrounding the Civil War. This drive to expand the United States west to the Pacific is often called manifest destiny, based on a phrase that was coined by New York journalist John O'Sullivan, who wrote in 1845 that westward expansion would be the fulfillment of our manifest destiny to overspread the continent allotted by providence for the free development of our yearly multiplying millions. The word manifest, in this sense, means clear or obvious, and providence is another word for God's help. So O'Sullivan was saying that God had provided the continent for the United States to expand, and it was obviously the destiny of the United States to do so. But despite the prevailing idea that the American West was an empty land full of limitless resources, there were, in fact, a lot of Native people already living in the West. And the arrival of people not only from the East Coast, but from all over the world in the second half of the 19th century would have enormous effects on both people and politics. So let's start by talking about what drew immigrants to the West in this era."}, {"video_title": "Manifest Destiny   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "So O'Sullivan was saying that God had provided the continent for the United States to expand, and it was obviously the destiny of the United States to do so. But despite the prevailing idea that the American West was an empty land full of limitless resources, there were, in fact, a lot of Native people already living in the West. And the arrival of people not only from the East Coast, but from all over the world in the second half of the 19th century would have enormous effects on both people and politics. So let's start by talking about what drew immigrants to the West in this era. First and foremost, they were drawn by economic opportunities available in the West. Before there were gold miners flooding San Francisco, most people who went to the West were farmers. As land became scarcer in the East, a trickle of farming families headed to the fertile Willamette Valley of Oregon through the Oregon Trail."}, {"video_title": "Manifest Destiny   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "So let's start by talking about what drew immigrants to the West in this era. First and foremost, they were drawn by economic opportunities available in the West. Before there were gold miners flooding San Francisco, most people who went to the West were farmers. As land became scarcer in the East, a trickle of farming families headed to the fertile Willamette Valley of Oregon through the Oregon Trail. After the discovery of gold in California, and later in Montana, westward migration increased exponentially. But only a few miners actually struck it rich, mainly those who were already in the area before gold was discovered. Mining and farming weren't the only economic opportunities available in the West."}, {"video_title": "Manifest Destiny   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "As land became scarcer in the East, a trickle of farming families headed to the fertile Willamette Valley of Oregon through the Oregon Trail. After the discovery of gold in California, and later in Montana, westward migration increased exponentially. But only a few miners actually struck it rich, mainly those who were already in the area before gold was discovered. Mining and farming weren't the only economic opportunities available in the West. Many people found work in the industries that served the miners, like hardware stores, boarding houses, and restaurants. There was also the railroad. Between 1860 and 1880, the miles of railroad track in the United States tripled."}, {"video_title": "Manifest Destiny   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "Mining and farming weren't the only economic opportunities available in the West. Many people found work in the industries that served the miners, like hardware stores, boarding houses, and restaurants. There was also the railroad. Between 1860 and 1880, the miles of railroad track in the United States tripled. And as the railroad expanded, so did opportunities for work on the railroad. The expansion of the railroad was one way that the federal government facilitated westward migration. In 1862, in the midst of the Civil War, Congress passed the Pacific Railway Act, which granted railroad companies more than 100 million acres in order to complete a transcontinental railroad, which they did in 1869."}, {"video_title": "Manifest Destiny   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "Between 1860 and 1880, the miles of railroad track in the United States tripled. And as the railroad expanded, so did opportunities for work on the railroad. The expansion of the railroad was one way that the federal government facilitated westward migration. In 1862, in the midst of the Civil War, Congress passed the Pacific Railway Act, which granted railroad companies more than 100 million acres in order to complete a transcontinental railroad, which they did in 1869. The transcontinental railroad reduced the time it took to get across the country from five months to just six days, which made traveling and transporting goods to and from the West much easier. In 1862, Congress also passed the Homestead Act, which granted 160 acres of land for free to anyone over the age of 21 who had never taken up arms against the US government, so no one who was affiliated with the Confederacy, as long as they made improvements to the land within five years. And this included women, immigrants, and African Americans."}, {"video_title": "Manifest Destiny   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "In 1862, in the midst of the Civil War, Congress passed the Pacific Railway Act, which granted railroad companies more than 100 million acres in order to complete a transcontinental railroad, which they did in 1869. The transcontinental railroad reduced the time it took to get across the country from five months to just six days, which made traveling and transporting goods to and from the West much easier. In 1862, Congress also passed the Homestead Act, which granted 160 acres of land for free to anyone over the age of 21 who had never taken up arms against the US government, so no one who was affiliated with the Confederacy, as long as they made improvements to the land within five years. And this included women, immigrants, and African Americans. The Homestead Act was the wartime extension of the ideas of the Free Soil Movement to populate western lands with small, independent farmers rather than slaveholders on giant plantations. More than 1.5 million people acquired land this way. The last reason that Americans headed west that I'll talk about here was cultural messaging of the time period."}, {"video_title": "Manifest Destiny   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "And this included women, immigrants, and African Americans. The Homestead Act was the wartime extension of the ideas of the Free Soil Movement to populate western lands with small, independent farmers rather than slaveholders on giant plantations. More than 1.5 million people acquired land this way. The last reason that Americans headed west that I'll talk about here was cultural messaging of the time period. I mentioned earlier this notion of manifest destiny, that the United States had a divine mission to spread across North America. Closely related to that was a widespread belief among whites that American civilization was superior to other cultures, and that any barriers to US expansion, like Native Americans and Mexican Americans who possessed the land onto which settlers flooded, were obstacles to progress and civilization. This painting, which was painted in 1872 by the artist John Gast, is called American Progress."}, {"video_title": "Manifest Destiny   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "The last reason that Americans headed west that I'll talk about here was cultural messaging of the time period. I mentioned earlier this notion of manifest destiny, that the United States had a divine mission to spread across North America. Closely related to that was a widespread belief among whites that American civilization was superior to other cultures, and that any barriers to US expansion, like Native Americans and Mexican Americans who possessed the land onto which settlers flooded, were obstacles to progress and civilization. This painting, which was painted in 1872 by the artist John Gast, is called American Progress. In it, you can see an allegorical figure of America holding a school book and helping to lay telegraph wire. She brings with her symbols of American civilization, railroads and covered wagons, and farmers with log cabins, and she drives away symbols of what the artist portrays as wilderness or savagery, Native Americans, buffalo, even an angry bear down here. You can even see how the artist painted the right side of the painting with a bright, clear sky, and the left side with dark shadows and clouds, so that this central figure of America seems to be driving out the darkness."}, {"video_title": "Manifest Destiny   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "This painting, which was painted in 1872 by the artist John Gast, is called American Progress. In it, you can see an allegorical figure of America holding a school book and helping to lay telegraph wire. She brings with her symbols of American civilization, railroads and covered wagons, and farmers with log cabins, and she drives away symbols of what the artist portrays as wilderness or savagery, Native Americans, buffalo, even an angry bear down here. You can even see how the artist painted the right side of the painting with a bright, clear sky, and the left side with dark shadows and clouds, so that this central figure of America seems to be driving out the darkness. I encourage you to pause the video and see how many symbols of civilization and symbols of wilderness you can identify in this painting. Now that we've discussed the causes of westward expansion, let's talk about some of its effects. A major one is an increase in sectional conflict."}, {"video_title": "Manifest Destiny   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "You can even see how the artist painted the right side of the painting with a bright, clear sky, and the left side with dark shadows and clouds, so that this central figure of America seems to be driving out the darkness. I encourage you to pause the video and see how many symbols of civilization and symbols of wilderness you can identify in this painting. Now that we've discussed the causes of westward expansion, let's talk about some of its effects. A major one is an increase in sectional conflict. As new western states joined the Union, it inflamed tensions over the balance of power between free and slave states in Congress, which ultimately would lead to the Civil War. Another effect was an increase in racial conflict in the West. As people from all over the world came to the West and competed for land and gold, there was a surge in racial violence."}, {"video_title": "Manifest Destiny   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "A major one is an increase in sectional conflict. As new western states joined the Union, it inflamed tensions over the balance of power between free and slave states in Congress, which ultimately would lead to the Civil War. Another effect was an increase in racial conflict in the West. As people from all over the world came to the West and competed for land and gold, there was a surge in racial violence. Before and after the Civil War, as white settlers crowded onto the lands of Plains Indians, US Army sought to exterminate them or confine them to reservations. In California, white miners sought to expel foreign miners and Native Americans from regions with gold. Vigilantes killed or expelled 80% of the Native population of the region in just over a decade."}, {"video_title": "Manifest Destiny   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "As people from all over the world came to the West and competed for land and gold, there was a surge in racial violence. Before and after the Civil War, as white settlers crowded onto the lands of Plains Indians, US Army sought to exterminate them or confine them to reservations. In California, white miners sought to expel foreign miners and Native Americans from regions with gold. Vigilantes killed or expelled 80% of the Native population of the region in just over a decade. Also in California, vigilante groups attacked Chinese communities and even tried to destroy Chinatown in San Francisco in 1877. The state government in California also imposed high taxes on foreign miners, especially the Chinese. These discriminatory laws would lay the groundwork for the first race-based immigration restriction in US history, the Chinese Exclusion Act of 1882."}, {"video_title": "Manifest Destiny   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "Vigilantes killed or expelled 80% of the Native population of the region in just over a decade. Also in California, vigilante groups attacked Chinese communities and even tried to destroy Chinatown in San Francisco in 1877. The state government in California also imposed high taxes on foreign miners, especially the Chinese. These discriminatory laws would lay the groundwork for the first race-based immigration restriction in US history, the Chinese Exclusion Act of 1882. The enormous increase in westward expansion in this era led to unprecedented prosperity for some and unprecedented misery for others. But in 1877, at the end of the Reconstruction Era, the process of westward expansion was not yet complete. Many of the political, social, and economic consequences of the events in this time period would become even more pronounced in the last years of the 19th century."}, {"video_title": "1943 Axis losing in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "And this is actually an incredible story. There's many movies about the Siege of Stalingrad for a reason. The Soviets are able to mount a pretty epic counterattack by attacking the flanks of the Axis Army, and they're able to push them back and defeat the Axis Army. Stalingrad itself gets reduced to rubble, and if you actually look up pictures of it, it's kind of mind-blowing to just even imagine what went on there. I mean, Stalingrad right over here, although right now, Leningrad in 1943 is still under siege, and if you want your stomach to really be sick, look up images of things that happened over there. But needless to say, 1943, it's a turning, or it's not the turning point, 42 really is the turning point, but 1943, the momentum's really in the Allies' favor. The Soviets defeat the Germans at Stalingrad."}, {"video_title": "1943 Axis losing in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "Stalingrad itself gets reduced to rubble, and if you actually look up pictures of it, it's kind of mind-blowing to just even imagine what went on there. I mean, Stalingrad right over here, although right now, Leningrad in 1943 is still under siege, and if you want your stomach to really be sick, look up images of things that happened over there. But needless to say, 1943, it's a turning, or it's not the turning point, 42 really is the turning point, but 1943, the momentum's really in the Allies' favor. The Soviets defeat the Germans at Stalingrad. They're able to push the Germans and the Axis powers out of the Caucasus, and then they begin to advance, and then the Soviets begin to advance and retake ground from the Axis powers. Now, at the same time, you might remember that at the end of 1942 in North Africa, in North Africa, let me go right over here. I have all these maps layered over here."}, {"video_title": "1943 Axis losing in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "The Soviets defeat the Germans at Stalingrad. They're able to push the Germans and the Axis powers out of the Caucasus, and then they begin to advance, and then the Soviets begin to advance and retake ground from the Axis powers. Now, at the same time, you might remember that at the end of 1942 in North Africa, in North Africa, let me go right over here. I have all these maps layered over here. You might remember that the British were able to push back the Axis Army back into Libya, and then this just continues as we go into 1943, and the Allied Army is essentially able to kick the Axis Army out of North Africa and be victorious in North Africa. And you remember, you have the armies that are coming from Egypt. You also had Allies land in Morocco and Algeria, and then they all meet up, and by mid-year, they're able to use their victory in North Africa as a launching point to start attacking the mainland of Italy."}, {"video_title": "1943 Axis losing in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "I have all these maps layered over here. You might remember that the British were able to push back the Axis Army back into Libya, and then this just continues as we go into 1943, and the Allied Army is essentially able to kick the Axis Army out of North Africa and be victorious in North Africa. And you remember, you have the armies that are coming from Egypt. You also had Allies land in Morocco and Algeria, and then they all meet up, and by mid-year, they're able to use their victory in North Africa as a launching point to start attacking the mainland of Italy. They first, they can go to Sicily, but then they go to the actual mainland, and there's an attack at Salerno, and they start to really kind of fight their way up the Italian peninsula. Maybe I'll do this in a blue color so you can see this is the Allies as we go into mid and late 1943 are able to take more and more of the Italian peninsula. Now, as this happens, conditions in Italy aren't good."}, {"video_title": "1943 Axis losing in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "You also had Allies land in Morocco and Algeria, and then they all meet up, and by mid-year, they're able to use their victory in North Africa as a launching point to start attacking the mainland of Italy. They first, they can go to Sicily, but then they go to the actual mainland, and there's an attack at Salerno, and they start to really kind of fight their way up the Italian peninsula. Maybe I'll do this in a blue color so you can see this is the Allies as we go into mid and late 1943 are able to take more and more of the Italian peninsula. Now, as this happens, conditions in Italy aren't good. The Italian people aren't happy, and they're actually able to depose Mussolini. So let me write that down. So this is in 1943."}, {"video_title": "1943 Axis losing in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "Now, as this happens, conditions in Italy aren't good. The Italian people aren't happy, and they're actually able to depose Mussolini. So let me write that down. So this is in 1943. Mussolini, Mussolini. Actually, I think there's another S. Mussolini is deposed. Mussolini is, Mussolini is deposed."}, {"video_title": "1943 Axis losing in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "So this is in 1943. Mussolini, Mussolini. Actually, I think there's another S. Mussolini is deposed. Mussolini is, Mussolini is deposed. And as we get later that year, Italy formally surrenders to the Allies. Now, with that said, Italy has surrendered, but the entire country of Italy, the entire Italian peninsula, there's still Axis troops there. So the Allies have to continue to slog through 1943 and 1944, and even into 1945 to completely rid Italy of the Axis powers, and especially the Germans."}, {"video_title": "1943 Axis losing in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "Mussolini is, Mussolini is deposed. And as we get later that year, Italy formally surrenders to the Allies. Now, with that said, Italy has surrendered, but the entire country of Italy, the entire Italian peninsula, there's still Axis troops there. So the Allies have to continue to slog through 1943 and 1944, and even into 1945 to completely rid Italy of the Axis powers, and especially the Germans. Now, Rome especially is fairly hard. Bombing campaigns start in Rome in order to completely get the Axis powers out of that, and that all is happening in 19, this is all happening in 1943. Now, other things of note, and there's many things that are happening in Europe, and once again, these are just overview videos that are happening in 1943, is American forces, as early as, early in 1943, are able to start doing bombing attacks on Germany itself, and these bombing attacks only become more and more fierce as the war progresses."}, {"video_title": "Sectional conflict Regional differences   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "From the very beginning of English settlement in North America, the contrast between the Southern colonies and the Northern colonies was stark. Things didn't improve much when the 13 colonies rebelled in 1776 and became an independent nation. Tensions over slavery flared during the crafting of the US Constitution and repeatedly during the 19th century, when compromises in 1820 and 1850 barely maintained the fragile balance between Northern and Southern states. But in 1860, the wheels finally came off and the Southern states seceded from the Union, starting the Civil War. After more than 80 years of compromise, why did the differences between the North and the South finally become irreconcilable in the 1850s? In other videos, we've traced the differences and similarities between the North and South from the colonial era until the late 1840s in terms of economics, social structure, and commonly held ideas about slavery. Let's revisit those comparisons for the years immediately leading up to the Civil War and see if we can identify why the conflict intensified in the 1850s."}, {"video_title": "Sectional conflict Regional differences   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "But in 1860, the wheels finally came off and the Southern states seceded from the Union, starting the Civil War. After more than 80 years of compromise, why did the differences between the North and the South finally become irreconcilable in the 1850s? In other videos, we've traced the differences and similarities between the North and South from the colonial era until the late 1840s in terms of economics, social structure, and commonly held ideas about slavery. Let's revisit those comparisons for the years immediately leading up to the Civil War and see if we can identify why the conflict intensified in the 1850s. The difference between the economies of the North and South began way back at the outset of colonization in North America, when the cold climate of the North prevented large-scale plantation agriculture. Instead, the Northern economy centered on trade and manufacturing. The First and Second Industrial Revolution turned the Northern economy into one based on factories, where men, women, and children worked for long hours, sometimes in dangerous conditions."}, {"video_title": "Sectional conflict Regional differences   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "Let's revisit those comparisons for the years immediately leading up to the Civil War and see if we can identify why the conflict intensified in the 1850s. The difference between the economies of the North and South began way back at the outset of colonization in North America, when the cold climate of the North prevented large-scale plantation agriculture. Instead, the Northern economy centered on trade and manufacturing. The First and Second Industrial Revolution turned the Northern economy into one based on factories, where men, women, and children worked for long hours, sometimes in dangerous conditions. In the 1840s, the potato famine in Ireland and revolutions in Europe prompted many Irish and German immigrants to come to Northern cities in search of factory jobs. But even though most factory workers in the North struggled to make ends meet, there was some opportunity for social mobility to climb the economic ladder. And therefore, the North also had a growing middle class in the mid-19th century."}, {"video_title": "Sectional conflict Regional differences   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "The First and Second Industrial Revolution turned the Northern economy into one based on factories, where men, women, and children worked for long hours, sometimes in dangerous conditions. In the 1840s, the potato famine in Ireland and revolutions in Europe prompted many Irish and German immigrants to come to Northern cities in search of factory jobs. But even though most factory workers in the North struggled to make ends meet, there was some opportunity for social mobility to climb the economic ladder. And therefore, the North also had a growing middle class in the mid-19th century. Many in the lower class held out hope that they could move out West and start a small family farm in order to become financially stable. So to recap, the class structure in the North looked kind of like this. A large working class of laborers, many of them immigrants, a middle class of managers and small business owners, and a small upper class of factory owners, bankers, and successful merchants."}, {"video_title": "Sectional conflict Regional differences   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "And therefore, the North also had a growing middle class in the mid-19th century. Many in the lower class held out hope that they could move out West and start a small family farm in order to become financially stable. So to recap, the class structure in the North looked kind of like this. A large working class of laborers, many of them immigrants, a middle class of managers and small business owners, and a small upper class of factory owners, bankers, and successful merchants. In the South, cultivating valuable cash crops to sell on the national and international markets had always been the center of the economy. Cotton had slowly replaced tobacco as the number one crop in the South, and American cotton plantations were producing nearly 70% of the world's cotton supply by 1860. With agriculture working out so well for plantation owners, there was no need to industrialize as in the North."}, {"video_title": "Sectional conflict Regional differences   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "A large working class of laborers, many of them immigrants, a middle class of managers and small business owners, and a small upper class of factory owners, bankers, and successful merchants. In the South, cultivating valuable cash crops to sell on the national and international markets had always been the center of the economy. Cotton had slowly replaced tobacco as the number one crop in the South, and American cotton plantations were producing nearly 70% of the world's cotton supply by 1860. With agriculture working out so well for plantation owners, there was no need to industrialize as in the North. All the labor on plantations was done by enslaved people who had no hope of improving their lot in life except by running away. There was also a large number of poor white farmers who owned no slaves, and a few modest planters that owned fewer than 10 enslaved people. Despite the popular myth of gigantic plantations across the South, only 1 1\u204410 of a percent of slaveholders owned more than 100 people."}, {"video_title": "Sectional conflict Regional differences   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "With agriculture working out so well for plantation owners, there was no need to industrialize as in the North. All the labor on plantations was done by enslaved people who had no hope of improving their lot in life except by running away. There was also a large number of poor white farmers who owned no slaves, and a few modest planters that owned fewer than 10 enslaved people. Despite the popular myth of gigantic plantations across the South, only 1 1\u204410 of a percent of slaveholders owned more than 100 people. The class system in the South was extremely rigid and aristocratic, not far off from a medieval feudal society with a handful of wealthy white families dominating in each southern state. Wealth was measured in the South by the number of enslaved people a planter owned. Poorer whites aspired to buy enslaved people and become plantation owners themselves, but their prospects of doing so were pretty slim by the 1850s."}, {"video_title": "Sectional conflict Regional differences   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "Despite the popular myth of gigantic plantations across the South, only 1 1\u204410 of a percent of slaveholders owned more than 100 people. The class system in the South was extremely rigid and aristocratic, not far off from a medieval feudal society with a handful of wealthy white families dominating in each southern state. Wealth was measured in the South by the number of enslaved people a planter owned. Poorer whites aspired to buy enslaved people and become plantation owners themselves, but their prospects of doing so were pretty slim by the 1850s. Growing cotton quickly depleted the soil, and so both large plantation owners and whites who dreamed of becoming large plantation owners looked to the West for new lands to cultivate in order to expand the cotton kingdom. In short, the class structure in the South looked a little like this. A large permanent underclass of enslaved laborers with non-slaveholding whites above them in rights and in economic power."}, {"video_title": "Sectional conflict Regional differences   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "Poorer whites aspired to buy enslaved people and become plantation owners themselves, but their prospects of doing so were pretty slim by the 1850s. Growing cotton quickly depleted the soil, and so both large plantation owners and whites who dreamed of becoming large plantation owners looked to the West for new lands to cultivate in order to expand the cotton kingdom. In short, the class structure in the South looked a little like this. A large permanent underclass of enslaved laborers with non-slaveholding whites above them in rights and in economic power. Then there was a small number of planters who owned a few enslaved people, and at the very top was a tiny fraction of large planters who owned more than 100 enslaved people. So how did these economic differences lead to tension? Well, first, there were tensions over whether the economic policy of the federal government promoted agriculture or manufacturing."}, {"video_title": "Sectional conflict Regional differences   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "A large permanent underclass of enslaved laborers with non-slaveholding whites above them in rights and in economic power. Then there was a small number of planters who owned a few enslaved people, and at the very top was a tiny fraction of large planters who owned more than 100 enslaved people. So how did these economic differences lead to tension? Well, first, there were tensions over whether the economic policy of the federal government promoted agriculture or manufacturing. Things like tariffs and the expansion of the railroad turned into bitter fights over whether the government was prioritizing the needs of one section or the other. And then there was westward expansion. Both northerners and southerners looked to the West for their future economic opportunities, and both sides suspected the other of trying to suppress their paths to social mobility."}, {"video_title": "Sectional conflict Regional differences   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "Well, first, there were tensions over whether the economic policy of the federal government promoted agriculture or manufacturing. Things like tariffs and the expansion of the railroad turned into bitter fights over whether the government was prioritizing the needs of one section or the other. And then there was westward expansion. Both northerners and southerners looked to the West for their future economic opportunities, and both sides suspected the other of trying to suppress their paths to social mobility. The ideologies of the North and South also diverged sharply in the 1850s. In the North, most whites didn't object to slavery as it existed in the South, but worried about the potential expansion of slavery to the West. The Free Soil Movement aimed to preserve Western lands for small white farmers."}, {"video_title": "Sectional conflict Regional differences   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "Both northerners and southerners looked to the West for their future economic opportunities, and both sides suspected the other of trying to suppress their paths to social mobility. The ideologies of the North and South also diverged sharply in the 1850s. In the North, most whites didn't object to slavery as it existed in the South, but worried about the potential expansion of slavery to the West. The Free Soil Movement aimed to preserve Western lands for small white farmers. There was also a growing sense among northerners that the South had too much power in the federal government. Thanks to the Three-Fifths Compromise, which granted Southern states representation in Congress for 60% of its disenfranchised enslaved population in addition to its white population, this was a fair charge to make. Many events of the 1850s, like the Fugitive Slave Act, which compelled Northern whites to assist in capturing runaway slaves, the Kansas-Nebraska Act, which reopened the possibility of allowing slavery north of the Missouri Compromise Line, and the Supreme Court's decision in the case Dred Scott v. Stanford, which claimed that African Americans weren't citizens, convinced northerners that what they called the slave power had come to dominate government."}, {"video_title": "Sectional conflict Regional differences   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "The Free Soil Movement aimed to preserve Western lands for small white farmers. There was also a growing sense among northerners that the South had too much power in the federal government. Thanks to the Three-Fifths Compromise, which granted Southern states representation in Congress for 60% of its disenfranchised enslaved population in addition to its white population, this was a fair charge to make. Many events of the 1850s, like the Fugitive Slave Act, which compelled Northern whites to assist in capturing runaway slaves, the Kansas-Nebraska Act, which reopened the possibility of allowing slavery north of the Missouri Compromise Line, and the Supreme Court's decision in the case Dred Scott v. Stanford, which claimed that African Americans weren't citizens, convinced northerners that what they called the slave power had come to dominate government. Consequently, the Abolition Movement, which called for the immediate end of slavery everywhere, grew considerably more mainstream in the 1850s. Writers like Harriet Beecher Stowe, author of the influential abolitionist novel Uncle Tom's Cabin, activists like Frederick Douglass, who had escaped from slavery and toured the North lecturing about its evils, and vigilantes like John Brown, who led deadly raids on slaveholders, dramatized the moral evil of slavery to a growing audience in this time period. In contrast to the North, white southerners believed they had the Constitution on their side, and that Northern attempts to limit the expansion of slavery constituted an assault on their liberty."}, {"video_title": "Sectional conflict Regional differences   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "Many events of the 1850s, like the Fugitive Slave Act, which compelled Northern whites to assist in capturing runaway slaves, the Kansas-Nebraska Act, which reopened the possibility of allowing slavery north of the Missouri Compromise Line, and the Supreme Court's decision in the case Dred Scott v. Stanford, which claimed that African Americans weren't citizens, convinced northerners that what they called the slave power had come to dominate government. Consequently, the Abolition Movement, which called for the immediate end of slavery everywhere, grew considerably more mainstream in the 1850s. Writers like Harriet Beecher Stowe, author of the influential abolitionist novel Uncle Tom's Cabin, activists like Frederick Douglass, who had escaped from slavery and toured the North lecturing about its evils, and vigilantes like John Brown, who led deadly raids on slaveholders, dramatized the moral evil of slavery to a growing audience in this time period. In contrast to the North, white southerners believed they had the Constitution on their side, and that Northern attempts to limit the expansion of slavery constituted an assault on their liberty. In addition, white southerners began to craft a proactive defense of the institution of slavery in the 1850s. Instead of treating slavery like the South's embarrassing but necessary peculiar institution, as they had in the past, Southern commentators began to frame slavery as a positive good. They pointed to the conditions of immigrants in Northern factories, who might be injured in an accident at work, and then be fired for no longer being productive."}, {"video_title": "Sectional conflict Regional differences   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "In contrast to the North, white southerners believed they had the Constitution on their side, and that Northern attempts to limit the expansion of slavery constituted an assault on their liberty. In addition, white southerners began to craft a proactive defense of the institution of slavery in the 1850s. Instead of treating slavery like the South's embarrassing but necessary peculiar institution, as they had in the past, Southern commentators began to frame slavery as a positive good. They pointed to the conditions of immigrants in Northern factories, who might be injured in an accident at work, and then be fired for no longer being productive. Slave owners argued that they treated their enslaved laborers better than Northern factory owners treated their wage slaves. Southern sociologist George Fitzhugh wrote two books arguing that slavery was preferable to the kill or be killed environment of unbridled capitalism, and that poor whites should be enslaved in addition to people of African descent in order to protect them from being eaten alive in the free market. In looking at these economic, social, and ideological differences between the North and South, it's clear that by the 1850s, there was really a clash of cultures going on."}, {"video_title": "Sectional conflict Regional differences   Period 5 1844-1877   AP US History   Khan Academy.mp3", "Sentence": "They pointed to the conditions of immigrants in Northern factories, who might be injured in an accident at work, and then be fired for no longer being productive. Slave owners argued that they treated their enslaved laborers better than Northern factory owners treated their wage slaves. Southern sociologist George Fitzhugh wrote two books arguing that slavery was preferable to the kill or be killed environment of unbridled capitalism, and that poor whites should be enslaved in addition to people of African descent in order to protect them from being eaten alive in the free market. In looking at these economic, social, and ideological differences between the North and South, it's clear that by the 1850s, there was really a clash of cultures going on. Would the United States be an agricultural nation or an industrial one? One where anyone, no matter their color or place of birth, could climb the social ladder, or one where just a few deserve to enjoy all the blessings of liberty? In 1860, these questions would propel the country into civil war."}, {"video_title": "The age of empire   Rise to world power (1890-1945)   US History   Khan Academy.mp3", "Sentence": "I mean, and some of them are pretty tiny. There's Guam, which is just barely a little speck on the map, and American Samoa, and more well-known would be the Hawaiian Islands, right? One of the 50 states of the United States. Have you ever wondered why the United States has islands in the middle of the Pacific? I mean, this is thousands of miles from the mainland of the United States. So what's the deal? Did the United States just want access to somewhere to get a tan and maybe buy some pineapple?"}, {"video_title": "The age of empire   Rise to world power (1890-1945)   US History   Khan Academy.mp3", "Sentence": "Have you ever wondered why the United States has islands in the middle of the Pacific? I mean, this is thousands of miles from the mainland of the United States. So what's the deal? Did the United States just want access to somewhere to get a tan and maybe buy some pineapple? In this video, I wanna talk about the very unique historical circumstances under which the United States acquired a bunch of territory outside of the borders of the lower 48 states, or how, in other words, the United States became an empire. And empire, or imperialism, is the practice of having political or economic control over a territory that is outside the boundaries of your nation. So when did this happen, and why did this happen?"}, {"video_title": "The age of empire   Rise to world power (1890-1945)   US History   Khan Academy.mp3", "Sentence": "Did the United States just want access to somewhere to get a tan and maybe buy some pineapple? In this video, I wanna talk about the very unique historical circumstances under which the United States acquired a bunch of territory outside of the borders of the lower 48 states, or how, in other words, the United States became an empire. And empire, or imperialism, is the practice of having political or economic control over a territory that is outside the boundaries of your nation. So when did this happen, and why did this happen? Let me give you a little background on the run-up to the United States becoming an empire. So the Civil War ends in 1865, and while that is a conflict just within the United States, right, the definition of civil war, the Civil War has kind of an interesting effect on the United States' economy, because for the course of the Civil War, the North really ramped up their industrial production to win the war, so they build railroad tracks, and they have factories that help them build the armaments that are gonna help them with victory in the war. Well, after the war, all of these factories, all of these railroads still exist, and they're turned to different purposes."}, {"video_title": "The age of empire   Rise to world power (1890-1945)   US History   Khan Academy.mp3", "Sentence": "So when did this happen, and why did this happen? Let me give you a little background on the run-up to the United States becoming an empire. So the Civil War ends in 1865, and while that is a conflict just within the United States, right, the definition of civil war, the Civil War has kind of an interesting effect on the United States' economy, because for the course of the Civil War, the North really ramped up their industrial production to win the war, so they build railroad tracks, and they have factories that help them build the armaments that are gonna help them with victory in the war. Well, after the war, all of these factories, all of these railroads still exist, and they're turned to different purposes. So over the course of the late 19th century, from the end of the Civil War, really up until even 1900 and beyond, the United States becomes the leading industrial power in the world. So they make more stuff than anybody else, and this is one of the reasons why so many immigrants are flocking to the United States in this time period, because there are jobs and factories. But even though the US was acknowledged as this great industrial power, it was not really acknowledged as a world military power."}, {"video_title": "The age of empire   Rise to world power (1890-1945)   US History   Khan Academy.mp3", "Sentence": "Well, after the war, all of these factories, all of these railroads still exist, and they're turned to different purposes. So over the course of the late 19th century, from the end of the Civil War, really up until even 1900 and beyond, the United States becomes the leading industrial power in the world. So they make more stuff than anybody else, and this is one of the reasons why so many immigrants are flocking to the United States in this time period, because there are jobs and factories. But even though the US was acknowledged as this great industrial power, it was not really acknowledged as a world military power. The number one power in the world at this time is England. This is the end of the Victorian era. None of the nations of Europe think of the United States as an important power in the world."}, {"video_title": "The age of empire   Rise to world power (1890-1945)   US History   Khan Academy.mp3", "Sentence": "But even though the US was acknowledged as this great industrial power, it was not really acknowledged as a world military power. The number one power in the world at this time is England. This is the end of the Victorian era. None of the nations of Europe think of the United States as an important power in the world. I mean, if you were a diplomat from France, and you got a diplomatic posting to Washington, D.C., that would be like getting a diplomatic posting on the moon. There is nothing going on there. Nobody's interested."}, {"video_title": "The age of empire   Rise to world power (1890-1945)   US History   Khan Academy.mp3", "Sentence": "None of the nations of Europe think of the United States as an important power in the world. I mean, if you were a diplomat from France, and you got a diplomatic posting to Washington, D.C., that would be like getting a diplomatic posting on the moon. There is nothing going on there. Nobody's interested. You'd much rather be in Vienna or London. But another reason why the nations of Europe are such important world powers is because of their own investment in imperialism. So let me show you a map of the world in 1914, which is kind of after this age of imperialism, but it gives you an idea of how much territory Europe had gobbled up in this time period."}, {"video_title": "The age of empire   Rise to world power (1890-1945)   US History   Khan Academy.mp3", "Sentence": "Nobody's interested. You'd much rather be in Vienna or London. But another reason why the nations of Europe are such important world powers is because of their own investment in imperialism. So let me show you a map of the world in 1914, which is kind of after this age of imperialism, but it gives you an idea of how much territory Europe had gobbled up in this time period. So this is the rest of the world in this time period, and we're talking about kind of the period from about 1880 to 1900. And in this time period, the powers of Europe really competed with each other to take over territories in the rest of the world. And these would have been developing nations, nations that did not have the firepower to compete with Europe, and they were generally nations with a lot of natural resources."}, {"video_title": "The age of empire   Rise to world power (1890-1945)   US History   Khan Academy.mp3", "Sentence": "So let me show you a map of the world in 1914, which is kind of after this age of imperialism, but it gives you an idea of how much territory Europe had gobbled up in this time period. So this is the rest of the world in this time period, and we're talking about kind of the period from about 1880 to 1900. And in this time period, the powers of Europe really competed with each other to take over territories in the rest of the world. And these would have been developing nations, nations that did not have the firepower to compete with Europe, and they were generally nations with a lot of natural resources. So in the mid-19th century, there'd been explorers going throughout Africa. This is the period of Dr. Livingston, I presume. And Dr. Livingston reports back to England that there is a lot of stuff in Africa."}, {"video_title": "The age of empire   Rise to world power (1890-1945)   US History   Khan Academy.mp3", "Sentence": "And these would have been developing nations, nations that did not have the firepower to compete with Europe, and they were generally nations with a lot of natural resources. So in the mid-19th century, there'd been explorers going throughout Africa. This is the period of Dr. Livingston, I presume. And Dr. Livingston reports back to England that there is a lot of stuff in Africa. We're talking about diamonds and gold and rubber. And elsewhere in the world, in India, there's tea. And so in the 1880s, 1890s, Europe scrambles for territorial control of Africa."}, {"video_title": "The age of empire   Rise to world power (1890-1945)   US History   Khan Academy.mp3", "Sentence": "And Dr. Livingston reports back to England that there is a lot of stuff in Africa. We're talking about diamonds and gold and rubber. And elsewhere in the world, in India, there's tea. And so in the 1880s, 1890s, Europe scrambles for territorial control of Africa. And you see England here in South Africa, and France up here in Northwest Africa, and then, of course, you've got England in India, and Australia, and they're even fighting for influence in China. And they had two main reasons for wanting these colonies abroad. One is, as we said, their natural resources."}, {"video_title": "The age of empire   Rise to world power (1890-1945)   US History   Khan Academy.mp3", "Sentence": "And so in the 1880s, 1890s, Europe scrambles for territorial control of Africa. And you see England here in South Africa, and France up here in Northwest Africa, and then, of course, you've got England in India, and Australia, and they're even fighting for influence in China. And they had two main reasons for wanting these colonies abroad. One is, as we said, their natural resources. So they can take all the raw materials, the unfinished goods, to run the empire, and then they can take that back up to Europe and process it. So it's a cheap source of stuff for their industrial production. The other thing they want is markets."}, {"video_title": "The age of empire   Rise to world power (1890-1945)   US History   Khan Academy.mp3", "Sentence": "One is, as we said, their natural resources. So they can take all the raw materials, the unfinished goods, to run the empire, and then they can take that back up to Europe and process it. So it's a cheap source of stuff for their industrial production. The other thing they want is markets. So all of these territories, all of these colonies have people in them who can buy the products from the European nations. And as their factories produce more and more stuff, they need more and more people to buy those things, or they're going to stagnate economically. So this is where the United States comes in."}, {"video_title": "The age of empire   Rise to world power (1890-1945)   US History   Khan Academy.mp3", "Sentence": "The other thing they want is markets. So all of these territories, all of these colonies have people in them who can buy the products from the European nations. And as their factories produce more and more stuff, they need more and more people to buy those things, or they're going to stagnate economically. So this is where the United States comes in. So in the late 19th century, the US has become this leading industrial power. They feel like they're not getting any respect from Europe for being pretty big dogs. But they also start looking at this scramble for Africa, this scramble for colonies in the world, and they think, maybe the United States should get in on this game."}, {"video_title": "The age of empire   Rise to world power (1890-1945)   US History   Khan Academy.mp3", "Sentence": "So this is where the United States comes in. So in the late 19th century, the US has become this leading industrial power. They feel like they're not getting any respect from Europe for being pretty big dogs. But they also start looking at this scramble for Africa, this scramble for colonies in the world, and they think, maybe the United States should get in on this game. And they have a couple of reasons for doing this. One of the reasons for doing this is the idea of expanding the frontier. So in the late 19th century, there was a pretty famous historian by the name of Frederick Jackson Turner."}, {"video_title": "The age of empire   Rise to world power (1890-1945)   US History   Khan Academy.mp3", "Sentence": "But they also start looking at this scramble for Africa, this scramble for colonies in the world, and they think, maybe the United States should get in on this game. And they have a couple of reasons for doing this. One of the reasons for doing this is the idea of expanding the frontier. So in the late 19th century, there was a pretty famous historian by the name of Frederick Jackson Turner. And what Turner has to say really troubles a lot of people. He says, manifest destiny is done. So manifest destiny, you'll recall, is this idea that God wanted the United States to occupy the North American continent from Atlantic to Pacific."}, {"video_title": "The age of empire   Rise to world power (1890-1945)   US History   Khan Academy.mp3", "Sentence": "So in the late 19th century, there was a pretty famous historian by the name of Frederick Jackson Turner. And what Turner has to say really troubles a lot of people. He says, manifest destiny is done. So manifest destiny, you'll recall, is this idea that God wanted the United States to occupy the North American continent from Atlantic to Pacific. As of 1890, the census showed that there was pretty much even population distribution all the way to the Pacific Ocean. So this process of conquering the frontier that many white Americans thought was really crucial to the American spirit was over. So what is the United States going to do?"}, {"video_title": "The age of empire   Rise to world power (1890-1945)   US History   Khan Academy.mp3", "Sentence": "So manifest destiny, you'll recall, is this idea that God wanted the United States to occupy the North American continent from Atlantic to Pacific. As of 1890, the census showed that there was pretty much even population distribution all the way to the Pacific Ocean. So this process of conquering the frontier that many white Americans thought was really crucial to the American spirit was over. So what is the United States going to do? Culturally, they pride themselves on being a pioneering people, but along with that goes the same sort of quest for new markets that Europe is going through in the same time period. So if the United States is the world's leading industrial power, and they did that by conquering the frontier, building railroads, finding new people to sell the products of their factory to, what's going to happen if they have nowhere else to expand? Relentless expansion is kind of the backbone of American capitalism, and so people started to worry that if expansion is done, then the American industrial project is going to falter with no new markets to conquer."}, {"video_title": "The age of empire   Rise to world power (1890-1945)   US History   Khan Academy.mp3", "Sentence": "So what is the United States going to do? Culturally, they pride themselves on being a pioneering people, but along with that goes the same sort of quest for new markets that Europe is going through in the same time period. So if the United States is the world's leading industrial power, and they did that by conquering the frontier, building railroads, finding new people to sell the products of their factory to, what's going to happen if they have nowhere else to expand? Relentless expansion is kind of the backbone of American capitalism, and so people started to worry that if expansion is done, then the American industrial project is going to falter with no new markets to conquer. All right, so those are the economic and cultural explanations for why the United States became interested in being an imperial power at the end of the 19th century. There are also some military explanations. So let me take you back to a map of the Pacific."}, {"video_title": "The age of empire   Rise to world power (1890-1945)   US History   Khan Academy.mp3", "Sentence": "Relentless expansion is kind of the backbone of American capitalism, and so people started to worry that if expansion is done, then the American industrial project is going to falter with no new markets to conquer. All right, so those are the economic and cultural explanations for why the United States became interested in being an imperial power at the end of the 19th century. There are also some military explanations. So let me take you back to a map of the Pacific. So in 1890, this man named Alfred Thayer Mahan published a book called The Influence of Sea Power Upon History, and Mahan's thesis was that all the great nations of history since time immemorial had gotten their greatness through a domination of the seas. So he says that if the United States really wants to be a world power going forward, they're going to have to make some serious investments in their navy. He says first, they're going to have to build a really powerful naval fleet, which has never really been the bread and butter of America's military."}, {"video_title": "The age of empire   Rise to world power (1890-1945)   US History   Khan Academy.mp3", "Sentence": "So let me take you back to a map of the Pacific. So in 1890, this man named Alfred Thayer Mahan published a book called The Influence of Sea Power Upon History, and Mahan's thesis was that all the great nations of history since time immemorial had gotten their greatness through a domination of the seas. So he says that if the United States really wants to be a world power going forward, they're going to have to make some serious investments in their navy. He says first, they're going to have to build a really powerful naval fleet, which has never really been the bread and butter of America's military. I mean, up until this point, the United States' navy was like five leaky boats. So he says they have to build a powerful navy, and that you should consider putting a canal somewhere across Central America so that if a ship is in the Atlantic, it doesn't have to go all the way around South America to get to the Pacific. It can just cut this corner here."}, {"video_title": "The age of empire   Rise to world power (1890-1945)   US History   Khan Academy.mp3", "Sentence": "He says first, they're going to have to build a really powerful naval fleet, which has never really been the bread and butter of America's military. I mean, up until this point, the United States' navy was like five leaky boats. So he says they have to build a powerful navy, and that you should consider putting a canal somewhere across Central America so that if a ship is in the Atlantic, it doesn't have to go all the way around South America to get to the Pacific. It can just cut this corner here. And the last thing that Mahan says is that the US is going to need friendly ports all over the world so that this navy can dock places, refuel, take on new supplies, because if your ports are only on the edges of the United States, it could take you days and days and days to make it all the way over to Asia. So Mahan says we need good harbors along the way. And you know what's a really great harbor?"}, {"video_title": "The age of empire   Rise to world power (1890-1945)   US History   Khan Academy.mp3", "Sentence": "It can just cut this corner here. And the last thing that Mahan says is that the US is going to need friendly ports all over the world so that this navy can dock places, refuel, take on new supplies, because if your ports are only on the edges of the United States, it could take you days and days and days to make it all the way over to Asia. So Mahan says we need good harbors along the way. And you know what's a really great harbor? Pearl Harbor in Hawaii. It's one of the best harbors in the world. And basically, in the future, the US government is going to do exactly what Mahan says."}, {"video_title": "The age of empire   Rise to world power (1890-1945)   US History   Khan Academy.mp3", "Sentence": "And you know what's a really great harbor? Pearl Harbor in Hawaii. It's one of the best harbors in the world. And basically, in the future, the US government is going to do exactly what Mahan says. In between 1890 and 1914, the United States increases their investment in the navy by a power of seven. That's $22 million only in 1890. By 1914, they're putting $140 million a year into their navy."}, {"video_title": "The age of empire   Rise to world power (1890-1945)   US History   Khan Academy.mp3", "Sentence": "And basically, in the future, the US government is going to do exactly what Mahan says. In between 1890 and 1914, the United States increases their investment in the navy by a power of seven. That's $22 million only in 1890. By 1914, they're putting $140 million a year into their navy. And they will move forward with this plan to build a canal somewhere in Central America. Hint, hint, it might be in Panama. And they will annex ports all over the Pacific and also in the Caribbean to take care of their new powerful navy."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "Before we go into the details of the Cuban Missile Crisis, it's important to understand the world's environment entering into October of 1962. In 1959, you have a revolution in Cuba led by Fidel Castro. And he is heading the Communist Party there. Cuba is now a communist nation right off of the coast of the United States. This is the middle of the Cold War. The United States believes in a strategy of containment. Does not like this."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "Cuba is now a communist nation right off of the coast of the United States. This is the middle of the Cold War. The United States believes in a strategy of containment. Does not like this. So in 1961, the United States, the CIA, the Kennedy administration, they try using Cuban exiles, people who had left Cuba, they try to support them to enter and invade Cuba at the Bay of Pigs. But the whole effort wasn't planned properly. The support for the Cuban exiles, the counter revolutionaries, those that were trying to oust Castro, it was kind of this half-hearted effort."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "Does not like this. So in 1961, the United States, the CIA, the Kennedy administration, they try using Cuban exiles, people who had left Cuba, they try to support them to enter and invade Cuba at the Bay of Pigs. But the whole effort wasn't planned properly. The support for the Cuban exiles, the counter revolutionaries, those that were trying to oust Castro, it was kind of this half-hearted effort. And it was this big failure. So the Bay of Pigs invasion was a failure in 1961. And it made John F. Kennedy seem a little bit weak."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "The support for the Cuban exiles, the counter revolutionaries, those that were trying to oust Castro, it was kind of this half-hearted effort. And it was this big failure. So the Bay of Pigs invasion was a failure in 1961. And it made John F. Kennedy seem a little bit weak. It made the CIA seem it didn't make anyone on the American side look all that competent because of that failure. On top of that, we're in the middle of the Cold War. Remember this."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "And it made John F. Kennedy seem a little bit weak. It made the CIA seem it didn't make anyone on the American side look all that competent because of that failure. On top of that, we're in the middle of the Cold War. Remember this. And at the same time, if you go to what the US was doing around the Soviet Union, it started placing missiles starting in the late 50s all the way into 1961 and 1962. It started placing medium-ranged ballistic missiles in Turkey and in Italy. These are where they were located."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "Remember this. And at the same time, if you go to what the US was doing around the Soviet Union, it started placing missiles starting in the late 50s all the way into 1961 and 1962. It started placing medium-ranged ballistic missiles in Turkey and in Italy. These are where they were located. And the significance of that is that now these missiles could reach the major population centers of the Soviet Union in really a matter of minutes, in 10 to 20 minutes. I think 16 minutes was how long most of these stay airborne. And in a situation where both sides have nuclear weapons, there was this kind of notion of, well, maybe if you were able to get to the other guy faster, they wouldn't be able to retaliate."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "These are where they were located. And the significance of that is that now these missiles could reach the major population centers of the Soviet Union in really a matter of minutes, in 10 to 20 minutes. I think 16 minutes was how long most of these stay airborne. And in a situation where both sides have nuclear weapons, there was this kind of notion of, well, maybe if you were able to get to the other guy faster, they wouldn't be able to retaliate. And maybe you wouldn't have that mutually assured destruction. So there's this whole idea that you want to get your missiles as close as possible so that they could reach the population centers, the strategic centers of your opponent, as quickly as possible. And if you look up on the web, you can actually find the actual missile sites and when they were installed and when they became operational."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "And in a situation where both sides have nuclear weapons, there was this kind of notion of, well, maybe if you were able to get to the other guy faster, they wouldn't be able to retaliate. And maybe you wouldn't have that mutually assured destruction. So there's this whole idea that you want to get your missiles as close as possible so that they could reach the population centers, the strategic centers of your opponent, as quickly as possible. And if you look up on the web, you can actually find the actual missile sites and when they were installed and when they became operational. These are the ones that were in Italy, kind of right here near the heel of Italy. So you have this environment. The United States was looking a little bit weak after the Bay of Pigs invasion."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "And if you look up on the web, you can actually find the actual missile sites and when they were installed and when they became operational. These are the ones that were in Italy, kind of right here near the heel of Italy. So you have this environment. The United States was looking a little bit weak after the Bay of Pigs invasion. It looks like they wanted to oust Castro, but they were they did it slightly, or they weren't able to do it. And they weren't able because they were slightly inept. At the same time, you could imagine that the Soviet Union did not appreciate the United States placing these missiles so close to its population centers, missiles that could reach its population centers very easily."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "The United States was looking a little bit weak after the Bay of Pigs invasion. It looks like they wanted to oust Castro, but they were they did it slightly, or they weren't able to do it. And they weren't able because they were slightly inept. At the same time, you could imagine that the Soviet Union did not appreciate the United States placing these missiles so close to its population centers, missiles that could reach its population centers very easily. So now we fast forward to October of 1962. And the entire Cuban missile crisis will occur over 13 or 14 days during October of 1962. So on the 14th of October, we're sending these U-2 spy planes over Cuba."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "At the same time, you could imagine that the Soviet Union did not appreciate the United States placing these missiles so close to its population centers, missiles that could reach its population centers very easily. So now we fast forward to October of 1962. And the entire Cuban missile crisis will occur over 13 or 14 days during October of 1962. So on the 14th of October, we're sending these U-2 spy planes over Cuba. So this right here is a U-2 spy plane. That is a U-2 spy plane. And it takes pictures that look like this."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "So on the 14th of October, we're sending these U-2 spy planes over Cuba. So this right here is a U-2 spy plane. That is a U-2 spy plane. And it takes pictures that look like this. And then the next day on October 15, you have the CIA analysts. And they're saying, wow, that looks like missiles over there. This looks like ballistic missiles that are being set up in Cuba."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "And it takes pictures that look like this. And then the next day on October 15, you have the CIA analysts. And they're saying, wow, that looks like missiles over there. This looks like ballistic missiles that are being set up in Cuba. And so all of a sudden, it looks like the Soviet Union is using Cuba to do the same thing that we used Turkey and Italy for, to set up ballistic missiles really right off of our coast, and ballistic missiles that could now reach any of the strategic population centers, especially on the East Coast or the Midwest of the United States. So by the 16th, so this is literally two days after the pictures were taken. The next day, they're analyzing them."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "This looks like ballistic missiles that are being set up in Cuba. And so all of a sudden, it looks like the Soviet Union is using Cuba to do the same thing that we used Turkey and Italy for, to set up ballistic missiles really right off of our coast, and ballistic missiles that could now reach any of the strategic population centers, especially on the East Coast or the Midwest of the United States. So by the 16th, so this is literally two days after the pictures were taken. The next day, they're analyzing them. They tell the State Department about them. The 16th, they tell Kennedy about them. And Kennedy holds a meeting of the executive committee."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "The next day, they're analyzing them. They tell the State Department about them. The 16th, they tell Kennedy about them. And Kennedy holds a meeting of the executive committee. And it wasn't called XCOM, just that. But it was really a subset of special advisors, a subset of the National Security Council and other advisors that essentially become the brain trust to figure out what to do about this forming crisis. Because all of a sudden, you have a state that we don't like off of our borders, a communist state, a state aligned with the Soviet Union."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "And Kennedy holds a meeting of the executive committee. And it wasn't called XCOM, just that. But it was really a subset of special advisors, a subset of the National Security Council and other advisors that essentially become the brain trust to figure out what to do about this forming crisis. Because all of a sudden, you have a state that we don't like off of our borders, a communist state, a state aligned with the Soviet Union. All of a sudden, it has nuclear missiles. It looks like these are offensive weapons. These are weapons being designed for a first strike capability."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "Because all of a sudden, you have a state that we don't like off of our borders, a communist state, a state aligned with the Soviet Union. All of a sudden, it has nuclear missiles. It looks like these are offensive weapons. These are weapons being designed for a first strike capability. Once again, if they're being launched from Cuba, maybe they can obliterate the US before the US even has an opportunity to respond properly. So this really freaks out the Kennedy administration. And so they start to think about what can they do about it."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "These are weapons being designed for a first strike capability. Once again, if they're being launched from Cuba, maybe they can obliterate the US before the US even has an opportunity to respond properly. So this really freaks out the Kennedy administration. And so they start to think about what can they do about it. And early on, there's a couple. You could just kind of call and talk to the Soviets about it and say, hey, we don't like that. Why don't you undo your missiles?"}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "And so they start to think about what can they do about it. And early on, there's a couple. You could just kind of call and talk to the Soviets about it and say, hey, we don't like that. Why don't you undo your missiles? But they didn't really think that that would have any significant effect on the Soviets, especially because they probably thought that Kennedy was weak at this point. And just to understand who was leading the Soviets at this time, it was Khrushchev. This is Khrushchev right over here."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "Why don't you undo your missiles? But they didn't really think that that would have any significant effect on the Soviets, especially because they probably thought that Kennedy was weak at this point. And just to understand who was leading the Soviets at this time, it was Khrushchev. This is Khrushchev right over here. And he had even made remarks to the effect that he thought that Kennedy was young and maybe naive and maybe too intellectual to really play a good game of chicken here. And so the US kind of felt that it had to look strong here. And so the real options on the table were maybe blockade Cuba."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "This is Khrushchev right over here. And he had even made remarks to the effect that he thought that Kennedy was young and maybe naive and maybe too intellectual to really play a good game of chicken here. And so the US kind of felt that it had to look strong here. And so the real options on the table were maybe blockade Cuba. And so a blockade could be an all-out blockade. So it would be an economic blockade. But that's actually considered an act of war because you're, to a large degree, starving a country."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "And so the real options on the table were maybe blockade Cuba. And so a blockade could be an all-out blockade. So it would be an economic blockade. But that's actually considered an act of war because you're, to a large degree, starving a country. Another option for the United States, because it was completely viewed as unacceptable that these missiles should be here and that they should be deployable from Cuba. The other option would be to do air attacks on these missile silos. And then the other, kind of the most extreme action, would be to actually invade Cuba."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "But that's actually considered an act of war because you're, to a large degree, starving a country. Another option for the United States, because it was completely viewed as unacceptable that these missiles should be here and that they should be deployable from Cuba. The other option would be to do air attacks on these missile silos. And then the other, kind of the most extreme action, would be to actually invade Cuba. And obviously, that goes in line with kind of the US's general interest of not having a communist regime so close to its own borders. So this is what Kennedy and his team was wrestling with. And really early on in these early days, most of the team was actually advising Kennedy that they should do a full-scale invasion of Cuba."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "And then the other, kind of the most extreme action, would be to actually invade Cuba. And obviously, that goes in line with kind of the US's general interest of not having a communist regime so close to its own borders. So this is what Kennedy and his team was wrestling with. And really early on in these early days, most of the team was actually advising Kennedy that they should do a full-scale invasion of Cuba. That they thought this was the only thing that the Soviets would take seriously. It would show that the US is serious about this. And they didn't think that the Soviet Union would really try to put up a fight in Cuba so far away from their own borders."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "And really early on in these early days, most of the team was actually advising Kennedy that they should do a full-scale invasion of Cuba. That they thought this was the only thing that the Soviets would take seriously. It would show that the US is serious about this. And they didn't think that the Soviet Union would really try to put up a fight in Cuba so far away from their own borders. But Kennedy, probably thinking about it pretty reasonably, realized, well, hey, they might not do anything in Cuba. And they might allow us to oust Castro and install a new regime there. But they might retaliate."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "And they didn't think that the Soviet Union would really try to put up a fight in Cuba so far away from their own borders. But Kennedy, probably thinking about it pretty reasonably, realized, well, hey, they might not do anything in Cuba. And they might allow us to oust Castro and install a new regime there. But they might retaliate. In fact, they probably would retaliate in Europe, specifically in Berlin, probably in Germany as a whole. So just for the sake of getting these things out of Cuba, we could sacrifice a lot in Europe. And even more, any type of conflict between the US and the Soviet Union could easily escalate to a nuclear war."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "But they might retaliate. In fact, they probably would retaliate in Europe, specifically in Berlin, probably in Germany as a whole. So just for the sake of getting these things out of Cuba, we could sacrifice a lot in Europe. And even more, any type of conflict between the US and the Soviet Union could easily escalate to a nuclear war. So these were all on the table. The US goes on high alert. It prepares for any of these situations, because they really don't know what's going to happen."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "And even more, any type of conflict between the US and the Soviet Union could easily escalate to a nuclear war. So these were all on the table. The US goes on high alert. It prepares for any of these situations, because they really don't know what's going to happen. The Army, the Air Force, and the Navy starts mobilizing. So with our notice, any of those options can kind of go into effect. By the 22nd, you have the executive committee."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "It prepares for any of these situations, because they really don't know what's going to happen. The Army, the Air Force, and the Navy starts mobilizing. So with our notice, any of those options can kind of go into effect. By the 22nd, you have the executive committee. And that just becomes formalized as an actual official group that is advising the president in this capacity. And on the 22nd, Kennedy finally puts out his first salvo on what is the US's position on what's going on here. And before this, and just to make things clear, on the 18th, he did meet with the Minister of Foreign Affairs, the Soviet Minister of Foreign Affairs, Andrei Gromyko."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "By the 22nd, you have the executive committee. And that just becomes formalized as an actual official group that is advising the president in this capacity. And on the 22nd, Kennedy finally puts out his first salvo on what is the US's position on what's going on here. And before this, and just to make things clear, on the 18th, he did meet with the Minister of Foreign Affairs, the Soviet Minister of Foreign Affairs, Andrei Gromyko. And I'm sure I'm butchering the pronunciations. And this is where the first time that Kennedy's like, hey, you've got these offensive weapons. And Gromyko's insisting that, no, they're just defensive weapons."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "And before this, and just to make things clear, on the 18th, he did meet with the Minister of Foreign Affairs, the Soviet Minister of Foreign Affairs, Andrei Gromyko. And I'm sure I'm butchering the pronunciations. And this is where the first time that Kennedy's like, hey, you've got these offensive weapons. And Gromyko's insisting that, no, they're just defensive weapons. And to most people, defensive weapons would mean things like surface-to-air missiles, things that would stop planes from bombings. But not surface-to-surface missiles, not something that could attack a country. But we'll see in future letters from Khrushchev that maybe they actually did perceive these missiles as somehow being defensive."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "And Gromyko's insisting that, no, they're just defensive weapons. And to most people, defensive weapons would mean things like surface-to-air missiles, things that would stop planes from bombings. But not surface-to-surface missiles, not something that could attack a country. But we'll see in future letters from Khrushchev that maybe they actually did perceive these missiles as somehow being defensive. But you fast forward. That was on the 18th. It kind of made Kennedy and the US frustrated with the Russians because it felt like the Americans are saying, look, we clearly know you have missiles there."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "But we'll see in future letters from Khrushchev that maybe they actually did perceive these missiles as somehow being defensive. But you fast forward. That was on the 18th. It kind of made Kennedy and the US frustrated with the Russians because it felt like the Americans are saying, look, we clearly know you have missiles there. But Gromyko's saying, no, these are just defensive weapons. Nothing to worry about. Why are you taking this so seriously?"}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "It kind of made Kennedy and the US frustrated with the Russians because it felt like the Americans are saying, look, we clearly know you have missiles there. But Gromyko's saying, no, these are just defensive weapons. Nothing to worry about. Why are you taking this so seriously? The 19th, US goes on high alert. It starts thinking about all of these options. The 22nd, this committee is formed formally."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "Why are you taking this so seriously? The 19th, US goes on high alert. It starts thinking about all of these options. The 22nd, this committee is formed formally. But more importantly, Kennedy gives a speech to state the United States' opinion. And I'll just read it right here. To halt this offensive buildup, a strict quarantine on all offensive military equipment under shipment to Cuba is being initiated."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "The 22nd, this committee is formed formally. But more importantly, Kennedy gives a speech to state the United States' opinion. And I'll just read it right here. To halt this offensive buildup, a strict quarantine on all offensive military equipment under shipment to Cuba is being initiated. All ships of any kind bound for Cuba from whatever nation or port will, if found to contain cargos of offensive weapons, be turned back. This quarantine will be extended if needed to other types of cargo and carriers. We are not at this time, however, denying the necessities of life as the Soviets attempted to do in their Berlin blockade of 1948."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "To halt this offensive buildup, a strict quarantine on all offensive military equipment under shipment to Cuba is being initiated. All ships of any kind bound for Cuba from whatever nation or port will, if found to contain cargos of offensive weapons, be turned back. This quarantine will be extended if needed to other types of cargo and carriers. We are not at this time, however, denying the necessities of life as the Soviets attempted to do in their Berlin blockade of 1948. So the Kennedy administration's position became slightly more nuanced. They said we can't do an all-out blockade. One, that is an act of war."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "We are not at this time, however, denying the necessities of life as the Soviets attempted to do in their Berlin blockade of 1948. So the Kennedy administration's position became slightly more nuanced. They said we can't do an all-out blockade. One, that is an act of war. Two, that is to a large degree inhumane. Why should we starve the Cuban people? What we're going to do is kind of a filter on the cargo going into Cuba."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "One, that is an act of war. Two, that is to a large degree inhumane. Why should we starve the Cuban people? What we're going to do is kind of a filter on the cargo going into Cuba. We will only stop, we will only inspect things that we suspect are holding armaments. And we will only turn back the ships that are actually doing it. But then on the 24th, there is a cable from Khrushchev."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "What we're going to do is kind of a filter on the cargo going into Cuba. We will only stop, we will only inspect things that we suspect are holding armaments. And we will only turn back the ships that are actually doing it. But then on the 24th, there is a cable from Khrushchev. And it says, if you coolly weigh the situation which has developed, not giving way to passions, you will understand that the Soviet Union cannot fail to reject the arbitrary demands of the United States, and that the Soviet Union views a blockade as an act of aggression, and that their ships will be instructed to ignore it. So the game of chicken is beginning to emerge. The United States is just saying, look, this is unacceptable."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "But then on the 24th, there is a cable from Khrushchev. And it says, if you coolly weigh the situation which has developed, not giving way to passions, you will understand that the Soviet Union cannot fail to reject the arbitrary demands of the United States, and that the Soviet Union views a blockade as an act of aggression, and that their ships will be instructed to ignore it. So the game of chicken is beginning to emerge. The United States is just saying, look, this is unacceptable. We're going to stop you from shipping arms to Cuba. On the 24th, Khrushchev is saying, who are you to tell us what to do? And there's this kind of undercurrent of, wait, you've already got stuff set up in Italy and Turkey, not too far from us."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "The United States is just saying, look, this is unacceptable. We're going to stop you from shipping arms to Cuba. On the 24th, Khrushchev is saying, who are you to tell us what to do? And there's this kind of undercurrent of, wait, you've already got stuff set up in Italy and Turkey, not too far from us. How can you dare, and they call it a blockade, even though the US is calling it a quarantine. This is an act of aggression. And we will ignore it."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "And there's this kind of undercurrent of, wait, you've already got stuff set up in Italy and Turkey, not too far from us. How can you dare, and they call it a blockade, even though the US is calling it a quarantine. This is an act of aggression. And we will ignore it. So both parties are kind of saying, we don't care what you're going to do. We're going to do whatever we have to do. And this whole time, I mean, both sides are getting tense."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "And we will ignore it. So both parties are kind of saying, we don't care what you're going to do. We're going to do whatever we have to do. And this whole time, I mean, both sides are getting tense. The whole world is kind of taking sides. You're making public statements about what's right or wrong. So we really are getting very close to the brink of a very major confrontation between the Soviet Union and the United States."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "And this whole time, I mean, both sides are getting tense. The whole world is kind of taking sides. You're making public statements about what's right or wrong. So we really are getting very close to the brink of a very major confrontation between the Soviet Union and the United States. You can read the book 13 Days, Robert Kennedy. There's also the movie 13 Days, which actually is not based on the book. But both of them really kind of give the account of what happened over this period."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "So we really are getting very close to the brink of a very major confrontation between the Soviet Union and the United States. You can read the book 13 Days, Robert Kennedy. There's also the movie 13 Days, which actually is not based on the book. But both of them really kind of give the account of what happened over this period. But then you fast forward to the 25th, and Kennedy essentially replies that, look, these are offensive weapons, and these require the responses I have announced. I hope that your government will take necessary action to permit restoration of the earlier situation. So Kennedy's saying, look, we have to do this."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "But both of them really kind of give the account of what happened over this period. But then you fast forward to the 25th, and Kennedy essentially replies that, look, these are offensive weapons, and these require the responses I have announced. I hope that your government will take necessary action to permit restoration of the earlier situation. So Kennedy's saying, look, we have to do this. These are offensive weapons. We cannot tolerate these weapons so close to US borders. And so also on the 25th, the quarantine's in effect."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "So Kennedy's saying, look, we have to do this. These are offensive weapons. We cannot tolerate these weapons so close to US borders. And so also on the 25th, the quarantine's in effect. It does get challenged. The US does start to inspect some ships. They tried to inspect one ship that got away a little bit."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "And so also on the 25th, the quarantine's in effect. It does get challenged. The US does start to inspect some ships. They tried to inspect one ship that got away a little bit. And the Soviets did. So the Soviets, even though they're speaking the game of chicken, they did turn back 14 ships. And the best guess is that those 14 ships probably did contain some type of armament."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "They tried to inspect one ship that got away a little bit. And the Soviets did. So the Soviets, even though they're speaking the game of chicken, they did turn back 14 ships. And the best guess is that those 14 ships probably did contain some type of armament. So even though publicly everyone is playing a very strong game, behind the scenes there is a little bit of a softening of the stance. And then you fast forward to the 26th, and Khrushchev essentially sends his first proposal. And it's interesting here because in Khrushchev's mind, and this is a fascinating letter to read."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "And the best guess is that those 14 ships probably did contain some type of armament. So even though publicly everyone is playing a very strong game, behind the scenes there is a little bit of a softening of the stance. And then you fast forward to the 26th, and Khrushchev essentially sends his first proposal. And it's interesting here because in Khrushchev's mind, and this is a fascinating letter to read. It's a fairly long letter, so I'm not going to go into the whole thing. And you can get it at this URL right over here. It's a fascinating letter."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "And it's interesting here because in Khrushchev's mind, and this is a fascinating letter to read. It's a fairly long letter, so I'm not going to go into the whole thing. And you can get it at this URL right over here. It's a fascinating letter. I may be able to do a whole video where I just read this letter. He kind of goes into the nuance of what he views as a defensive or an offensive weapons. He admits, he implicitly admits, that the missiles are there, that they're not these benign weapons."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "It's a fascinating letter. I may be able to do a whole video where I just read this letter. He kind of goes into the nuance of what he views as a defensive or an offensive weapons. He admits, he implicitly admits, that the missiles are there, that they're not these benign weapons. But he, in his letter, he kind of makes a nuance that he views them as defensive weapons. He says, look, you guys attempted to oust Castro already. We view Castro as an ally."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "He admits, he implicitly admits, that the missiles are there, that they're not these benign weapons. But he, in his letter, he kind of makes a nuance that he views them as defensive weapons. He says, look, you guys attempted to oust Castro already. We view Castro as an ally. We think that by placing these weapons here, you will be less likely to be able to oust Castro because you will be afraid of these weapons. So Khrushchev is kind of setting up, we don't have, Khrushchev's saying, we don't have any intention of using these to attack you for no reason. We're just putting these here to essentially defend one of our allies."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "We view Castro as an ally. We think that by placing these weapons here, you will be less likely to be able to oust Castro because you will be afraid of these weapons. So Khrushchev is kind of setting up, we don't have, Khrushchev's saying, we don't have any intention of using these to attack you for no reason. We're just putting these here to essentially defend one of our allies. So he's saying that's the reason that they placed those weapons there in the first place, kind of saying, look, you did Bay of Pigs. You were the ones that took the first shot. Now we are defending it."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "We're just putting these here to essentially defend one of our allies. So he's saying that's the reason that they placed those weapons there in the first place, kind of saying, look, you did Bay of Pigs. You were the ones that took the first shot. Now we are defending it. That might have been the rationale. Another rationale for why they did it is just, and probably the more strategic rationale, is that we already did have these missiles that were pointed at the Soviet Union in Turkey and Italy. And the Soviet Union just wanted to have parity."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "Now we are defending it. That might have been the rationale. Another rationale for why they did it is just, and probably the more strategic rationale, is that we already did have these missiles that were pointed at the Soviet Union in Turkey and Italy. And the Soviet Union just wanted to have parity. So they wanted to put missiles near the US on some ally's country from the Soviet Union's point of view. So on the 26th, Khrushchev's first proposal that was given through a cable says, if assurances were given by the president and the government of the United States that the USA itself would not participate, so assurances, let me underline this in a different color. Assurances that the USA itself would not participate in an attack on Cuba and would restrain others from actions of this sort, probably the Cuban exiles, if you would recall your fleet, this would immediately change everything."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "And the Soviet Union just wanted to have parity. So they wanted to put missiles near the US on some ally's country from the Soviet Union's point of view. So on the 26th, Khrushchev's first proposal that was given through a cable says, if assurances were given by the president and the government of the United States that the USA itself would not participate, so assurances, let me underline this in a different color. Assurances that the USA itself would not participate in an attack on Cuba and would restrain others from actions of this sort, probably the Cuban exiles, if you would recall your fleet, this would immediately change everything. I am not speaking for Fidel Castro, but I think that he and the government of Cuba evidently would declare demobilization and would appeal to the people to get down to peaceful labor. Then, too, the question, and the communists always like talking about labor, then, too, the question of armaments would disappear, since if there is no threat, then armaments are a burden for every people. So in this first proposal that came over a cable, he's essentially saying, look, if you guys just promise not to attack Cuba, if you just make assurances that you will not attack Cuba, then we'll essentially undo everything."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "Assurances that the USA itself would not participate in an attack on Cuba and would restrain others from actions of this sort, probably the Cuban exiles, if you would recall your fleet, this would immediately change everything. I am not speaking for Fidel Castro, but I think that he and the government of Cuba evidently would declare demobilization and would appeal to the people to get down to peaceful labor. Then, too, the question, and the communists always like talking about labor, then, too, the question of armaments would disappear, since if there is no threat, then armaments are a burden for every people. So in this first proposal that came over a cable, he's essentially saying, look, if you guys just promise not to attack Cuba, if you just make assurances that you will not attack Cuba, then we'll essentially undo everything. We'll give in to your wishes. And this stance right here really does make it look like their main interest in having those missiles was kind of to protect Cuba, so that the US would not try to oust the communists from there. But then on the next day, Khrushchev has a broadcast, a public broadcast, where he kind of changes his tone a little bit."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "So in this first proposal that came over a cable, he's essentially saying, look, if you guys just promise not to attack Cuba, if you just make assurances that you will not attack Cuba, then we'll essentially undo everything. We'll give in to your wishes. And this stance right here really does make it look like their main interest in having those missiles was kind of to protect Cuba, so that the US would not try to oust the communists from there. But then on the next day, Khrushchev has a broadcast, a public broadcast, where he kind of changes his tone a little bit. Now he's saying that they would undo the situation in Cuba only if the United States removed their missiles from Italy and Turkey. So he's sending a little mixed messages. His first message was kind of a softer stance."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "But then on the next day, Khrushchev has a broadcast, a public broadcast, where he kind of changes his tone a little bit. Now he's saying that they would undo the situation in Cuba only if the United States removed their missiles from Italy and Turkey. So he's sending a little mixed messages. His first message was kind of a softer stance. Look, you guys just promised not to invade Cuba, and we're going to pull out of Cuba. The second stance is saying, no, no, no. We're only going to take our missiles out of Cuba if you take your missiles out of Italy and Turkey."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "His first message was kind of a softer stance. Look, you guys just promised not to invade Cuba, and we're going to pull out of Cuba. The second stance is saying, no, no, no. We're only going to take our missiles out of Cuba if you take your missiles out of Italy and Turkey. And on the same day, another U-2 spy plane gets shot down over Cuba. And this is when both armies are really kind of like hair-trigger notice. So it's a really scary situation."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "We're only going to take our missiles out of Cuba if you take your missiles out of Italy and Turkey. And on the same day, another U-2 spy plane gets shot down over Cuba. And this is when both armies are really kind of like hair-trigger notice. So it's a really scary situation. And this was actually done by a local decision by a Soviet commander. And Khrushchev actually did not want this to happen. And lucky for, I guess, the world, the US did not use this alone as a reason to engage in war."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "So it's a really scary situation. And this was actually done by a local decision by a Soviet commander. And Khrushchev actually did not want this to happen. And lucky for, I guess, the world, the US did not use this alone as a reason to engage in war. They said, maybe it's an accident. If this happens again, then we'll use it as war. So it was lucky that this did not trigger an immediate war with the Soviets."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "And lucky for, I guess, the world, the US did not use this alone as a reason to engage in war. They said, maybe it's an accident. If this happens again, then we'll use it as war. So it was lucky that this did not trigger an immediate war with the Soviets. But the Kennedy administration still had the question, which of these requests were the Soviets really making? This is a more significant request. Are they requesting for both?"}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "So it was lucky that this did not trigger an immediate war with the Soviets. But the Kennedy administration still had the question, which of these requests were the Soviets really making? This is a more significant request. Are they requesting for both? And so it was eventually decided on the 27th that, hey, let's just pretend like we didn't even know, that the Americans didn't even know about the second request that asked for more. And let's just reply to this first request. So you essentially have Kennedy agreeing to Khrushchev and saying, OK, we'll do your first request."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "Are they requesting for both? And so it was eventually decided on the 27th that, hey, let's just pretend like we didn't even know, that the Americans didn't even know about the second request that asked for more. And let's just reply to this first request. So you essentially have Kennedy agreeing to Khrushchev and saying, OK, we'll do your first request. We will agree not to invade Cuba if you remove your missiles. And then essentially what happens, and that puts Khrushchev in a weird situation because this is something that he did recommend, but they were ignoring this over here. But through back channels, we said we'll officially agree to this."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "So you essentially have Kennedy agreeing to Khrushchev and saying, OK, we'll do your first request. We will agree not to invade Cuba if you remove your missiles. And then essentially what happens, and that puts Khrushchev in a weird situation because this is something that he did recommend, but they were ignoring this over here. But through back channels, we said we'll officially agree to this. But through back channels, the Kennedy administration said, and we would also be on an understanding, we would also have an understanding on the missiles in Italy and Turkey that, look, this isn't part of the deal, but we see what you're saying, and we're probably going to remove them. And what the Soviets also didn't know at that time is that the Americans were planning on, that these missiles, to a large degree, by this point in time, were already obsolete because we already had Polaris missiles that were deployable by submarines. And clearly, submarines can deploy things much closer to the action."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "But through back channels, we said we'll officially agree to this. But through back channels, the Kennedy administration said, and we would also be on an understanding, we would also have an understanding on the missiles in Italy and Turkey that, look, this isn't part of the deal, but we see what you're saying, and we're probably going to remove them. And what the Soviets also didn't know at that time is that the Americans were planning on, that these missiles, to a large degree, by this point in time, were already obsolete because we already had Polaris missiles that were deployable by submarines. And clearly, submarines can deploy things much closer to the action. They're much harder to track. You can't surveil them and all the rest. So the US kind of agreed to it, but they did it secretly."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "And clearly, submarines can deploy things much closer to the action. They're much harder to track. You can't surveil them and all the rest. So the US kind of agreed to it, but they did it secretly. And the whole point here is that neither side wanted to look like they're giving in. Neither side wanted to look weak. But on the 28th, there was finally an agreement."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "So the US kind of agreed to it, but they did it secretly. And the whole point here is that neither side wanted to look like they're giving in. Neither side wanted to look weak. But on the 28th, there was finally an agreement. And so publicly, the first Khrushchev proposal was agreed to by both Khrushchev and the United States. Khrushchev agreed to not send any more weapons and also dismantle the weapons that were there. And the Americans agreed that they would not invade Cuba."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "But on the 28th, there was finally an agreement. And so publicly, the first Khrushchev proposal was agreed to by both Khrushchev and the United States. Khrushchev agreed to not send any more weapons and also dismantle the weapons that were there. And the Americans agreed that they would not invade Cuba. And so you can imagine, the big winner here is probably Fidel Castro because the whole time, he's paranoid that the US is planning another attack on him. And at least publicly now, they're saying that they cannot invade. And if they did, it would look like they're going back on their word."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "And the Americans agreed that they would not invade Cuba. And so you can imagine, the big winner here is probably Fidel Castro because the whole time, he's paranoid that the US is planning another attack on him. And at least publicly now, they're saying that they cannot invade. And if they did, it would look like they're going back on their word. And privately, the US agreed to remove its missiles from Turkey and Italy. They didn't want to do this publicly because then it would look like they're being weak. Then it would look like the Soviets were able to do this aggressive action."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "And if they did, it would look like they're going back on their word. And privately, the US agreed to remove its missiles from Turkey and Italy. They didn't want to do this publicly because then it would look like they're being weak. Then it would look like the Soviets were able to do this aggressive action. And by doing it, they were able to extract something out of the United States, which is actually the reality. They were able to. By doing this action, they were able to get these missiles removed from Turkey and Italy."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "Then it would look like the Soviets were able to do this aggressive action. And by doing it, they were able to extract something out of the United States, which is actually the reality. They were able to. By doing this action, they were able to get these missiles removed from Turkey and Italy. But the United States wanted to look strong. There's always an approaching election. Especially after the Bay of Pigs, he needed to look like a strong leader."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "By doing this action, they were able to get these missiles removed from Turkey and Italy. But the United States wanted to look strong. There's always an approaching election. Especially after the Bay of Pigs, he needed to look like a strong leader. And so to some degree, you have to give Khrushchev credit for this. He kind of swallowed his pride and allowed it to publicly look like he lost the negotiation. He publicly made it look like he got nothing in return for backing down."}, {"video_title": "Cuban Missile Crisis   The 20th century   World history   Khan Academy.mp3", "Sentence": "Especially after the Bay of Pigs, he needed to look like a strong leader. And so to some degree, you have to give Khrushchev credit for this. He kind of swallowed his pride and allowed it to publicly look like he lost the negotiation. He publicly made it look like he got nothing in return for backing down. But in reality, he did. He just didn't necessarily get credit for it. But this was a big deal because this was the closest that the Soviet Union and the US ever got to really the brink during the Cold War."}, {"video_title": "Comparing European and Native American cultures   US history   Khan Academy.mp3", "Sentence": "So let's take some time to compare some ways in which Native American cultural ideas differed from European cultural ideas. So how is it possible to make a direct comparison between Native American cultures and European cultures? One way is to choose a few categories of social interaction and belief and identify how each group conceived of them. Here, I've chosen ideas about land and property ownership, gender roles, and religion as areas to compare. Now, before we start, I wanna put a big asterisk here and say that these are generalizations. Just as the English, French, Spanish, Dutch didn't have all exactly the same religion or concept of proper gender roles, the Algonquians, Iroquois, Pueblos, and Mississippians weren't identical either. But there were some similarities among European groups and among Native American groups that allow us to compare and contrast them more broadly."}, {"video_title": "Comparing European and Native American cultures   US history   Khan Academy.mp3", "Sentence": "Here, I've chosen ideas about land and property ownership, gender roles, and religion as areas to compare. Now, before we start, I wanna put a big asterisk here and say that these are generalizations. Just as the English, French, Spanish, Dutch didn't have all exactly the same religion or concept of proper gender roles, the Algonquians, Iroquois, Pueblos, and Mississippians weren't identical either. But there were some similarities among European groups and among Native American groups that allow us to compare and contrast them more broadly. So let's start identifying these differences and exploring what effect they may have had on how the two groups perceived and interacted with each other. One major difference between Europeans and Native Americans was in their ideas about land ownership. To Europeans, land was owned by individuals and passed down through families."}, {"video_title": "Comparing European and Native American cultures   US history   Khan Academy.mp3", "Sentence": "But there were some similarities among European groups and among Native American groups that allow us to compare and contrast them more broadly. So let's start identifying these differences and exploring what effect they may have had on how the two groups perceived and interacted with each other. One major difference between Europeans and Native Americans was in their ideas about land ownership. To Europeans, land was owned by individuals and passed down through families. They had the right to fence off a plot of land and prevent trespassing. For Native Americans, land ownership was less defined and more temporary. One tribe might claim control of a hunting range or one family might farm a plot of land for a season, but they didn't own it forever."}, {"video_title": "Comparing European and Native American cultures   US history   Khan Academy.mp3", "Sentence": "To Europeans, land was owned by individuals and passed down through families. They had the right to fence off a plot of land and prevent trespassing. For Native Americans, land ownership was less defined and more temporary. One tribe might claim control of a hunting range or one family might farm a plot of land for a season, but they didn't own it forever. Most land was free for everyone to use, but not to own. So when Europeans arrived, Native Americans might agree to let them farm and hunt in their territories, but they didn't expect that Europeans would then fence off that land and prevent others from using it. Likewise, Europeans were confused when Native Americans continued to use land that they thought they had purchased to own forever."}, {"video_title": "Comparing European and Native American cultures   US history   Khan Academy.mp3", "Sentence": "One tribe might claim control of a hunting range or one family might farm a plot of land for a season, but they didn't own it forever. Most land was free for everyone to use, but not to own. So when Europeans arrived, Native Americans might agree to let them farm and hunt in their territories, but they didn't expect that Europeans would then fence off that land and prevent others from using it. Likewise, Europeans were confused when Native Americans continued to use land that they thought they had purchased to own forever. Native Americans also tended to have a more communal approach to property and trade. To them, trading relationships were important, and they required a lot of feasting and gift-giving to cement ties between tribes. Europeans were frequently frustrated by the amount of pomp and circumstance Native Americans demanded to complete what they saw as a simple business transaction."}, {"video_title": "Comparing European and Native American cultures   US history   Khan Academy.mp3", "Sentence": "Likewise, Europeans were confused when Native Americans continued to use land that they thought they had purchased to own forever. Native Americans also tended to have a more communal approach to property and trade. To them, trading relationships were important, and they required a lot of feasting and gift-giving to cement ties between tribes. Europeans were frequently frustrated by the amount of pomp and circumstance Native Americans demanded to complete what they saw as a simple business transaction. Partly, this had to do with how Native Americans viewed property in general. While Europeans gained high status in society by owning a lot of things and therefore being rich, Native Americans achieved high status by giving a lot of things away, being a source of riches for others. So unlike in Europe where there were huge gaps between the rich and the poor, Native American societies were comparatively egalitarian."}, {"video_title": "Comparing European and Native American cultures   US history   Khan Academy.mp3", "Sentence": "Europeans were frequently frustrated by the amount of pomp and circumstance Native Americans demanded to complete what they saw as a simple business transaction. Partly, this had to do with how Native Americans viewed property in general. While Europeans gained high status in society by owning a lot of things and therefore being rich, Native Americans achieved high status by giving a lot of things away, being a source of riches for others. So unlike in Europe where there were huge gaps between the rich and the poor, Native American societies were comparatively egalitarian. It was pretty rare for someone to go hungry if their neighbor had food to spare. Europeans couldn't tell if Native Americans were just naturally generous, kind people, or if they maybe just didn't get how business worked. And to Native Americans, Europeans seemed greedy and selfish, allowing others to starve and do without so that they could enrich themselves."}, {"video_title": "Comparing European and Native American cultures   US history   Khan Academy.mp3", "Sentence": "So unlike in Europe where there were huge gaps between the rich and the poor, Native American societies were comparatively egalitarian. It was pretty rare for someone to go hungry if their neighbor had food to spare. Europeans couldn't tell if Native Americans were just naturally generous, kind people, or if they maybe just didn't get how business worked. And to Native Americans, Europeans seemed greedy and selfish, allowing others to starve and do without so that they could enrich themselves. Differences in gender roles also confused the groups. In European societies, men were the heads of household and they were in charge of outdoor labor. Women took care of the home, but they also had relatively few rights."}, {"video_title": "Comparing European and Native American cultures   US history   Khan Academy.mp3", "Sentence": "And to Native Americans, Europeans seemed greedy and selfish, allowing others to starve and do without so that they could enrich themselves. Differences in gender roles also confused the groups. In European societies, men were the heads of household and they were in charge of outdoor labor. Women took care of the home, but they also had relatively few rights. They couldn't participate politically, own property, or get divorced. In Native American societies, men hunted and fished and conducted warfare, which often meant that they were away from home for weeks or months. Consequently, women did the farming since they were home to tend the crops."}, {"video_title": "Comparing European and Native American cultures   US history   Khan Academy.mp3", "Sentence": "Women took care of the home, but they also had relatively few rights. They couldn't participate politically, own property, or get divorced. In Native American societies, men hunted and fished and conducted warfare, which often meant that they were away from home for weeks or months. Consequently, women did the farming since they were home to tend the crops. Native women also had a lot more freedom than European women. They could get divorced. They could give political advice to councils."}, {"video_title": "Comparing European and Native American cultures   US history   Khan Academy.mp3", "Sentence": "Consequently, women did the farming since they were home to tend the crops. Native women also had a lot more freedom than European women. They could get divorced. They could give political advice to councils. Many Native American societies were matrilineal, so children belonged to their mother's family rather than their father's. And when a couple got married, the man moved in with his wife's family, not the other way around. To Europeans, gender roles in Native society almost seemed like they were flipped upside down."}, {"video_title": "Comparing European and Native American cultures   US history   Khan Academy.mp3", "Sentence": "They could give political advice to councils. Many Native American societies were matrilineal, so children belonged to their mother's family rather than their father's. And when a couple got married, the man moved in with his wife's family, not the other way around. To Europeans, gender roles in Native society almost seemed like they were flipped upside down. And they took this as evidence that Native people were uncivilized. To Native Americans, it looked like Europeans could barely care for themselves. They had to be taught how to farm, how to fish, even how to hunt effectively in the New World."}, {"video_title": "Comparing European and Native American cultures   US history   Khan Academy.mp3", "Sentence": "To Europeans, gender roles in Native society almost seemed like they were flipped upside down. And they took this as evidence that Native people were uncivilized. To Native Americans, it looked like Europeans could barely care for themselves. They had to be taught how to farm, how to fish, even how to hunt effectively in the New World. Finally, Native and European religious practices differed, at least on the surface. Native Americans tended to believe that one great creator had made the world and that nature was imbued with spirits who would reward or punish them based on how well they took care of the land. In fact, this actually wasn't that much different from the Catholicism of Europeans who believed in a single God, but also many helpful saints."}, {"video_title": "Comparing European and Native American cultures   US history   Khan Academy.mp3", "Sentence": "They had to be taught how to farm, how to fish, even how to hunt effectively in the New World. Finally, Native and European religious practices differed, at least on the surface. Native Americans tended to believe that one great creator had made the world and that nature was imbued with spirits who would reward or punish them based on how well they took care of the land. In fact, this actually wasn't that much different from the Catholicism of Europeans who believed in a single God, but also many helpful saints. But where they differed was in exclusivity. When Europeans introduced them to Jesus and Mary and the saints, many Native Americans were happy to include them in their pantheon of helpful spirits. But this angered Europeans who insisted on exclusive worship of the Christian God."}, {"video_title": "Comparing European and Native American cultures   US history   Khan Academy.mp3", "Sentence": "In fact, this actually wasn't that much different from the Catholicism of Europeans who believed in a single God, but also many helpful saints. But where they differed was in exclusivity. When Europeans introduced them to Jesus and Mary and the saints, many Native Americans were happy to include them in their pantheon of helpful spirits. But this angered Europeans who insisted on exclusive worship of the Christian God. All of these differences led to fraught interactions between Europeans and Native Americans. But despite these differences, they also adopted many useful aspects of each other's culture over time, especially in terms of trade. Native Americans were keen to get their hands on the metal implements for cooking and farming and hunting that Europeans possessed, as well as guns and horses, which were great for transportation and also for making war."}, {"video_title": "Comparing European and Native American cultures   US history   Khan Academy.mp3", "Sentence": "But this angered Europeans who insisted on exclusive worship of the Christian God. All of these differences led to fraught interactions between Europeans and Native Americans. But despite these differences, they also adopted many useful aspects of each other's culture over time, especially in terms of trade. Native Americans were keen to get their hands on the metal implements for cooking and farming and hunting that Europeans possessed, as well as guns and horses, which were great for transportation and also for making war. Europeans were also willing to take part in the social rituals and trading rituals of Native Americans, sometimes even marrying into Native American families so they could get access to furs hunted by Native Americans and to Native Americans as allies in their wars against rival European powers in the Americas. So as we wrap up, I encourage you to take a closer look at this chart. Is there anything you find particularly surprising about these differences?"}, {"video_title": "The Progressives   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "After the Civil War, there were enormous changes in American life, with industrialization, urbanization, and immigration changing the composition of who lived in the United States, where they lived, and what they did for a living. But city living and factory work came with new social problems, like poverty and unsafe working and living conditions. The rise of big business had also led to practices that limited competition, like monopolies and price fixing. Starting in the 1890s, a number of reformers began to advocate for remedies to these social problems. They were known as the Progressives, and this era of reform, which lasted through the 1920s, has come to be known as the Progressive Era. But the difficult thing about the Progressive Era was that these reformers worked on all sorts of different things. There were muckrakers, which were journalists, writers, and photographers, who tried to expose corruption or unsanitary factory practices."}, {"video_title": "The Progressives   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "Starting in the 1890s, a number of reformers began to advocate for remedies to these social problems. They were known as the Progressives, and this era of reform, which lasted through the 1920s, has come to be known as the Progressive Era. But the difficult thing about the Progressive Era was that these reformers worked on all sorts of different things. There were muckrakers, which were journalists, writers, and photographers, who tried to expose corruption or unsanitary factory practices. There were politicians who tried to rein in big businesses and protect consumers. There were conservationists who tried to preserve national parks and wilderness from exploitation. And there were many influential female reformers who tried to help women, children, and immigrants achieve better working and living conditions."}, {"video_title": "The Progressives   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "There were muckrakers, which were journalists, writers, and photographers, who tried to expose corruption or unsanitary factory practices. There were politicians who tried to rein in big businesses and protect consumers. There were conservationists who tried to preserve national parks and wilderness from exploitation. And there were many influential female reformers who tried to help women, children, and immigrants achieve better working and living conditions. So clearly, progressives didn't all share the same goals or advocate for the same solutions to problems. How can we even compare the goals and effects of the progressive reformers when they were so diverse? Let's start by taking a look at some of the goals and achievements of the progressives."}, {"video_title": "The Progressives   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "And there were many influential female reformers who tried to help women, children, and immigrants achieve better working and living conditions. So clearly, progressives didn't all share the same goals or advocate for the same solutions to problems. How can we even compare the goals and effects of the progressive reformers when they were so diverse? Let's start by taking a look at some of the goals and achievements of the progressives. Now, I'm not gonna go into a lot of detail about individual reformers or pieces of legislation here. What I'm interested in doing is taking a bird's eye view of the kinds of reforms that progressives pursued during this time period. First, there were those who advocated for sanitation and consumer protections, like Upton Sinclair, whose novel The Jungle exposed the unsanitary conditions in factories that made food products."}, {"video_title": "The Progressives   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "Let's start by taking a look at some of the goals and achievements of the progressives. Now, I'm not gonna go into a lot of detail about individual reformers or pieces of legislation here. What I'm interested in doing is taking a bird's eye view of the kinds of reforms that progressives pursued during this time period. First, there were those who advocated for sanitation and consumer protections, like Upton Sinclair, whose novel The Jungle exposed the unsanitary conditions in factories that made food products. The outrage that book generated led to the passage of laws like the Pure Food and Drug Act of 1906. Then there were the progressives who fought for protections for workers. They pushed for an eight-hour workday and for safer conditions for workers, along with the right for workers to bargain collectively through unions."}, {"video_title": "The Progressives   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "First, there were those who advocated for sanitation and consumer protections, like Upton Sinclair, whose novel The Jungle exposed the unsanitary conditions in factories that made food products. The outrage that book generated led to the passage of laws like the Pure Food and Drug Act of 1906. Then there were the progressives who fought for protections for workers. They pushed for an eight-hour workday and for safer conditions for workers, along with the right for workers to bargain collectively through unions. Along with those reforms were others aimed at advancing the rights of women and children, including limiting child labor, promoting access to birth control, and granting women the right to vote through the 19th Amendment. Many of the progressive reformers were interested in reining in the excesses of big business. Politicians like President Teddy Roosevelt went after trusts and monopolies for stifling competition and fixing prices."}, {"video_title": "The Progressives   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "They pushed for an eight-hour workday and for safer conditions for workers, along with the right for workers to bargain collectively through unions. Along with those reforms were others aimed at advancing the rights of women and children, including limiting child labor, promoting access to birth control, and granting women the right to vote through the 19th Amendment. Many of the progressive reformers were interested in reining in the excesses of big business. Politicians like President Teddy Roosevelt went after trusts and monopolies for stifling competition and fixing prices. Another avenue of reform was aimed at limiting political corruption, particularly city political machines that were dominated by party bosses. One victory in this arena was the passage of the 17th Amendment, which provided for the popular election of senators. Lastly, there was a push for moral reform to make society more orderly and humane."}, {"video_title": "The Progressives   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "Politicians like President Teddy Roosevelt went after trusts and monopolies for stifling competition and fixing prices. Another avenue of reform was aimed at limiting political corruption, particularly city political machines that were dominated by party bosses. One victory in this arena was the passage of the 17th Amendment, which provided for the popular election of senators. Lastly, there was a push for moral reform to make society more orderly and humane. The major achievement of these reformers was the passage of the 18th Amendment, which prohibited the sale or consumption of alcohol. Okay, so now that we've done a brief survey of what the progressives were up to, let's think about what aspects these reformers had in common with each other and where they differed with or contradicted each other. So this might sound a little obvious, but one thing that united the progressives was that they believed in progress."}, {"video_title": "The Progressives   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "Lastly, there was a push for moral reform to make society more orderly and humane. The major achievement of these reformers was the passage of the 18th Amendment, which prohibited the sale or consumption of alcohol. Okay, so now that we've done a brief survey of what the progressives were up to, let's think about what aspects these reformers had in common with each other and where they differed with or contradicted each other. So this might sound a little obvious, but one thing that united the progressives was that they believed in progress. That is, they thought it was possible to improve society and to make people better human beings. This is worth mentioning just because not everyone felt that this was possible. Many of the opponents of the progressives saw human nature as fixed and a society with vast inequalities of wealth and opportunity as just an inevitable consequence of industrialization."}, {"video_title": "The Progressives   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "So this might sound a little obvious, but one thing that united the progressives was that they believed in progress. That is, they thought it was possible to improve society and to make people better human beings. This is worth mentioning just because not everyone felt that this was possible. Many of the opponents of the progressives saw human nature as fixed and a society with vast inequalities of wealth and opportunity as just an inevitable consequence of industrialization. A second shared belief was that it was the role of government to step in and fix these social problems. This was a big departure from the laissez-faire or hands-off approach of the Gilded Age. In that era, attempting to improve sanitation or morality would have been considered work for private charities or voluntary associations to take on."}, {"video_title": "The Progressives   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "Many of the opponents of the progressives saw human nature as fixed and a society with vast inequalities of wealth and opportunity as just an inevitable consequence of industrialization. A second shared belief was that it was the role of government to step in and fix these social problems. This was a big departure from the laissez-faire or hands-off approach of the Gilded Age. In that era, attempting to improve sanitation or morality would have been considered work for private charities or voluntary associations to take on. But the progressives thought that the problems they were trying to solve were too big for that approach. And they sought out the help of local, state, and federal government to implement their measures, the campaign for laws and constitutional amendments to bring about change. So they really began a debate over whether or to what extent the government should take an active role in the welfare of its citizens that would continue into the Great Depression."}, {"video_title": "The Progressives   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "In that era, attempting to improve sanitation or morality would have been considered work for private charities or voluntary associations to take on. But the progressives thought that the problems they were trying to solve were too big for that approach. And they sought out the help of local, state, and federal government to implement their measures, the campaign for laws and constitutional amendments to bring about change. So they really began a debate over whether or to what extent the government should take an active role in the welfare of its citizens that would continue into the Great Depression. But the progressive movement was also riddled with divisions and internal contradictions. One of these was around voting rights. The progressives expanded democracy by winning the right to vote for women, but they also advocated for restricting the vote to who they considered good voters, white, educated, native-born people."}, {"video_title": "The Progressives   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "So they really began a debate over whether or to what extent the government should take an active role in the welfare of its citizens that would continue into the Great Depression. But the progressive movement was also riddled with divisions and internal contradictions. One of these was around voting rights. The progressives expanded democracy by winning the right to vote for women, but they also advocated for restricting the vote to who they considered good voters, white, educated, native-born people. They worked to impose literacy tests and residency requirements in the North and made no effort to challenge Jim Crow laws preventing African Americans from voting in the South. Progressives were also divided on the issue of immigration. Although a few progressives championed the rights of immigrants and respect for immigrants' culture, like Whole House founder Jane Addams, most progressives thought the only way forward for immigrants was complete assimilation into American culture."}, {"video_title": "The Progressives   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "The progressives expanded democracy by winning the right to vote for women, but they also advocated for restricting the vote to who they considered good voters, white, educated, native-born people. They worked to impose literacy tests and residency requirements in the North and made no effort to challenge Jim Crow laws preventing African Americans from voting in the South. Progressives were also divided on the issue of immigration. Although a few progressives championed the rights of immigrants and respect for immigrants' culture, like Whole House founder Jane Addams, most progressives thought the only way forward for immigrants was complete assimilation into American culture. They also supported restrictions on the entry of immigrants they considered undesirable, like those from Southern and Eastern Europe, Asia, and Mexico. These beliefs around who was fit to vote or to be an American citizen derived from the flawed racial science of the day, which categorized white Anglo-Saxons as the most evolved race, and everyone else falling somewhere along a continuum of less evolved peoples. With the exception of African American activists like Ida B."}, {"video_title": "The Progressives   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "Although a few progressives championed the rights of immigrants and respect for immigrants' culture, like Whole House founder Jane Addams, most progressives thought the only way forward for immigrants was complete assimilation into American culture. They also supported restrictions on the entry of immigrants they considered undesirable, like those from Southern and Eastern Europe, Asia, and Mexico. These beliefs around who was fit to vote or to be an American citizen derived from the flawed racial science of the day, which categorized white Anglo-Saxons as the most evolved race, and everyone else falling somewhere along a continuum of less evolved peoples. With the exception of African American activists like Ida B. Wells, progressive reformers supported segregation and pretty much turned a blind eye towards the working and living conditions of African Americans. Some progressives even advocated eugenics, a plan to improve the American gene pool by encouraging native white women to have more babies and discouraging undesirables from reproducing, sometimes through forced sterilizations. So taking these uniting and dividing factors into consideration, what conclusions can we come to about the goals and effects of the progressive reform movement?"}, {"video_title": "The Progressives   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "With the exception of African American activists like Ida B. Wells, progressive reformers supported segregation and pretty much turned a blind eye towards the working and living conditions of African Americans. Some progressives even advocated eugenics, a plan to improve the American gene pool by encouraging native white women to have more babies and discouraging undesirables from reproducing, sometimes through forced sterilizations. So taking these uniting and dividing factors into consideration, what conclusions can we come to about the goals and effects of the progressive reform movement? Well, I think it's safe to say that the progressives wanted to improve society and find a remedy for the social problems caused by industrialization and urbanization, and that they wanted to do so through government intervention. But their goals were also limited. They only wanted these improvements for those they deemed worthy to participate in American society."}, {"video_title": "The Progressives   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "So taking these uniting and dividing factors into consideration, what conclusions can we come to about the goals and effects of the progressive reform movement? Well, I think it's safe to say that the progressives wanted to improve society and find a remedy for the social problems caused by industrialization and urbanization, and that they wanted to do so through government intervention. But their goals were also limited. They only wanted these improvements for those they deemed worthy to participate in American society. As for how effective their reforms were at solving the problems of industrialization and urbanization, well, they did succeed in curbing some of the worst problems of corruption, sanitation, and exploitation. But we would also need to look ahead to the 20s and 30s to see how much things really changed. Spoiler alert, this booming era of industry was about to end with a crash."}, {"video_title": "American progress in the Pacific in 1944   The 20th century   World history   Khan Academy.mp3", "Sentence": "And with the taking of Kwajalein, just as a bit of a reminder, the Americans, amongst other things, now had control of the Solomon Islands, they now have control of the Marshall and Gilbert Islands, they now have control of the Marshall and Gilbert Islands. And as we'll see, the real theme of 1944, as we get into the middle of and the end of the year, is to get as close as possible to the Japanese mainland, because the Americans now had a B-29, or they had the B-29 bomber, that had a 1,500 mile radius, 1,500 mile, I guess I could say 1,500 mile range, which means if they're able to get points of, where their bombers could land and take off, and once again, these bombers are way too large and heavy to land on a carrier, but if they can find islands where they can do that from within a 1,500 mile range of Japan, then the United States could have bombing attacks directly on Japan, and hopefully get closer to an end to the war. So that was really the theme, get as close as possible to Japan, and then there was a secondary theme of take back the Philippines. One, it was a matter of pride, it was a former U.S. possession ever since the Spanish-American War, but then on top of that, the Philippines are incredibly strategic for shipping lanes from Indonesia. Remember those raw materials, those resources, that oil that Japan wanted from Indonesia, if you control the Philippines, you're gonna control the shipping lanes between Indonesia and Japan, so you can deprive Japan of those natural resources. So the United States' main focal areas in 1944, get as close as possible to Japan, get within bombing range, and take the Philippines. And this is exactly what they did as we go into the summer of 1944."}, {"video_title": "American progress in the Pacific in 1944   The 20th century   World history   Khan Academy.mp3", "Sentence": "One, it was a matter of pride, it was a former U.S. possession ever since the Spanish-American War, but then on top of that, the Philippines are incredibly strategic for shipping lanes from Indonesia. Remember those raw materials, those resources, that oil that Japan wanted from Indonesia, if you control the Philippines, you're gonna control the shipping lanes between Indonesia and Japan, so you can deprive Japan of those natural resources. So the United States' main focal areas in 1944, get as close as possible to Japan, get within bombing range, and take the Philippines. And this is exactly what they did as we go into the summer of 1944. And one, there were some, as early as the summer of 1944, some bombing raids that took off in China to Japan with the new B-29s, so you do have some of these that happened as early, some of these bombing raids happened as early as summer of 1944. But in terms of actual islands or territory the United States takes or takes back, in the summer, in June of 1944, you have the Battle of the Philippine Sea. So the Battle of Philippine Sea occurs right around, right around here."}, {"video_title": "American progress in the Pacific in 1944   The 20th century   World history   Khan Academy.mp3", "Sentence": "And this is exactly what they did as we go into the summer of 1944. And one, there were some, as early as the summer of 1944, some bombing raids that took off in China to Japan with the new B-29s, so you do have some of these that happened as early, some of these bombing raids happened as early as summer of 1944. But in terms of actual islands or territory the United States takes or takes back, in the summer, in June of 1944, you have the Battle of the Philippine Sea. So the Battle of Philippine Sea occurs right around, right around here. It's a victory for the US. It's a victory for the US. And it ends up really, really, I guess you could say hurting Japanese ability to field carriers, have air warfare from carriers because so much of their carrier capability was damaged in the Battle of Philippine Sea."}, {"video_title": "American progress in the Pacific in 1944   The 20th century   World history   Khan Academy.mp3", "Sentence": "So the Battle of Philippine Sea occurs right around, right around here. It's a victory for the US. It's a victory for the US. And it ends up really, really, I guess you could say hurting Japanese ability to field carriers, have air warfare from carriers because so much of their carrier capability was damaged in the Battle of Philippine Sea. So the Battle of Philippine, Philippine, or maybe Battle of the Philippine, Battle of the Philippine Sea, this occurs in June, June 1944. And along with that, in the summer, the Allies are able to take several islands in the Mariana Islands that, once again, this is gonna be super important because from the Marianas, they're able to launch B-29 bombing attacks on the mainland in Japan. And so over that summer, the Allies, the Americans in particular, are able to take Saipan."}, {"video_title": "American progress in the Pacific in 1944   The 20th century   World history   Khan Academy.mp3", "Sentence": "And it ends up really, really, I guess you could say hurting Japanese ability to field carriers, have air warfare from carriers because so much of their carrier capability was damaged in the Battle of Philippine Sea. So the Battle of Philippine, Philippine, or maybe Battle of the Philippine, Battle of the Philippine Sea, this occurs in June, June 1944. And along with that, in the summer, the Allies are able to take several islands in the Mariana Islands that, once again, this is gonna be super important because from the Marianas, they're able to launch B-29 bombing attacks on the mainland in Japan. And so over that summer, the Allies, the Americans in particular, are able to take Saipan. They are able to take, they're able to take Guam. They're able to take Tinian, which is this little island right over here. Some of these islands are quite hard to find."}, {"video_title": "American progress in the Pacific in 1944   The 20th century   World history   Khan Academy.mp3", "Sentence": "And so over that summer, the Allies, the Americans in particular, are able to take Saipan. They are able to take, they're able to take Guam. They're able to take Tinian, which is this little island right over here. Some of these islands are quite hard to find. They're super small. In fact, even these little dots exaggerate their size. If you actually go on Google Maps or Google Earth, you'll see how small these are."}, {"video_title": "American progress in the Pacific in 1944   The 20th century   World history   Khan Academy.mp3", "Sentence": "Some of these islands are quite hard to find. They're super small. In fact, even these little dots exaggerate their size. If you actually go on Google Maps or Google Earth, you'll see how small these are. And I encourage you to look at them. It's really fascinating to see how small some of these islands are. They're really atolls."}, {"video_title": "American progress in the Pacific in 1944   The 20th century   World history   Khan Academy.mp3", "Sentence": "If you actually go on Google Maps or Google Earth, you'll see how small these are. And I encourage you to look at them. It's really fascinating to see how small some of these islands are. They're really atolls. A lot of these are more atolls than islands. Not all of them are atolls. But you see that they barely have enough space for a landing strip for planes, especially the B-29s."}, {"video_title": "American progress in the Pacific in 1944   The 20th century   World history   Khan Academy.mp3", "Sentence": "They're really atolls. A lot of these are more atolls than islands. Not all of them are atolls. But you see that they barely have enough space for a landing strip for planes, especially the B-29s. And then as we go further into the summer and we start entering kind of later in the year, the Americans are able to take, at the time it was called Peleliu, now it's Palau. So Peleliu, they're able to take Morotai. They're able to take Morotai."}, {"video_title": "American progress in the Pacific in 1944   The 20th century   World history   Khan Academy.mp3", "Sentence": "But you see that they barely have enough space for a landing strip for planes, especially the B-29s. And then as we go further into the summer and we start entering kind of later in the year, the Americans are able to take, at the time it was called Peleliu, now it's Palau. So Peleliu, they're able to take Morotai. They're able to take Morotai. And then perhaps most importantly in 1944, this might be the biggest deal out of all of these Pacific battles that occur and all of these naval battles that occur, is the Battle of Leyte and the Battle of Leyte Gulf. Because the Battle of Leyte was important is because in the process of taking Leyte, the United States essentially is able to knock out the Japanese's ability to further defend. I mean, they will continue, but realistically defend the rest of the Philippines."}, {"video_title": "American progress in the Pacific in 1944   The 20th century   World history   Khan Academy.mp3", "Sentence": "They're able to take Morotai. And then perhaps most importantly in 1944, this might be the biggest deal out of all of these Pacific battles that occur and all of these naval battles that occur, is the Battle of Leyte and the Battle of Leyte Gulf. Because the Battle of Leyte was important is because in the process of taking Leyte, the United States essentially is able to knock out the Japanese's ability to further defend. I mean, they will continue, but realistically defend the rest of the Philippines. So once Leyte is taken by the Allies, it's the odds of the Japanese being able to hold the rest of the Philippines becomes very low. And maybe even more important, the Battle of Leyte Gulf, which occurs right around there, it's an incredibly decisive battle for the American Navy. The Japanese go all in, and that bet is not a good one."}, {"video_title": "American progress in the Pacific in 1944   The 20th century   World history   Khan Academy.mp3", "Sentence": "I mean, they will continue, but realistically defend the rest of the Philippines. So once Leyte is taken by the Allies, it's the odds of the Japanese being able to hold the rest of the Philippines becomes very low. And maybe even more important, the Battle of Leyte Gulf, which occurs right around there, it's an incredibly decisive battle for the American Navy. The Japanese go all in, and that bet is not a good one. The Japanese Navy is pretty much destroyed in the Battle of Leyte Gulf. And so 1944, once again, very good year for the Allies, very bad year for the Japanese. Now the Allies are in control of, they're in control of airstrips from which they can take B-29 raids to the mainland of Japan."}, {"video_title": "American progress in the Pacific in 1944   The 20th century   World history   Khan Academy.mp3", "Sentence": "The Japanese go all in, and that bet is not a good one. The Japanese Navy is pretty much destroyed in the Battle of Leyte Gulf. And so 1944, once again, very good year for the Allies, very bad year for the Japanese. Now the Allies are in control of, they're in control of airstrips from which they can take B-29 raids to the mainland of Japan. Whoops. So airstrips, they're now within range to do bombing attacks on the mainland of Japan. And they now are very likely to control the Philippines, which will control the shipping lanes from Indonesia to Japan."}, {"video_title": "American progress in the Pacific in 1944   The 20th century   World history   Khan Academy.mp3", "Sentence": "Now the Allies are in control of, they're in control of airstrips from which they can take B-29 raids to the mainland of Japan. Whoops. So airstrips, they're now within range to do bombing attacks on the mainland of Japan. And they now are very likely to control the Philippines, which will control the shipping lanes from Indonesia to Japan. And they've all but destroyed the Japanese Navy. So once again, things are not looking very good for Japan. And as we go into 1945, we'll see the Allies get closer and closer and get more intense bombing raids on Japan."}, {"video_title": "American progress in the Pacific in 1944   The 20th century   World history   Khan Academy.mp3", "Sentence": "And they now are very likely to control the Philippines, which will control the shipping lanes from Indonesia to Japan. And they've all but destroyed the Japanese Navy. So once again, things are not looking very good for Japan. And as we go into 1945, we'll see the Allies get closer and closer and get more intense bombing raids on Japan. And every time they get closer, the battles to take these islands, Iwo Jima, Okinawa, incredibly, incredibly bloody. And the United States says, well, what do we have to do to get the Japanese to surrender? And we'll see what, at least in the mind of Truman, needs to happen."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "So today, what we're doing is taking a look at this speech by one of my favorite presidents, Franklin Delano Roosevelt, which he gave at his inauguration in 1933. And I think what's really important about looking at a speech like this is not only that we can learn to analyze this as a primary source, which will be helpful for thinking about it historically, but also because I think it's really useful to be able to look at a presidential speech or a speech given by any politician and understand what kind of claims they're making and how they're making them. So, Kim, before we go any further, what even is a primary source? What's the difference between a primary and a secondary source? Great question. So a primary source is a document that takes a look at an event from the perspective of someone who was there. So a primary source could be lots of things."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "What's the difference between a primary and a secondary source? Great question. So a primary source is a document that takes a look at an event from the perspective of someone who was there. So a primary source could be lots of things. It could be a photograph taken by someone who was perhaps attending a political rally. It could be a diary of maybe someone who was active in the women's rights movement in the 19th century. Certainly any speech or even, I would say, like an oral history conversation."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "So a primary source could be lots of things. It could be a photograph taken by someone who was perhaps attending a political rally. It could be a diary of maybe someone who was active in the women's rights movement in the 19th century. Certainly any speech or even, I would say, like an oral history conversation. And I've mentioned a lot of significant things here, but it also doesn't even have to be something that is connected with a significant person or a famous event. It could be a shopping list, right? If you are studying the consumption habits of someone who lives in the 1950s, what they bought at the grocery store would tell you a lot about what they ate, what they could spend."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Certainly any speech or even, I would say, like an oral history conversation. And I've mentioned a lot of significant things here, but it also doesn't even have to be something that is connected with a significant person or a famous event. It could be a shopping list, right? If you are studying the consumption habits of someone who lives in the 1950s, what they bought at the grocery store would tell you a lot about what they ate, what they could spend. So a primary source is kind of the real meat of research material that shows you what people at the time were thinking. Okay, so a primary source is an artifact left behind by someone who was there. Exactly."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "If you are studying the consumption habits of someone who lives in the 1950s, what they bought at the grocery store would tell you a lot about what they ate, what they could spend. So a primary source is kind of the real meat of research material that shows you what people at the time were thinking. Okay, so a primary source is an artifact left behind by someone who was there. Exactly. What is a secondary source? So a secondary source is an interpretation. So say I'm a historian, which I happen to be."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Exactly. What is a secondary source? So a secondary source is an interpretation. So say I'm a historian, which I happen to be. Oh my goodness. What a coincidence. So I have done the work of digging up a bunch of primary sources, and then you look at all of them and see what they have in common, for example."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "So say I'm a historian, which I happen to be. Oh my goodness. What a coincidence. So I have done the work of digging up a bunch of primary sources, and then you look at all of them and see what they have in common, for example. So maybe I'm writing about Abraham Lincoln, and I get a lot of photographs of Lincoln. I get a lot of writings by Lincoln and his contemporaries, and I go through all of them, and I come up with my interpretation of what was going on in Lincoln's life. So I write a book on Lincoln by Kim."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "So I have done the work of digging up a bunch of primary sources, and then you look at all of them and see what they have in common, for example. So maybe I'm writing about Abraham Lincoln, and I get a lot of photographs of Lincoln. I get a lot of writings by Lincoln and his contemporaries, and I go through all of them, and I come up with my interpretation of what was going on in Lincoln's life. So I write a book on Lincoln by Kim. Until now. And that's my interpretation, right? So the things that I'm interested in, say Lincoln's religion or lack thereof, might not be the same things that another historian would be interested."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "So I write a book on Lincoln by Kim. Until now. And that's my interpretation, right? So the things that I'm interested in, say Lincoln's religion or lack thereof, might not be the same things that another historian would be interested. Say they're interested in Lincoln's foreign policy. So my interpretation is just one way of looking at those primary sources, where another historian might have a completely different interpretation. What's also important about secondary sources is that I wasn't there, right?"}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "So the things that I'm interested in, say Lincoln's religion or lack thereof, might not be the same things that another historian would be interested. Say they're interested in Lincoln's foreign policy. So my interpretation is just one way of looking at those primary sources, where another historian might have a completely different interpretation. What's also important about secondary sources is that I wasn't there, right? I never talked to Lincoln. He died more than 100 years before I was born, which means that you can only trust me so much. You can instead maybe get a much clearer picture of what Lincoln was really thinking by reading his own words."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "What's also important about secondary sources is that I wasn't there, right? I never talked to Lincoln. He died more than 100 years before I was born, which means that you can only trust me so much. You can instead maybe get a much clearer picture of what Lincoln was really thinking by reading his own words. So trust secondary sources about as far as you can throw them. Well, maybe trust all sources about as far as you can throw them, right? Because everyone at every time has their own perspective, and so the ideas of someone who lived in the 19th century are gonna be different than the ideas of someone who lives now."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "You can instead maybe get a much clearer picture of what Lincoln was really thinking by reading his own words. So trust secondary sources about as far as you can throw them. Well, maybe trust all sources about as far as you can throw them, right? Because everyone at every time has their own perspective, and so the ideas of someone who lived in the 19th century are gonna be different than the ideas of someone who lives now. And you only know as much as you can know, right? You're only as informed as the information that you have. So you really have to take everything with a grain of salt and compare it with other sources from its time period and other sources later on to get a sense of what's important."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Because everyone at every time has their own perspective, and so the ideas of someone who lived in the 19th century are gonna be different than the ideas of someone who lives now. And you only know as much as you can know, right? You're only as informed as the information that you have. So you really have to take everything with a grain of salt and compare it with other sources from its time period and other sources later on to get a sense of what's important. So you're saying that you might have a different perspective on Lincoln than another Lincoln scholar, but that Lincoln's writings themselves also contain Lincoln's own biases from his lifetime. Right. Okay."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "So you really have to take everything with a grain of salt and compare it with other sources from its time period and other sources later on to get a sense of what's important. So you're saying that you might have a different perspective on Lincoln than another Lincoln scholar, but that Lincoln's writings themselves also contain Lincoln's own biases from his lifetime. Right. Okay. So what are we doing with Roosevelt's inaugural address here? All right, so let's take a look at this inaugural address as though we're historians, right? We're gonna sit down and really get into the- The feeling of the Great Depression?"}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Okay. So what are we doing with Roosevelt's inaugural address here? All right, so let's take a look at this inaugural address as though we're historians, right? We're gonna sit down and really get into the- The feeling of the Great Depression? Yeah. All right. We're gonna get depressed."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "We're gonna sit down and really get into the- The feeling of the Great Depression? Yeah. All right. We're gonna get depressed. All right, I'm ready. So we've determined that because he was there and because this is a speech delivered by him, that this speech of Franklin Delano Roosevelt is a primary source. Right, and it's a great way to look at the Great Depression, right?"}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "We're gonna get depressed. All right, I'm ready. So we've determined that because he was there and because this is a speech delivered by him, that this speech of Franklin Delano Roosevelt is a primary source. Right, and it's a great way to look at the Great Depression, right? If we wanna know what people are thinking about, it's very important to see what the President of the United States has to say when he's been elected. So David, I know that you've been dying to read this and your terrific impression of Roosevelt, so I'm gonna turn it over to you to get a sense of what Roosevelt has to say. Okay, I'm gonna scoot back from the mic."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Right, and it's a great way to look at the Great Depression, right? If we wanna know what people are thinking about, it's very important to see what the President of the United States has to say when he's been elected. So David, I know that you've been dying to read this and your terrific impression of Roosevelt, so I'm gonna turn it over to you to get a sense of what Roosevelt has to say. Okay, I'm gonna scoot back from the mic. I am certain that my fellow Americans expect that on my induction into the presidency, I will address them with a candor and a decision which the present situation of our people impel. This is preeminently the time to speak the truth, the whole truth, frankly and boldly. Nor need we shrink from honestly facing conditions in our country today."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Okay, I'm gonna scoot back from the mic. I am certain that my fellow Americans expect that on my induction into the presidency, I will address them with a candor and a decision which the present situation of our people impel. This is preeminently the time to speak the truth, the whole truth, frankly and boldly. Nor need we shrink from honestly facing conditions in our country today. This great nation will endure as it has endured. We'll revive and we'll prosper. So first of all, let me assert my firm belief that the only thing we have to fear is fear itself."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Nor need we shrink from honestly facing conditions in our country today. This great nation will endure as it has endured. We'll revive and we'll prosper. So first of all, let me assert my firm belief that the only thing we have to fear is fear itself. Nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance. That was beautiful. Thank you so much."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "So first of all, let me assert my firm belief that the only thing we have to fear is fear itself. Nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance. That was beautiful. Thank you so much. You're welcome. All right, so how do we analyze this as a primary source and as a speech? I think the first thing we wanna do, step one, if you will, is just identify what's going on."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Thank you so much. You're welcome. All right, so how do we analyze this as a primary source and as a speech? I think the first thing we wanna do, step one, if you will, is just identify what's going on. And thankfully, that's pretty easy for us right now. Right, this is a speech given by the President of the United States in the moment that he becomes President. Right, so we know when it was, in March 4th, 1933."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "I think the first thing we wanna do, step one, if you will, is just identify what's going on. And thankfully, that's pretty easy for us right now. Right, this is a speech given by the President of the United States in the moment that he becomes President. Right, so we know when it was, in March 4th, 1933. We know who gave this speech, Franklin Delano Roosevelt, just about to be inducted as President. We know why he gave it, right, very important, for Presidents when they take office to make an inaugural address. So we've got some basics here."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Right, so we know when it was, in March 4th, 1933. We know who gave this speech, Franklin Delano Roosevelt, just about to be inducted as President. We know why he gave it, right, very important, for Presidents when they take office to make an inaugural address. So we've got some basics here. We can even infer from the inaugural address where this was given, right, in Washington, D.C. All right, so in our identification, we've got that it's a speech, it was in D.C., happened in 1933 by FDR. So that's our identification stage. So to get at a little deeper level for this, let's move on to a second step, which would be kind of giving some context."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "So we've got some basics here. We can even infer from the inaugural address where this was given, right, in Washington, D.C. All right, so in our identification, we've got that it's a speech, it was in D.C., happened in 1933 by FDR. So that's our identification stage. So to get at a little deeper level for this, let's move on to a second step, which would be kind of giving some context. So it's 1933, what's going on? Let's see, so the Great Depression has been going on for four years. Prohibition has not ended yet, right?"}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "So to get at a little deeper level for this, let's move on to a second step, which would be kind of giving some context. So it's 1933, what's going on? Let's see, so the Great Depression has been going on for four years. Prohibition has not ended yet, right? Right. The war has not come, so liquor is still illegal in the United States for sale and transport. There's massive unemployment, the Dust Bowl is still raging."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Prohibition has not ended yet, right? Right. The war has not come, so liquor is still illegal in the United States for sale and transport. There's massive unemployment, the Dust Bowl is still raging. America is not in the greatest place. No, it's a depression, and it's a depression in all sorts of ways, right? People are emotionally depressed, and there's an economic depression."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "There's massive unemployment, the Dust Bowl is still raging. America is not in the greatest place. No, it's a depression, and it's a depression in all sorts of ways, right? People are emotionally depressed, and there's an economic depression. All right, so we've got the general gist now that this is a speech from 1933 confronting the Great Depression. So let's get into a little bit more of the specifics. What is he actually talking about in this speech?"}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "People are emotionally depressed, and there's an economic depression. All right, so we've got the general gist now that this is a speech from 1933 confronting the Great Depression. So let's get into a little bit more of the specifics. What is he actually talking about in this speech? Well, if we look at this speech, you can kind of see that he's acknowledging that things are bad, right? It's time to speak the truth. So he keeps talking about how it's time to speak the truth."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "What is he actually talking about in this speech? Well, if we look at this speech, you can kind of see that he's acknowledging that things are bad, right? It's time to speak the truth. So he keeps talking about how it's time to speak the truth. We'll address the American people with candor. It is time to speak the truth, the whole truth frankly and boldly. We will not shrink from honestly facing conditions in the country today."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "So he keeps talking about how it's time to speak the truth. We'll address the American people with candor. It is time to speak the truth, the whole truth frankly and boldly. We will not shrink from honestly facing conditions in the country today. So Roosevelt is really priming everyone to say like, okay, you have not been told the truth from your head of government for the longest time, and now it's time to deal frankly with just how bad things have gotten. And what's interesting is that he says, things are not great, but in every dark hour of our national life, a leadership of frankness and vigor has met with that understanding and supported the people themselves, which is essential to victory. And he's saying that there's no need to be afraid of anything except just malaise."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "We will not shrink from honestly facing conditions in the country today. So Roosevelt is really priming everyone to say like, okay, you have not been told the truth from your head of government for the longest time, and now it's time to deal frankly with just how bad things have gotten. And what's interesting is that he says, things are not great, but in every dark hour of our national life, a leadership of frankness and vigor has met with that understanding and supported the people themselves, which is essential to victory. And he's saying that there's no need to be afraid of anything except just malaise. He's saying that Americans need to meet the problem of the Depression with like an upwelling of national will. Right, and I think it's nice that he's saying, look, I'm gonna tell it like it is. Things are bad."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "And he's saying that there's no need to be afraid of anything except just malaise. He's saying that Americans need to meet the problem of the Depression with like an upwelling of national will. Right, and I think it's nice that he's saying, look, I'm gonna tell it like it is. Things are bad. I recognize that things are bad. And that's pretty important because up until this point, Herbert Hoover hadn't really done much to recognize that things were bad. He saw that people were suffering, and yet he said this is not necessarily the responsibility of government to deal with this crisis."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Things are bad. I recognize that things are bad. And that's pretty important because up until this point, Herbert Hoover hadn't really done much to recognize that things were bad. He saw that people were suffering, and yet he said this is not necessarily the responsibility of government to deal with this crisis. So Roosevelt actually calls it a dark hour of our national life. This is acknowledging that things are not great is a big part of this speech, but he's also saying that it's possible for us to bounce back if we are honest about the problems and we address it with vigor. And that is kind of the New Deal, is addressing the problems honestly and with national exuberance."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "He saw that people were suffering, and yet he said this is not necessarily the responsibility of government to deal with this crisis. So Roosevelt actually calls it a dark hour of our national life. This is acknowledging that things are not great is a big part of this speech, but he's also saying that it's possible for us to bounce back if we are honest about the problems and we address it with vigor. And that is kind of the New Deal, is addressing the problems honestly and with national exuberance. Yeah, and I think this is such a fascinating speech because for one thing, this phrase has kind of come into our national lexicon, right? There's nothing to fear but fear itself, which is kind of strange. It's one of those things like have your cake and eat it too that you're like, wait, how is that possible?"}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "And that is kind of the New Deal, is addressing the problems honestly and with national exuberance. Yeah, and I think this is such a fascinating speech because for one thing, this phrase has kind of come into our national lexicon, right? There's nothing to fear but fear itself, which is kind of strange. It's one of those things like have your cake and eat it too that you're like, wait, how is that possible? So what does he mean by the only thing we have to fear is fear itself? I think he's saying that this is no time to panic and that the only thing that we should be afraid of is unreasoning terror. We shouldn't be running around like chickens with our heads cut off, right?"}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "It's one of those things like have your cake and eat it too that you're like, wait, how is that possible? So what does he mean by the only thing we have to fear is fear itself? I think he's saying that this is no time to panic and that the only thing that we should be afraid of is unreasoning terror. We shouldn't be running around like chickens with our heads cut off, right? Like this is the time to stand firm against nameless terror and focus on making the problems that we are facing into small, accessible, combatable chunks. I think another thing that's important about what he's saying there is that the Great Depression is caused by something that is very new in American culture, which is the stock market. And the stock market doesn't play by the rules of straight supply and demand."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "We shouldn't be running around like chickens with our heads cut off, right? Like this is the time to stand firm against nameless terror and focus on making the problems that we are facing into small, accessible, combatable chunks. I think another thing that's important about what he's saying there is that the Great Depression is caused by something that is very new in American culture, which is the stock market. And the stock market doesn't play by the rules of straight supply and demand. Instead, they play on confidence. And so the reason that the stock market crash of 1929 happens is because people stop having confidence that stocks are worth as much as the stock market says they are. So everyone pulls out, there's a panic, and global banking pretty much collapses."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "And the stock market doesn't play by the rules of straight supply and demand. Instead, they play on confidence. And so the reason that the stock market crash of 1929 happens is because people stop having confidence that stocks are worth as much as the stock market says they are. So everyone pulls out, there's a panic, and global banking pretty much collapses. And that's a really hard thing to deal with, right? I mean, it's not like you're taking your money out of the bank or me taking my money out of the bank at any one time could cause an international depression. But when there is a large group of people who all get panicked at the same time and take their money out of the banks, the banks fail."}, {"video_title": "How to read a document   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "So everyone pulls out, there's a panic, and global banking pretty much collapses. And that's a really hard thing to deal with, right? I mean, it's not like you're taking your money out of the bank or me taking my money out of the bank at any one time could cause an international depression. But when there is a large group of people who all get panicked at the same time and take their money out of the banks, the banks fail. Right, and so I think what Roosevelt is saying is that we cannot allow a sweeping wave of panic to come over the nation again. Exactly. So that's the context for this speech, is things are bad, the reason things are bad is because of this wave of nameless, unreasoning, unjustified terror."}, {"video_title": "Reconstruction Amendments 15th Amendment.mp3", "Sentence": "I'm Walter Isaacson of the Aspen Institute and we're here with our third lesson on the Reconstruction Amendments and I'm with Jeffrey Rosen the CEO of the National Constitution Center in Philadelphia. So now we get to the 15th Amendment. First let's put it on the timeline. When did it happen? Passed by Congress February 26, 1869 and ratified February 3rd, 1870. And we call these the Reconstruction Amendments but let's get the whole timeline straight. Reconstruction basically begins with the end of the Civil War in April 1865 and pretty much ends with the end of Ulysses S. Grant's presidency at the beginning of 1877 when Rutherford Hayes takes over."}, {"video_title": "Reconstruction Amendments 15th Amendment.mp3", "Sentence": "When did it happen? Passed by Congress February 26, 1869 and ratified February 3rd, 1870. And we call these the Reconstruction Amendments but let's get the whole timeline straight. Reconstruction basically begins with the end of the Civil War in April 1865 and pretty much ends with the end of Ulysses S. Grant's presidency at the beginning of 1877 when Rutherford Hayes takes over. Is that about right? That's exactly right. The Compromise of 1876 which gives Hayes the presidency and the deal is that the Southern Democrats agreed to support Hayes in exchange for the end of Reconstruction."}, {"video_title": "Reconstruction Amendments 15th Amendment.mp3", "Sentence": "Reconstruction basically begins with the end of the Civil War in April 1865 and pretty much ends with the end of Ulysses S. Grant's presidency at the beginning of 1877 when Rutherford Hayes takes over. Is that about right? That's exactly right. The Compromise of 1876 which gives Hayes the presidency and the deal is that the Southern Democrats agreed to support Hayes in exchange for the end of Reconstruction. So Reconstruction was a big broad thing that helped change the way the laws were applied in the South but at the core were these three amendments right? They are the mark that was left in the Constitution constitutionalizing the vision of the Reconstruction Republicans. So let's get to the 15th."}, {"video_title": "Reconstruction Amendments 15th Amendment.mp3", "Sentence": "The Compromise of 1876 which gives Hayes the presidency and the deal is that the Southern Democrats agreed to support Hayes in exchange for the end of Reconstruction. So Reconstruction was a big broad thing that helped change the way the laws were applied in the South but at the core were these three amendments right? They are the mark that was left in the Constitution constitutionalizing the vision of the Reconstruction Republicans. So let's get to the 15th. What does it say? It says the right of citizens of the United States to vote shall not be denied or abridged by the United States or by any state on account of race, color, or previous condition of servitude. In other words freed slaves could vote."}, {"video_title": "Reconstruction Amendments 15th Amendment.mp3", "Sentence": "So let's get to the 15th. What does it say? It says the right of citizens of the United States to vote shall not be denied or abridged by the United States or by any state on account of race, color, or previous condition of servitude. In other words freed slaves could vote. In theory. So why well first of all why was it necessary? Wasn't that an obvious thing?"}, {"video_title": "Reconstruction Amendments 15th Amendment.mp3", "Sentence": "In other words freed slaves could vote. In theory. So why well first of all why was it necessary? Wasn't that an obvious thing? It was necessary because the 14th Amendment which we talked about last time only protected civil rights not political rights. This was a distinction that was important to the Reconstruction Republicans. They thought that although a citizen of Maryland could go to Virginia and make contracts the same Maryland citizen couldn't go to Virginia and vote in Virginia elections or on Virginia juries and therefore all section 2 of the 14th Amendment also seems to anticipate that southern states might deny African-Americans the right to vote but reduce their apportionment in Congress accordingly."}, {"video_title": "Reconstruction Amendments 15th Amendment.mp3", "Sentence": "Wasn't that an obvious thing? It was necessary because the 14th Amendment which we talked about last time only protected civil rights not political rights. This was a distinction that was important to the Reconstruction Republicans. They thought that although a citizen of Maryland could go to Virginia and make contracts the same Maryland citizen couldn't go to Virginia and vote in Virginia elections or on Virginia juries and therefore all section 2 of the 14th Amendment also seems to anticipate that southern states might deny African-Americans the right to vote but reduce their apportionment in Congress accordingly. That's why even though the 14th Amendment guarantees equality of civil rights it took the 15th Amendment to guarantee equality of the political right of voting. Now you said in theory it allowed freed slaves to vote. Why just in theory?"}, {"video_title": "Reconstruction Amendments 15th Amendment.mp3", "Sentence": "They thought that although a citizen of Maryland could go to Virginia and make contracts the same Maryland citizen couldn't go to Virginia and vote in Virginia elections or on Virginia juries and therefore all section 2 of the 14th Amendment also seems to anticipate that southern states might deny African-Americans the right to vote but reduce their apportionment in Congress accordingly. That's why even though the 14th Amendment guarantees equality of civil rights it took the 15th Amendment to guarantee equality of the political right of voting. Now you said in theory it allowed freed slaves to vote. Why just in theory? Because soon after the 15th Amendment was passed southern states did their darndest to disenfranchise African-Americans by ruses and other stratagems. They passed grandfather clauses that prohibited people from voting if they hadn't been registered before the Civil War. They passed poll taxes that made it impossible for African-Americans to afford to cast a vote and the Supreme Court in a series of decisions some of them written by liberal heroes like Justice Oliver Wendell Holmes upheld these appalling stratagems so in practice African-Americans could not meaningfully vote in many southern states until after the civil rights movement of the 1960s."}, {"video_title": "Reconstruction Amendments 15th Amendment.mp3", "Sentence": "Why just in theory? Because soon after the 15th Amendment was passed southern states did their darndest to disenfranchise African-Americans by ruses and other stratagems. They passed grandfather clauses that prohibited people from voting if they hadn't been registered before the Civil War. They passed poll taxes that made it impossible for African-Americans to afford to cast a vote and the Supreme Court in a series of decisions some of them written by liberal heroes like Justice Oliver Wendell Holmes upheld these appalling stratagems so in practice African-Americans could not meaningfully vote in many southern states until after the civil rights movement of the 1960s. It really took the Voting Rights Act of 1965 meaningfully to give African-Americans the right to vote that they were promised more than a century earlier. Under what ground did Oliver Wendell Holmes and others sort of overturn what is the clear intent of this amendment? Well it was an amazing decision it was called Giles, the Giles decision and Holmes basically said only formal forms of disenfranchisement are prohibited by the amendments."}, {"video_title": "Reconstruction Amendments 15th Amendment.mp3", "Sentence": "They passed poll taxes that made it impossible for African-Americans to afford to cast a vote and the Supreme Court in a series of decisions some of them written by liberal heroes like Justice Oliver Wendell Holmes upheld these appalling stratagems so in practice African-Americans could not meaningfully vote in many southern states until after the civil rights movement of the 1960s. It really took the Voting Rights Act of 1965 meaningfully to give African-Americans the right to vote that they were promised more than a century earlier. Under what ground did Oliver Wendell Holmes and others sort of overturn what is the clear intent of this amendment? Well it was an amazing decision it was called Giles, the Giles decision and Holmes basically said only formal forms of disenfranchisement are prohibited by the amendments. Ruses that have the effect of disenfranchisement aren't covered and then he said basically if the southerners are perpetrating a fraud on African-American citizens the court can't be a party to the fraud by presuming to strike it down. It was a really striking and appalling decision. And when was that decision?"}, {"video_title": "Reconstruction Amendments 15th Amendment.mp3", "Sentence": "Well it was an amazing decision it was called Giles, the Giles decision and Holmes basically said only formal forms of disenfranchisement are prohibited by the amendments. Ruses that have the effect of disenfranchisement aren't covered and then he said basically if the southerners are perpetrating a fraud on African-American citizens the court can't be a party to the fraud by presuming to strike it down. It was a really striking and appalling decision. And when was that decision? It was soon after it was in the 1870s soon after the 15th Amendment was passed. So pretty much these reconstruct or at least the 15th Amendment is undermined or at least made irrelevant within ten years of passage. This was the time of Jim Crow beginning to rise up."}, {"video_title": "Reconstruction Amendments 15th Amendment.mp3", "Sentence": "And when was that decision? It was soon after it was in the 1870s soon after the 15th Amendment was passed. So pretty much these reconstruct or at least the 15th Amendment is undermined or at least made irrelevant within ten years of passage. This was the time of Jim Crow beginning to rise up. It was the time that the court upheld a railroad segregation in Plessy versus Ferguson. It's such a tragic story. It was it was also a time when the Supreme Court struck down the Civil Rights Act of 1875 which had been passed to guarantee equality in accommodations and access to public places."}, {"video_title": "Reconstruction Amendments 15th Amendment.mp3", "Sentence": "This was the time of Jim Crow beginning to rise up. It was the time that the court upheld a railroad segregation in Plessy versus Ferguson. It's such a tragic story. It was it was also a time when the Supreme Court struck down the Civil Rights Act of 1875 which had been passed to guarantee equality in accommodations and access to public places. So you have this shining promise of Reconstruction embodied in these amendments but very quickly southern states act to deny the promise with their laws and the Supreme Court just repeatedly and relentlessly sides with the South and against the intention of the framers of the Reconstruction. So throughout the 1870s and it's not just the South now it's the Supreme Court as well throughout the 1870s you said Plessy versus Ferguson that basically says what? That's by 1890 and that says that railroad segregation where southern states are compelling railroad carriages to separate blacks and whites is perfectly consistent with the 14th Amendment that there was a stirring dissent by Justice John Marshall Harlan saying that the Constitution is colorblind and neither knows nor tolerates classes among citizens."}, {"video_title": "Reconstruction Amendments 15th Amendment.mp3", "Sentence": "It was it was also a time when the Supreme Court struck down the Civil Rights Act of 1875 which had been passed to guarantee equality in accommodations and access to public places. So you have this shining promise of Reconstruction embodied in these amendments but very quickly southern states act to deny the promise with their laws and the Supreme Court just repeatedly and relentlessly sides with the South and against the intention of the framers of the Reconstruction. So throughout the 1870s and it's not just the South now it's the Supreme Court as well throughout the 1870s you said Plessy versus Ferguson that basically says what? That's by 1890 and that says that railroad segregation where southern states are compelling railroad carriages to separate blacks and whites is perfectly consistent with the 14th Amendment that there was a stirring dissent by Justice John Marshall Harlan saying that the Constitution is colorblind and neither knows nor tolerates classes among citizens. Thurgood Marshall read Harlan's dissent before arguing Brown versus Board of Education and it wasn't until 1954 that the Supreme Court essentially overturns Plessy and recognizes that segregation is a violation of the 14th Amendment. So from the 1870s to the 1890s we pretty much have the undermining of at least the 15th Amendment and somewhat the Equal Protection Clause and it's almost a hundred years. How does it happen a hundred years later?"}, {"video_title": "Reconstruction Amendments 15th Amendment.mp3", "Sentence": "That's by 1890 and that says that railroad segregation where southern states are compelling railroad carriages to separate blacks and whites is perfectly consistent with the 14th Amendment that there was a stirring dissent by Justice John Marshall Harlan saying that the Constitution is colorblind and neither knows nor tolerates classes among citizens. Thurgood Marshall read Harlan's dissent before arguing Brown versus Board of Education and it wasn't until 1954 that the Supreme Court essentially overturns Plessy and recognizes that segregation is a violation of the 14th Amendment. So from the 1870s to the 1890s we pretty much have the undermining of at least the 15th Amendment and somewhat the Equal Protection Clause and it's almost a hundred years. How does it happen a hundred years later? We have the Voting Rights Act. What else? I suppose it really began after World War II when African Americans served with whites honorably in the war and Major League Baseball was integrated and public opinion about segregation began to change."}, {"video_title": "Reconstruction Amendments 15th Amendment.mp3", "Sentence": "How does it happen a hundred years later? We have the Voting Rights Act. What else? I suppose it really began after World War II when African Americans served with whites honorably in the war and Major League Baseball was integrated and public opinion about segregation began to change. When the Roosevelt and Truman administrations argued against segregation and by the time the court struck down school segregation in 1854 repudiating the doctrine of separate but equal public opinion was nationally against segregation. 54% of the country opposed segregation in 1954. And explain what the phrase separate but equal how does that come about?"}, {"video_title": "Reconstruction Amendments 15th Amendment.mp3", "Sentence": "I suppose it really began after World War II when African Americans served with whites honorably in the war and Major League Baseball was integrated and public opinion about segregation began to change. When the Roosevelt and Truman administrations argued against segregation and by the time the court struck down school segregation in 1854 repudiating the doctrine of separate but equal public opinion was nationally against segregation. 54% of the country opposed segregation in 1954. And explain what the phrase separate but equal how does that come about? Well it came about I suppose from Plessy versus Ferguson which recognized that you couldn't have completely unequal railroad carriages or facilities but said it was fine to separate blacks and whites because if anyone assumed that there was any intention to degrade African Americans that was just their construction you know as long as the railroad carriages were basically the same then there was no inequality. Brown versus Board of Education repudiated that unconvincing ruse and recognized that both the purpose and effect of segregation was to stigmatize and degrade African Americans as inferior and less worthy than whites. And so what we have are these three Reconstruction amendments passed between 1865 and 1870 and they really come into full force exactly a century later with the 1965 Voting Rights Act and the other Civil Rights Acts of the 1960s."}, {"video_title": "Reconstruction Amendments 15th Amendment.mp3", "Sentence": "And explain what the phrase separate but equal how does that come about? Well it came about I suppose from Plessy versus Ferguson which recognized that you couldn't have completely unequal railroad carriages or facilities but said it was fine to separate blacks and whites because if anyone assumed that there was any intention to degrade African Americans that was just their construction you know as long as the railroad carriages were basically the same then there was no inequality. Brown versus Board of Education repudiated that unconvincing ruse and recognized that both the purpose and effect of segregation was to stigmatize and degrade African Americans as inferior and less worthy than whites. And so what we have are these three Reconstruction amendments passed between 1865 and 1870 and they really come into full force exactly a century later with the 1965 Voting Rights Act and the other Civil Rights Acts of the 1960s. Is that about right? That's exactly right and that reminds us that any notion we have that our rights come mostly from the Supreme Court is not consistent with history because although we fought a civil war and passed these three heroic constitutional amendments it wasn't until the people of the United States rose up in the Civil Rights Movement to actually make these rights a reality. Thank You Jeffrey Rosen."}, {"video_title": "The early Temperance movement - part 1.mp3", "Sentence": "So what was the temperance movement? In this video I'll talk a little bit about what temperance was, what its causes were, and how it started to develop in the early 1800s. Temperance was the idea that Americans drank way too much alcohol and needed to temper their consumption. It started as kind of this idea that people should just drink a little bit less. They should drink less whiskey, less rum, less hard alcohol. And then slowly it started to take on this kind of prohibitory character. So again, it was the idea that we just needed to temper our alcohol consumption."}, {"video_title": "The early Temperance movement - part 1.mp3", "Sentence": "It started as kind of this idea that people should just drink a little bit less. They should drink less whiskey, less rum, less hard alcohol. And then slowly it started to take on this kind of prohibitory character. So again, it was the idea that we just needed to temper our alcohol consumption. And so how did the temperance movement take root? The temperance movement kind of has three main causes that I like to think about. So the three main causes were the second great awakening, the industrial revolution, and growing nativism and frankly racism that started as new immigrants were coming to America in the early 1800s."}, {"video_title": "The early Temperance movement - part 1.mp3", "Sentence": "So again, it was the idea that we just needed to temper our alcohol consumption. And so how did the temperance movement take root? The temperance movement kind of has three main causes that I like to think about. So the three main causes were the second great awakening, the industrial revolution, and growing nativism and frankly racism that started as new immigrants were coming to America in the early 1800s. So this was all kind of happening right around here. And so I'll talk a little bit more about each of these causes for the temperance movement and how it began. So I'll start by talking about the second great awakening."}, {"video_title": "The early Temperance movement - part 1.mp3", "Sentence": "So the three main causes were the second great awakening, the industrial revolution, and growing nativism and frankly racism that started as new immigrants were coming to America in the early 1800s. So this was all kind of happening right around here. And so I'll talk a little bit more about each of these causes for the temperance movement and how it began. So I'll start by talking about the second great awakening. So the second great awakening was this time period in the early 1800s that focused a lot of social reforms around capturing moral good or Christian ideals. So Christian ideals, here's the little cross, within our social institutions. So this happened in education, in prisons, in the first women's rights movement."}, {"video_title": "The early Temperance movement - part 1.mp3", "Sentence": "So I'll start by talking about the second great awakening. So the second great awakening was this time period in the early 1800s that focused a lot of social reforms around capturing moral good or Christian ideals. So Christian ideals, here's the little cross, within our social institutions. So this happened in education, in prisons, in the first women's rights movement. And so this was all going on in the 1800s and it was about this idea that we need to be good and moral people and we needed our social institutions to reflect that. So temperance can be seen as a part of the second great awakening. And so down here you can kind of see the second great awakening image here."}, {"video_title": "The early Temperance movement - part 1.mp3", "Sentence": "So this happened in education, in prisons, in the first women's rights movement. And so this was all going on in the 1800s and it was about this idea that we need to be good and moral people and we needed our social institutions to reflect that. So temperance can be seen as a part of the second great awakening. And so down here you can kind of see the second great awakening image here. This is the idea that the family was also intimately affected by people being too drunk. Here's like the father and he's really drunk and things are kind of going to mayhem. People were just too drunk and this was tearing apart lots of different institutions, including the family, including education, including the workplace."}, {"video_title": "The early Temperance movement - part 1.mp3", "Sentence": "And so down here you can kind of see the second great awakening image here. This is the idea that the family was also intimately affected by people being too drunk. Here's like the father and he's really drunk and things are kind of going to mayhem. People were just too drunk and this was tearing apart lots of different institutions, including the family, including education, including the workplace. And so that's a good transition to talking about the industrial revolution. So the industrial revolution was also going on at this time period and people could no longer be drunk on the job, right? So people used to be artisans."}, {"video_title": "The early Temperance movement - part 1.mp3", "Sentence": "People were just too drunk and this was tearing apart lots of different institutions, including the family, including education, including the workplace. And so that's a good transition to talking about the industrial revolution. So the industrial revolution was also going on at this time period and people could no longer be drunk on the job, right? So people used to be artisans. They used to just kind of sit in their home, make their shoes or sew something by hand and they could be drunk while doing that. But now if you're kind of in a factory setting, people were getting their fingers cut off by these new machines that were promoted in the industrial revolution because they were drunk while trying to operate the machinery. So with this new industry, workers could no longer be drunk on the job."}, {"video_title": "The early Temperance movement - part 1.mp3", "Sentence": "So people used to be artisans. They used to just kind of sit in their home, make their shoes or sew something by hand and they could be drunk while doing that. But now if you're kind of in a factory setting, people were getting their fingers cut off by these new machines that were promoted in the industrial revolution because they were drunk while trying to operate the machinery. So with this new industry, workers could no longer be drunk on the job. And so the final cause is this nativism that people were seeing with new Catholic immigrants. So there were Catholic immigrants coming into the country and lots of Protestants were very anti-Catholic and anti-immigration. They decided that the Catholics were drunks."}, {"video_title": "The early Temperance movement - part 1.mp3", "Sentence": "So with this new industry, workers could no longer be drunk on the job. And so the final cause is this nativism that people were seeing with new Catholic immigrants. So there were Catholic immigrants coming into the country and lots of Protestants were very anti-Catholic and anti-immigration. They decided that the Catholics were drunks. They did drink a lot, but it was definitely this kind of racist sentiment that was percolating within the Protestant community. And this kind of aligned itself with the Whig Party. So the Whigs became more Protestant."}, {"video_title": "The early Temperance movement - part 1.mp3", "Sentence": "They decided that the Catholics were drunks. They did drink a lot, but it was definitely this kind of racist sentiment that was percolating within the Protestant community. And this kind of aligned itself with the Whig Party. So the Whigs became more Protestant. They were really big temperance people. And the Catholics more aligned themselves with the Democrats. And so this sentiment towards these immigrant populations had this kind of political effect."}, {"video_title": "The early Temperance movement - part 1.mp3", "Sentence": "So the Whigs became more Protestant. They were really big temperance people. And the Catholics more aligned themselves with the Democrats. And so this sentiment towards these immigrant populations had this kind of political effect. So at this time, temperance was starting to become more of a political movement and different social groups were taking this more seriously. There were some state-level organizations. It was just becoming more of a social phenomenon."}, {"video_title": "The early Temperance movement - part 1.mp3", "Sentence": "And so this sentiment towards these immigrant populations had this kind of political effect. So at this time, temperance was starting to become more of a political movement and different social groups were taking this more seriously. There were some state-level organizations. It was just becoming more of a social phenomenon. In 1825, right over here, this really famous preacher, Lyman Beecher, did his six sermons on the sins of alcohol. And so these sermons in 1825 solidified this idea in the American mind that it was anti-Christian to be a huge drinker. And this idea really took root."}, {"video_title": "The early Temperance movement - part 1.mp3", "Sentence": "It was just becoming more of a social phenomenon. In 1825, right over here, this really famous preacher, Lyman Beecher, did his six sermons on the sins of alcohol. And so these sermons in 1825 solidified this idea in the American mind that it was anti-Christian to be a huge drinker. And this idea really took root. This is becoming kind of this larger social phenomenon and there start to be not just more state-level or community-level societies against drinking. You see the first ever national organization. So the first national temperance society was in 1826 down here with the American Temperance Society, the ATS."}, {"video_title": "Motivations for English colonization.mp3", "Sentence": "Among those reasons was conflict within the United Kingdom, colonial projects closer to home, specifically Ireland, and economic depression that prevented England from taking much time to look outside its borders to the broader world. In this video, I'm gonna talk about what led England to finally get in the colonial game. So what changes that allows England to become a premier colonial empire and go on to found what will be the United States of America, today even an English-speaking country? Well, some of these factors kind of turn to their advantage. Once the internal religious conflict has been sorted out, turning England into a Protestant nation, they turn some of that animus outward to Spain, a Catholic nation, and they feel that they have to compete with Spain for riches and for souls. So certainly, the Protestant nation of England doesn't wanna be left behind any more than it already has been by Spain, which has clearly been reaping great riches from the New World in the form of gold down here in Mexico and Central America, and sugar, the sugar islands. And they also don't wanna be one-upped by the Catholic nation of France, which has been reaping some excellent profits, trading with Native Americans up in the region which is today New York, Canada, and they're getting furs."}, {"video_title": "Motivations for English colonization.mp3", "Sentence": "Well, some of these factors kind of turn to their advantage. Once the internal religious conflict has been sorted out, turning England into a Protestant nation, they turn some of that animus outward to Spain, a Catholic nation, and they feel that they have to compete with Spain for riches and for souls. So certainly, the Protestant nation of England doesn't wanna be left behind any more than it already has been by Spain, which has clearly been reaping great riches from the New World in the form of gold down here in Mexico and Central America, and sugar, the sugar islands. And they also don't wanna be one-upped by the Catholic nation of France, which has been reaping some excellent profits, trading with Native Americans up in the region which is today New York, Canada, and they're getting furs. So there's clearly a lot to be had in the New World and a lot of Catholics to triumph over in having it. Another thing that allows England to join the imperial game in the New World is the invention of the joint stock company. Now, joint stock companies were kind of the precursor, I mean, more than kind of the precursor, really the precursor to the modern-day corporation."}, {"video_title": "Motivations for English colonization.mp3", "Sentence": "And they also don't wanna be one-upped by the Catholic nation of France, which has been reaping some excellent profits, trading with Native Americans up in the region which is today New York, Canada, and they're getting furs. So there's clearly a lot to be had in the New World and a lot of Catholics to triumph over in having it. Another thing that allows England to join the imperial game in the New World is the invention of the joint stock company. Now, joint stock companies were kind of the precursor, I mean, more than kind of the precursor, really the precursor to the modern-day corporation. And like modern-day corporations, what they did was kind of spread both the riches and also the risks of any kind of entrepreneurial undertaking. And what I mean by this is that people could buy shares in a joint stock company, and those shares were kind of divested from your personal wealth. So you could invest in something that if it went belly-up wouldn't necessarily ruin you because you just had a few shares."}, {"video_title": "Motivations for English colonization.mp3", "Sentence": "Now, joint stock companies were kind of the precursor, I mean, more than kind of the precursor, really the precursor to the modern-day corporation. And like modern-day corporations, what they did was kind of spread both the riches and also the risks of any kind of entrepreneurial undertaking. And what I mean by this is that people could buy shares in a joint stock company, and those shares were kind of divested from your personal wealth. So you could invest in something that if it went belly-up wouldn't necessarily ruin you because you just had a few shares. So it's similar to the stock market today, a very early version of that. So these joint stock companies meant that adventurers, people seeking wealth, could go out to the New World, the New World, for example, with many different backers. The risks spread across all of them and tried to make profit for their investors."}, {"video_title": "Motivations for English colonization.mp3", "Sentence": "So you could invest in something that if it went belly-up wouldn't necessarily ruin you because you just had a few shares. So it's similar to the stock market today, a very early version of that. So these joint stock companies meant that adventurers, people seeking wealth, could go out to the New World, the New World, for example, with many different backers. The risks spread across all of them and tried to make profit for their investors. So many what we would call promoters of the New World tried to drum up interest in expeditions to the New World. Now, everybody knows that Spain is making a killing from gold and sugar, and so they're saying, well, maybe private individuals with the blessing, though not the sponsorship of the crown, can go to the New World and start extracting some of these resources and start creating wealth for their investors. And so England issues several charters to joint stock companies that are still familiar names to us today."}, {"video_title": "Motivations for English colonization.mp3", "Sentence": "The risks spread across all of them and tried to make profit for their investors. So many what we would call promoters of the New World tried to drum up interest in expeditions to the New World. Now, everybody knows that Spain is making a killing from gold and sugar, and so they're saying, well, maybe private individuals with the blessing, though not the sponsorship of the crown, can go to the New World and start extracting some of these resources and start creating wealth for their investors. And so England issues several charters to joint stock companies that are still familiar names to us today. For example, the East India Company, which Americans know best as the company that supplied the tea that Bostonians dumped into Boston Harbor slightly before the American Revolution. But the one that plays the most role in the early founding of the United States is the Virginia Company. And it's under the auspices of the Virginia Company that explorers like John Smith head to Virginia, and Virginia is named for Elizabeth I, Henry VIII's daughter, who never married and therefore was said to be the Virgin Queen."}, {"video_title": "Motivations for English colonization.mp3", "Sentence": "And so England issues several charters to joint stock companies that are still familiar names to us today. For example, the East India Company, which Americans know best as the company that supplied the tea that Bostonians dumped into Boston Harbor slightly before the American Revolution. But the one that plays the most role in the early founding of the United States is the Virginia Company. And it's under the auspices of the Virginia Company that explorers like John Smith head to Virginia, and Virginia is named for Elizabeth I, Henry VIII's daughter, who never married and therefore was said to be the Virgin Queen. So a new land named after her was Virginia. Now, we'll talk more about the Virginia Company in the next video, but the last thing I wanna say about what prompted England to join the imperial game in the New World was that England was having a serious economic depression and some real poverty. Now, remember that England was a highly-classed society with aristocracy and gentry, and these were inherited roles, right?"}, {"video_title": "Motivations for English colonization.mp3", "Sentence": "And it's under the auspices of the Virginia Company that explorers like John Smith head to Virginia, and Virginia is named for Elizabeth I, Henry VIII's daughter, who never married and therefore was said to be the Virgin Queen. So a new land named after her was Virginia. Now, we'll talk more about the Virginia Company in the next video, but the last thing I wanna say about what prompted England to join the imperial game in the New World was that England was having a serious economic depression and some real poverty. Now, remember that England was a highly-classed society with aristocracy and gentry, and these were inherited roles, right? You couldn't rise to be among these ranks generally. So, you know, about 95% of the population didn't belong to either of these groups, and a strong majority of those were in dire poverty in the 1500s and early 1600s, and there were a number of reasons for this. The market for wool, which England, being a major textile producer, had collapsed, so many people who had been wool producers were in dire straits."}, {"video_title": "Motivations for English colonization.mp3", "Sentence": "Now, remember that England was a highly-classed society with aristocracy and gentry, and these were inherited roles, right? You couldn't rise to be among these ranks generally. So, you know, about 95% of the population didn't belong to either of these groups, and a strong majority of those were in dire poverty in the 1500s and early 1600s, and there were a number of reasons for this. The market for wool, which England, being a major textile producer, had collapsed, so many people who had been wool producers were in dire straits. In fact, many of them were Puritans, and we'll see more about what happens to the Puritans who leave England in another video. And there's a process going on in this time period known as enclosure, the enclosure movement. And what enclosure meant is kind of what it sounds like, which is that early English towns and manor houses were kind of set up to have, you know, the house, this is a big manor house, so just bear with me and imagine here."}, {"video_title": "Motivations for English colonization.mp3", "Sentence": "The market for wool, which England, being a major textile producer, had collapsed, so many people who had been wool producers were in dire straits. In fact, many of them were Puritans, and we'll see more about what happens to the Puritans who leave England in another video. And there's a process going on in this time period known as enclosure, the enclosure movement. And what enclosure meant is kind of what it sounds like, which is that early English towns and manor houses were kind of set up to have, you know, the house, this is a big manor house, so just bear with me and imagine here. And then they might have some forest filled with a nice deer to hunt, and then they might have some nice fields, just grass, and these were kind of considered common lands. So if you were a peasant, for example, you might graze your cows on these common lands, you might go hunting in the forest. Well, in this time period, these great English lords started to close off and close these common lands."}, {"video_title": "Motivations for English colonization.mp3", "Sentence": "And what enclosure meant is kind of what it sounds like, which is that early English towns and manor houses were kind of set up to have, you know, the house, this is a big manor house, so just bear with me and imagine here. And then they might have some forest filled with a nice deer to hunt, and then they might have some nice fields, just grass, and these were kind of considered common lands. So if you were a peasant, for example, you might graze your cows on these common lands, you might go hunting in the forest. Well, in this time period, these great English lords started to close off and close these common lands. So they'd fence them off. This kind of makes sense to our modern idea of property holding, right? It makes us understand who owns what thing and how it gets deeded, et cetera."}, {"video_title": "Motivations for English colonization.mp3", "Sentence": "Well, in this time period, these great English lords started to close off and close these common lands. So they'd fence them off. This kind of makes sense to our modern idea of property holding, right? It makes us understand who owns what thing and how it gets deeded, et cetera. But for very poor people, this was a huge transition because now they didn't have a place to raise their livestock, they didn't have a source of hunting, protein. So it made people who were already on the edge of poverty extremely poor. It was a very difficult time if you were already kind of living in the foraging or small farming aspect of English life."}, {"video_title": "Motivations for English colonization.mp3", "Sentence": "It makes us understand who owns what thing and how it gets deeded, et cetera. But for very poor people, this was a huge transition because now they didn't have a place to raise their livestock, they didn't have a source of hunting, protein. So it made people who were already on the edge of poverty extremely poor. It was a very difficult time if you were already kind of living in the foraging or small farming aspect of English life. And so because of this enclosure movement and depression, crime rates are going up in England. This is a time when theft is still a capital crime. So if you're starving and you steal something to eat, you could be hanged."}, {"video_title": "Motivations for English colonization.mp3", "Sentence": "It was a very difficult time if you were already kind of living in the foraging or small farming aspect of English life. And so because of this enclosure movement and depression, crime rates are going up in England. This is a time when theft is still a capital crime. So if you're starving and you steal something to eat, you could be hanged. And so many of the English gentry, the people in parliament, are looking around and saying, all right, what's going on? Are we having a moral crisis? Because they don't think in terms that say, all right, many people are poor, maybe they're going to steal."}, {"video_title": "Motivations for English colonization.mp3", "Sentence": "So if you're starving and you steal something to eat, you could be hanged. And so many of the English gentry, the people in parliament, are looking around and saying, all right, what's going on? Are we having a moral crisis? Because they don't think in terms that say, all right, many people are poor, maybe they're going to steal. Instead, they're saying, why are people stealing? What's wrong with people? And so they think of this as surplus population."}, {"video_title": "Motivations for English colonization.mp3", "Sentence": "Because they don't think in terms that say, all right, many people are poor, maybe they're going to steal. Instead, they're saying, why are people stealing? What's wrong with people? And so they think of this as surplus population. So there are too many people in England. Now, this is patently untrue because there are way more people living in London today than there were in all of England at that time period. But the English parliament, sort of major thinkers in England, start to think that there are too many people in England."}, {"video_title": "Motivations for English colonization.mp3", "Sentence": "And so they think of this as surplus population. So there are too many people in England. Now, this is patently untrue because there are way more people living in London today than there were in all of England at that time period. But the English parliament, sort of major thinkers in England, start to think that there are too many people in England. There are just too many people for having enough stuff to go around. And so they start wondering, maybe these people should go elsewhere. Maybe they should go to colonies where maybe they can buy more goods, produce more raw materials, and find a different place in the social structure and economy of England."}, {"video_title": "Zimmermann Telegram   The 20th century   World history   Khan Academy.mp3", "Sentence": "As we enter into 1917, the United States has been able to maintain its neutrality in World War I. In fact, President Wilson has just won a re-election based on the platform that he kept us out of war. And to a large degree, he was able to keep the U.S. out of war because the German Empire had pulled back from its unrestricted submarine warfare. After the sinking of the Lusitania and how angered America had gotten, they said, okay, we're not going to attack passenger vessels anymore. We're only going to attack things that are definitely British non-passenger vessels. But as we go into January of 1917, the British blockade on the central powers was having its effect and the central powers were getting desperate, in particular Germany. And so they were eager to essentially do the same to the British, once again go with the unrestricted submarine warfare."}, {"video_title": "Zimmermann Telegram   The 20th century   World history   Khan Academy.mp3", "Sentence": "After the sinking of the Lusitania and how angered America had gotten, they said, okay, we're not going to attack passenger vessels anymore. We're only going to attack things that are definitely British non-passenger vessels. But as we go into January of 1917, the British blockade on the central powers was having its effect and the central powers were getting desperate, in particular Germany. And so they were eager to essentially do the same to the British, once again go with the unrestricted submarine warfare. But the Germans knew that if they were to go back to this, it was likely that the U.S. would enter the war on the side of the Allies. So knowing that that was likely to happen, they said, well, how could we slow the U.S. down? And the thinking was, well, maybe we could somehow enlist the help of Mexico, which at the time was not on the best terms with the United States."}, {"video_title": "Zimmermann Telegram   The 20th century   World history   Khan Academy.mp3", "Sentence": "And so they were eager to essentially do the same to the British, once again go with the unrestricted submarine warfare. But the Germans knew that if they were to go back to this, it was likely that the U.S. would enter the war on the side of the Allies. So knowing that that was likely to happen, they said, well, how could we slow the U.S. down? And the thinking was, well, maybe we could somehow enlist the help of Mexico, which at the time was not on the best terms with the United States. And so Arthur Zimmerman, who was the German foreign secretary, the equivalent of the United States Secretary of State, the foreign minister, Arthur Zimmerman sends an encoded telegram to the Mexicans. And it's encoded especially because it has to go over lines that are controlled by the Americans. And in it, he actually proposes an alliance to slow the Americans down."}, {"video_title": "Zimmermann Telegram   The 20th century   World history   Khan Academy.mp3", "Sentence": "And the thinking was, well, maybe we could somehow enlist the help of Mexico, which at the time was not on the best terms with the United States. And so Arthur Zimmerman, who was the German foreign secretary, the equivalent of the United States Secretary of State, the foreign minister, Arthur Zimmerman sends an encoded telegram to the Mexicans. And it's encoded especially because it has to go over lines that are controlled by the Americans. And in it, he actually proposes an alliance to slow the Americans down. So this is what he wrote. So this is the encoded telegram and then it was actually intercepted by British intelligence and decoded and then shared with the Americans. And then that was also then made public to the American public."}, {"video_title": "Zimmermann Telegram   The 20th century   World history   Khan Academy.mp3", "Sentence": "And in it, he actually proposes an alliance to slow the Americans down. So this is what he wrote. So this is the encoded telegram and then it was actually intercepted by British intelligence and decoded and then shared with the Americans. And then that was also then made public to the American public. And so this is why it's fascinating to actually read this stuff. This is January 1917. This is the Germans talking to the Mexicans."}, {"video_title": "Zimmermann Telegram   The 20th century   World history   Khan Academy.mp3", "Sentence": "And then that was also then made public to the American public. And so this is why it's fascinating to actually read this stuff. This is January 1917. This is the Germans talking to the Mexicans. We intend to begin on the 1st of February unrestricted submarine warfare. We shall endeavor in spite of this to keep the United States of America neutral. In the event of this not succeeding, we make Mexico a proposal of alliance on the following basis."}, {"video_title": "Zimmermann Telegram   The 20th century   World history   Khan Academy.mp3", "Sentence": "This is the Germans talking to the Mexicans. We intend to begin on the 1st of February unrestricted submarine warfare. We shall endeavor in spite of this to keep the United States of America neutral. In the event of this not succeeding, we make Mexico a proposal of alliance on the following basis. Make war together, make peace together. Generous financial support and an understanding on our part that Mexico is to reconquer the lost territories in Texas, New Mexico, and Arizona. This settlement or the settlement in detail is left to you."}, {"video_title": "Zimmermann Telegram   The 20th century   World history   Khan Academy.mp3", "Sentence": "In the event of this not succeeding, we make Mexico a proposal of alliance on the following basis. Make war together, make peace together. Generous financial support and an understanding on our part that Mexico is to reconquer the lost territories in Texas, New Mexico, and Arizona. This settlement or the settlement in detail is left to you. You will inform the president, they're talking about the president of Mexico, of the above most secretly as soon as the outbreak of war with the United States of America is certain and add the suggestion that he should on his own initiative invite Japan to immediate adherence and at the same time mediate between Japan and ourselves. Please call the president's attention to the fact that the ruthless employment of our submarines now offers the prospect of compelling England in a few months to make peace. Signed, Zimmerman."}, {"video_title": "Zimmermann Telegram   The 20th century   World history   Khan Academy.mp3", "Sentence": "This settlement or the settlement in detail is left to you. You will inform the president, they're talking about the president of Mexico, of the above most secretly as soon as the outbreak of war with the United States of America is certain and add the suggestion that he should on his own initiative invite Japan to immediate adherence and at the same time mediate between Japan and ourselves. Please call the president's attention to the fact that the ruthless employment of our submarines now offers the prospect of compelling England in a few months to make peace. Signed, Zimmerman. Now, the Mexicans when they read this, they really didn't take it too seriously. They didn't think that they could seriously engage the US in a war, they could seriously take back or occupy these territories, so they didn't really think much of it. The real effect of this telegram was to make the American public angry."}, {"video_title": "Zimmermann Telegram   The 20th century   World history   Khan Academy.mp3", "Sentence": "Signed, Zimmerman. Now, the Mexicans when they read this, they really didn't take it too seriously. They didn't think that they could seriously engage the US in a war, they could seriously take back or occupy these territories, so they didn't really think much of it. The real effect of this telegram was to make the American public angry. They were going to go back into the unrestricted submarine warfare and the Germans themselves talk about ruthless, ruthless employment of our submarines. When people talk about what were the causes, what brought the US into war, the ones that are typically cited are the unrestricted submarine warfare, the sinking of the Lusitania, the Zimmerman telegram that was trying to get Mexico to somehow get into a war with the US and reclaim these territories. As we'll see, a few months after this, the US actually does declare war on Germany and enter into World War I."}, {"video_title": "Jacksonian Democracy part 3.mp3", "Sentence": "But Andrew Jackson and his supporters say that this is undemocratic, this is the kind of elitist hokum that we do not need in our nation of free white men. So four years later, in the election of 1828, it is a Jackson-John Quincy Adams rematch, and the gloves are off. So in the first video in this series, I mentioned that during this time period, a lot of the aspects that we consider part of American politics first came to the fore. And one of the things that you'll see in the election of 1828, really for the first time, is down and dirty mudslinging, or making angry attacks ad hominem, or at the man, rather than at his principles, attacks on your opponent. So Andrew Jackson probably already had all the ammunition he needed with the corrupt bargain of 1824. John Quincy Adams kind of considered himself above this kind of mudslinging, but his supporters did not, and they came out with some real gems. Not only did they put out handbills with coffins, this is known as the coffin handbill to this day, detailing how many men had been killed by Andrew Jackson, either through execution or duels, they also accused his mother of being a prostitute and his wife of being a bigamist."}, {"video_title": "Jacksonian Democracy part 3.mp3", "Sentence": "And one of the things that you'll see in the election of 1828, really for the first time, is down and dirty mudslinging, or making angry attacks ad hominem, or at the man, rather than at his principles, attacks on your opponent. So Andrew Jackson probably already had all the ammunition he needed with the corrupt bargain of 1824. John Quincy Adams kind of considered himself above this kind of mudslinging, but his supporters did not, and they came out with some real gems. Not only did they put out handbills with coffins, this is known as the coffin handbill to this day, detailing how many men had been killed by Andrew Jackson, either through execution or duels, they also accused his mother of being a prostitute and his wife of being a bigamist. In fact, Andrew Jackson's wife died shortly before his inauguration, and he believed to his dying day that it was the terrible slanders about her that had led to her untimely death. Another first for the election of 1828 is Andrew Jackson as the first candidate for the Democratic Party. This is a new party united around Jackson."}, {"video_title": "Jacksonian Democracy part 3.mp3", "Sentence": "Not only did they put out handbills with coffins, this is known as the coffin handbill to this day, detailing how many men had been killed by Andrew Jackson, either through execution or duels, they also accused his mother of being a prostitute and his wife of being a bigamist. In fact, Andrew Jackson's wife died shortly before his inauguration, and he believed to his dying day that it was the terrible slanders about her that had led to her untimely death. Another first for the election of 1828 is Andrew Jackson as the first candidate for the Democratic Party. This is a new party united around Jackson. In the previous election, all of the candidates had been Republicans in one form or another, but now the Republican Party is going to start to fade away, and the Democratic Party will come to the fore, and this is the same Democratic Party that is still in existence in the United States today. Of course, its goals and ideas have changed a great deal since the 1820s. And with this Democratic Party, and even with the supporters of John Quincy Adams, what Jackson taps into is this kind of mass party democracy."}, {"video_title": "Jacksonian Democracy part 3.mp3", "Sentence": "This is a new party united around Jackson. In the previous election, all of the candidates had been Republicans in one form or another, but now the Republican Party is going to start to fade away, and the Democratic Party will come to the fore, and this is the same Democratic Party that is still in existence in the United States today. Of course, its goals and ideas have changed a great deal since the 1820s. And with this Democratic Party, and even with the supporters of John Quincy Adams, what Jackson taps into is this kind of mass party democracy. He has great party machines working for him in eastern cities. He also really takes advantage, particularly of people on the frontier, so white people who are looking to expand westward to kind of make it, as we would say, rugged individuals, people pulling themselves up by their bootstraps. And they saw that in Andrew Jackson because he had been born fairly penniless, and then by the time he was elected president in 1828, he'd become part of the frontier elite."}, {"video_title": "Jacksonian Democracy part 3.mp3", "Sentence": "And with this Democratic Party, and even with the supporters of John Quincy Adams, what Jackson taps into is this kind of mass party democracy. He has great party machines working for him in eastern cities. He also really takes advantage, particularly of people on the frontier, so white people who are looking to expand westward to kind of make it, as we would say, rugged individuals, people pulling themselves up by their bootstraps. And they saw that in Andrew Jackson because he had been born fairly penniless, and then by the time he was elected president in 1828, he'd become part of the frontier elite. He was now a slaveholder. He was one of the guys who had made it, but those on the frontier looked to him and saw the example of what they wanted to be. Jackson also had the advantage of being a war hero from the Battle of New Orleans in the War of 1812."}, {"video_title": "Jacksonian Democracy part 3.mp3", "Sentence": "And they saw that in Andrew Jackson because he had been born fairly penniless, and then by the time he was elected president in 1828, he'd become part of the frontier elite. He was now a slaveholder. He was one of the guys who had made it, but those on the frontier looked to him and saw the example of what they wanted to be. Jackson also had the advantage of being a war hero from the Battle of New Orleans in the War of 1812. And throughout the 19th century, those with valorous military service will do well in national elections. And another thing that Andrew Jackson does quite well is harnesses anti-Indian, anti-Native American sentiment. John Quincy Adams had attempted to bargain in good faith, to try to hold up the side of the United States with Native American nations living in what was then the territorial borders of the United States."}, {"video_title": "Jacksonian Democracy part 3.mp3", "Sentence": "Jackson also had the advantage of being a war hero from the Battle of New Orleans in the War of 1812. And throughout the 19th century, those with valorous military service will do well in national elections. And another thing that Andrew Jackson does quite well is harnesses anti-Indian, anti-Native American sentiment. John Quincy Adams had attempted to bargain in good faith, to try to hold up the side of the United States with Native American nations living in what was then the territorial borders of the United States. He bargained with them as if they were sovereign nations unto themselves. Andrew Jackson understood that white settlers desperately wanted Indian lands, and he played to those white settlers, assuring them that he would do his utmost to remove Native Americans from those lands, a promise that he will make good on during his presidency. So Jackson wins the election of 1828, and immediately it's obvious that the democracy under Jackson is quite different from the American system under previous presidents."}, {"video_title": "Jacksonian Democracy part 3.mp3", "Sentence": "John Quincy Adams had attempted to bargain in good faith, to try to hold up the side of the United States with Native American nations living in what was then the territorial borders of the United States. He bargained with them as if they were sovereign nations unto themselves. Andrew Jackson understood that white settlers desperately wanted Indian lands, and he played to those white settlers, assuring them that he would do his utmost to remove Native Americans from those lands, a promise that he will make good on during his presidency. So Jackson wins the election of 1828, and immediately it's obvious that the democracy under Jackson is quite different from the American system under previous presidents. At his inauguration, he turns to the crowd and bows, signaling that he thinks of himself as being beneath the people that he's serving. He also opens up the White House during what's called the Inaugural Brawl, and it's believed that many people went into the White House and they wrecked the china and they destroyed the furniture and they wouldn't leave until people told them there was alcohol outside on the lawn. And to an earlier generation who had been raised with this early American aristocracy of the Adamses and the Washingtons, this looks to like anarchy."}, {"video_title": "Jacksonian Democracy part 3.mp3", "Sentence": "So Jackson wins the election of 1828, and immediately it's obvious that the democracy under Jackson is quite different from the American system under previous presidents. At his inauguration, he turns to the crowd and bows, signaling that he thinks of himself as being beneath the people that he's serving. He also opens up the White House during what's called the Inaugural Brawl, and it's believed that many people went into the White House and they wrecked the china and they destroyed the furniture and they wouldn't leave until people told them there was alcohol outside on the lawn. And to an earlier generation who had been raised with this early American aristocracy of the Adamses and the Washingtons, this looks to like anarchy. They thought this was the beginning of the French Revolution in the United States. It was not, but it was the beginning of massive party politics, political campaigns, and the beginning of a new politics in the United States that appealed to the common man. And we'll talk more about that in the next video."}, {"video_title": "Early English settlements - Jamestown.mp3", "Sentence": "Well, all of that is about to change in 1607 when the Virginia Company, a joint stock company, or an early precursor to the modern corporation, which spread out both the shares, the wealth, and the risk of an expedition like one headed to the New World. They received a charter for New World exploration from King James I, who had now taken over for Queen Elizabeth, and their goals were kind of the same as many of the goals of explorers in this time period. They wanted to find gold. They wanted to find a passage to the Indies that might make it easier for them to get the luxurious materials like spices and silk that were so expensive to get over the land route that was the Silk Road. And James in particular was hoping that they could maybe get one up on the Spanish who had been doing so well for more than 100 years in the West Indies. Now one of the important things to note about this is that no one who went to Virginia expected to set up a colony there and live there for the rest of their lives. What they expected was to go for a couple of years, mine tremendous amounts of gold, which they hoped were lying in giant piles all over the ground, get tremendously wealthy, and live like kings for the rest of their lives in Europe."}, {"video_title": "Early English settlements - Jamestown.mp3", "Sentence": "They wanted to find a passage to the Indies that might make it easier for them to get the luxurious materials like spices and silk that were so expensive to get over the land route that was the Silk Road. And James in particular was hoping that they could maybe get one up on the Spanish who had been doing so well for more than 100 years in the West Indies. Now one of the important things to note about this is that no one who went to Virginia expected to set up a colony there and live there for the rest of their lives. What they expected was to go for a couple of years, mine tremendous amounts of gold, which they hoped were lying in giant piles all over the ground, get tremendously wealthy, and live like kings for the rest of their lives in Europe. So this Virginia Company expedition was intended to be short term. But as it'll turn out, that will not be the case. So how did things go for the Virginia Company compared to the Roanoke Island colonists?"}, {"video_title": "Early English settlements - Jamestown.mp3", "Sentence": "What they expected was to go for a couple of years, mine tremendous amounts of gold, which they hoped were lying in giant piles all over the ground, get tremendously wealthy, and live like kings for the rest of their lives in Europe. So this Virginia Company expedition was intended to be short term. But as it'll turn out, that will not be the case. So how did things go for the Virginia Company compared to the Roanoke Island colonists? Well, you know, not terrifically better. They sailed in early 1607 into the Chesapeake Bay, and they spent some time looking for what might be a good place to settle, and they eventually chose a site here on what they'll name the James River for King James, and in the town that they'll call Jamestown for the same reason. It's hard to overstate how terrible the land that they chose at Jamestown was, and it was terrible for a couple of reasons."}, {"video_title": "Early English settlements - Jamestown.mp3", "Sentence": "So how did things go for the Virginia Company compared to the Roanoke Island colonists? Well, you know, not terrifically better. They sailed in early 1607 into the Chesapeake Bay, and they spent some time looking for what might be a good place to settle, and they eventually chose a site here on what they'll name the James River for King James, and in the town that they'll call Jamestown for the same reason. It's hard to overstate how terrible the land that they chose at Jamestown was, and it was terrible for a couple of reasons. One reason is that the soil isn't terrifically good there. It's marshy. It's not great for growing subsistence crops, which you'll need to survive."}, {"video_title": "Early English settlements - Jamestown.mp3", "Sentence": "It's hard to overstate how terrible the land that they chose at Jamestown was, and it was terrible for a couple of reasons. One reason is that the soil isn't terrifically good there. It's marshy. It's not great for growing subsistence crops, which you'll need to survive. And more importantly, it's buggy. And by buggy, I mean that there are tons of mosquitoes, and mosquitoes carry diseases like, say, yellow fever, malaria, and those mosquito-borne diseases will have a tremendous effect, a huge death toll for the early settlers at Jamestown. The other thing I can't overstate about the colonists at Jamestown was just how incredibly unprepared and unsuited they were to be colonists in the New World."}, {"video_title": "Early English settlements - Jamestown.mp3", "Sentence": "It's not great for growing subsistence crops, which you'll need to survive. And more importantly, it's buggy. And by buggy, I mean that there are tons of mosquitoes, and mosquitoes carry diseases like, say, yellow fever, malaria, and those mosquito-borne diseases will have a tremendous effect, a huge death toll for the early settlers at Jamestown. The other thing I can't overstate about the colonists at Jamestown was just how incredibly unprepared and unsuited they were to be colonists in the New World. Remember, this was essentially a get-rich-quick scheme. Well, who are the sort of people who'd like to get rich quick? Investors, for the most part."}, {"video_title": "Early English settlements - Jamestown.mp3", "Sentence": "The other thing I can't overstate about the colonists at Jamestown was just how incredibly unprepared and unsuited they were to be colonists in the New World. Remember, this was essentially a get-rich-quick scheme. Well, who are the sort of people who'd like to get rich quick? Investors, for the most part. These were gentlemen, and the English definition of a gentleman is really someone who has title, someone who has status, someone who does not work with his hands. And all through that first summer when they probably should have been planting crops to try to survive through the winter, instead, these gentlemen were busy looking for gold, which means that when winter rolled around, things got pretty dire at Jamestown. And we'll talk about that in the next video."}, {"video_title": "Politics and indigenous relations in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "Another consequence of the unique environment and society of New England was that it was unusually democratic for that era. Now, when the Pilgrims first came over on the Mayflower, they agreed in what was called the Mayflower Compact to kind of work together and hold each other in mutual esteem. Some people say that this is one of the first founding documents showing democracy in the New World. New Englanders, like Virginians, were very far from the mother country and they had to fend for themselves. And so, English colonists learned to make decisions by themselves, because asking for help from across the ocean wasn't very easy and took a really long time. So, because England was so far away and really not paying much attention to the American colonies at all, there was a tradition of self-government among English colonists. But what was different about democracy in New England than democracy in Virginia was that most people in New England were middle class."}, {"video_title": "Politics and indigenous relations in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "New Englanders, like Virginians, were very far from the mother country and they had to fend for themselves. And so, English colonists learned to make decisions by themselves, because asking for help from across the ocean wasn't very easy and took a really long time. So, because England was so far away and really not paying much attention to the American colonies at all, there was a tradition of self-government among English colonists. But what was different about democracy in New England than democracy in Virginia was that most people in New England were middle class. They were small farmers. Most people were about the same social station and that meant that they were used to having about the same amount of political power. So, in New England, most towns had town meetings where the men of the town would gather to solve local problems."}, {"video_title": "Politics and indigenous relations in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "But what was different about democracy in New England than democracy in Virginia was that most people in New England were middle class. They were small farmers. Most people were about the same social station and that meant that they were used to having about the same amount of political power. So, in New England, most towns had town meetings where the men of the town would gather to solve local problems. Now, this was, of course, a very limited democracy where only white men have a say, but for the era of the 1600s, it was very democratic indeed. For all the ways that New England and Virginia were very different, there was one way in which they were virtually identical and that was their treatment of Native Americans. Just as early compromise and cooperation with the Powhatan tribe turned into the English attempting to eradicate Native Americans from the eastern seaboard, New Englanders originally cooperated with local Algonquian tribes like the Wampanoags or Narragansett Indians."}, {"video_title": "Politics and indigenous relations in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "So, in New England, most towns had town meetings where the men of the town would gather to solve local problems. Now, this was, of course, a very limited democracy where only white men have a say, but for the era of the 1600s, it was very democratic indeed. For all the ways that New England and Virginia were very different, there was one way in which they were virtually identical and that was their treatment of Native Americans. Just as early compromise and cooperation with the Powhatan tribe turned into the English attempting to eradicate Native Americans from the eastern seaboard, New Englanders originally cooperated with local Algonquian tribes like the Wampanoags or Narragansett Indians. But as English demands for more land and more food began to disrupt Native ways of life, relationships soured and cultural misunderstandings between the two groups soon led to outright war. When English settlers made treaties with Native Americans asking for land, Native Americans thought that they were asking for the right to hunt on that land, not the right to fence in that land and not allow Native Americans on it. So because English ideas of property did not align with Native ideas of property, soon when Native Americans went to hunt on their traditional lands, they found the English prosecuting them as intruders."}, {"video_title": "Politics and indigenous relations in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "Just as early compromise and cooperation with the Powhatan tribe turned into the English attempting to eradicate Native Americans from the eastern seaboard, New Englanders originally cooperated with local Algonquian tribes like the Wampanoags or Narragansett Indians. But as English demands for more land and more food began to disrupt Native ways of life, relationships soured and cultural misunderstandings between the two groups soon led to outright war. When English settlers made treaties with Native Americans asking for land, Native Americans thought that they were asking for the right to hunt on that land, not the right to fence in that land and not allow Native Americans on it. So because English ideas of property did not align with Native ideas of property, soon when Native Americans went to hunt on their traditional lands, they found the English prosecuting them as intruders. And because Algonquians practiced three sisters farming where corn, beans, and squash were grown together, English people who separated all of their crops didn't recognize that those fields were actually Native agriculture and allowed their cattle and pigs to roam through them, destroying Native crops. With so much pressure on their source of food, Native people began to lash out at English people who thought of themselves as the victims of senseless Indian attacks. By 1675, many tribes in the area decided to work together to oust the English, led by a man named Medicom."}, {"video_title": "Politics and indigenous relations in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "So because English ideas of property did not align with Native ideas of property, soon when Native Americans went to hunt on their traditional lands, they found the English prosecuting them as intruders. And because Algonquians practiced three sisters farming where corn, beans, and squash were grown together, English people who separated all of their crops didn't recognize that those fields were actually Native agriculture and allowed their cattle and pigs to roam through them, destroying Native crops. With so much pressure on their source of food, Native people began to lash out at English people who thought of themselves as the victims of senseless Indian attacks. By 1675, many tribes in the area decided to work together to oust the English, led by a man named Medicom. In fact, I think Medicom was only one of the leaders, but the English called him King Philip and believed that he was the instigator of this war. So in 1675, Medicom and other groups began to attack English villages. But in 1676, the English recruited Indian allies of their own and turned the tide so that by the end of 1676, about 3,000 Native Americans had died to about 1,000 English."}, {"video_title": "Politics and indigenous relations in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "By 1675, many tribes in the area decided to work together to oust the English, led by a man named Medicom. In fact, I think Medicom was only one of the leaders, but the English called him King Philip and believed that he was the instigator of this war. So in 1675, Medicom and other groups began to attack English villages. But in 1676, the English recruited Indian allies of their own and turned the tide so that by the end of 1676, about 3,000 Native Americans had died to about 1,000 English. And those that were remaining, the English either executed or sold into slavery. So in this way, they were not very different from the English people of Virginia at all. Medicom's war, like the Anglo-Powhatan Wars in Virginia, really marked the end of Native American resistance to English colonization on the East Coast."}, {"video_title": "Politics and indigenous relations in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "But in 1676, the English recruited Indian allies of their own and turned the tide so that by the end of 1676, about 3,000 Native Americans had died to about 1,000 English. And those that were remaining, the English either executed or sold into slavery. So in this way, they were not very different from the English people of Virginia at all. Medicom's war, like the Anglo-Powhatan Wars in Virginia, really marked the end of Native American resistance to English colonization on the East Coast. Survivors fled further inland or north and joined other tribes that continued to resist the English for many decades to come. I wanna finish by just briefly summarizing some of the similarities and differences between English settlement in New England and English settlement in the Chesapeake Bay that we've been talking about throughout these videos. Here, I've just made a quick chart comparing some of the aspects that we've talked about."}, {"video_title": "Politics and indigenous relations in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "Medicom's war, like the Anglo-Powhatan Wars in Virginia, really marked the end of Native American resistance to English colonization on the East Coast. Survivors fled further inland or north and joined other tribes that continued to resist the English for many decades to come. I wanna finish by just briefly summarizing some of the similarities and differences between English settlement in New England and English settlement in the Chesapeake Bay that we've been talking about throughout these videos. Here, I've just made a quick chart comparing some of the aspects that we've talked about. And as I see it, there are three real differences between New England and the Chesapeake and two real similarities. Now, one thing that was really different between them was just their environment. New England was far north of the Chesapeake, so it was much colder and rockier, which didn't permit the settlers of New England to conduct plantation agriculture at a large scale like they did in the Chesapeake."}, {"video_title": "Politics and indigenous relations in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "Here, I've just made a quick chart comparing some of the aspects that we've talked about. And as I see it, there are three real differences between New England and the Chesapeake and two real similarities. Now, one thing that was really different between them was just their environment. New England was far north of the Chesapeake, so it was much colder and rockier, which didn't permit the settlers of New England to conduct plantation agriculture at a large scale like they did in the Chesapeake. So instead, they had small family farms, they fished. Compared to the Chesapeake Bay, where although it was very hot and marshy, not a healthy environment at all, it was, with its very long growing seasons, a great place for plantation agriculture, particularly growing tobacco. Another major difference between the two regions was who came to each of these places and why."}, {"video_title": "Politics and indigenous relations in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "New England was far north of the Chesapeake, so it was much colder and rockier, which didn't permit the settlers of New England to conduct plantation agriculture at a large scale like they did in the Chesapeake. So instead, they had small family farms, they fished. Compared to the Chesapeake Bay, where although it was very hot and marshy, not a healthy environment at all, it was, with its very long growing seasons, a great place for plantation agriculture, particularly growing tobacco. Another major difference between the two regions was who came to each of these places and why. In New England, settlers came for religious freedom for the most part. Puritans attempting to escape persecution in England hoped that they could set up their Puritan city on a hill in Massachusetts Bay. And so consequently, they were middle-class families who came as a family unit."}, {"video_title": "Politics and indigenous relations in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "Another major difference between the two regions was who came to each of these places and why. In New England, settlers came for religious freedom for the most part. Puritans attempting to escape persecution in England hoped that they could set up their Puritan city on a hill in Massachusetts Bay. And so consequently, they were middle-class families who came as a family unit. They had a lot more women in New England than they did in the Chesapeake, which meant that their natural rate of growth was going to be higher because they could have more families and more families could have more children. In the Chesapeake, by contrast, most settlers were single men who were coming to seek their fortune, either white men often as indentured servants or enslaved Africans who were forced to migrate to the Chesapeake Bay to labor in tobacco plantations. So there were fewer women and the kind of rate of population growth really only depended on more and more people immigrating as the unhealthy environment led to quite a bit of death from tropical disease."}, {"video_title": "Politics and indigenous relations in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "And so consequently, they were middle-class families who came as a family unit. They had a lot more women in New England than they did in the Chesapeake, which meant that their natural rate of growth was going to be higher because they could have more families and more families could have more children. In the Chesapeake, by contrast, most settlers were single men who were coming to seek their fortune, either white men often as indentured servants or enslaved Africans who were forced to migrate to the Chesapeake Bay to labor in tobacco plantations. So there were fewer women and the kind of rate of population growth really only depended on more and more people immigrating as the unhealthy environment led to quite a bit of death from tropical disease. The last major difference I see is in the labor systems of each of these regions and the kinds of class systems that they generated. In the Chesapeake Bay, as a group of early planters became more and more prosperous and brought in more and more enslaved laborers, there was a great disparity of wealth as the poorest were at the bottom of the social hierarchy, including enslaved people, indentured servants, a few small farmers who were independent and had made it, and then at the very top, the tobacco planters who held most of the wealth but made up really quite a small percentage of the population. In comparison, people in New England had a general equality of wealth, meaning that most people were small farmers getting by comfortably."}, {"video_title": "Politics and indigenous relations in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "So there were fewer women and the kind of rate of population growth really only depended on more and more people immigrating as the unhealthy environment led to quite a bit of death from tropical disease. The last major difference I see is in the labor systems of each of these regions and the kinds of class systems that they generated. In the Chesapeake Bay, as a group of early planters became more and more prosperous and brought in more and more enslaved laborers, there was a great disparity of wealth as the poorest were at the bottom of the social hierarchy, including enslaved people, indentured servants, a few small farmers who were independent and had made it, and then at the very top, the tobacco planters who held most of the wealth but made up really quite a small percentage of the population. In comparison, people in New England had a general equality of wealth, meaning that most people were small farmers getting by comfortably. There weren't many people who were at a distant top of the social hierarchy and not that many people who were stuck at the very bottom. Most people in New England were middle class, but there were some similarities between New England and the Chesapeake. In both of these regions, local government was unusually democratic for the era."}, {"video_title": "Politics and indigenous relations in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "In comparison, people in New England had a general equality of wealth, meaning that most people were small farmers getting by comfortably. There weren't many people who were at a distant top of the social hierarchy and not that many people who were stuck at the very bottom. Most people in New England were middle class, but there were some similarities between New England and the Chesapeake. In both of these regions, local government was unusually democratic for the era. In New England, the citizens of a town would meet in town meetings to discuss local issues, and pretty much all white men had a say in those meetings. In the Chesapeake, there were also local assemblies like the House of Burgesses in Virginia, and although most of these democratic institutions were dominated by elites, these elected assemblies were still considerably more democratic than the monarchy of England, and the last way that New England and the Chesapeake were quite similar to each other were in their attitudes toward Native Americans. In both New England and the Chesapeake, the English carried on wars of extinction against local Native American tribes, whether it was the Wampanoags in Metacombs War or the Powhatans in the Anglo-Powhatan Wars."}, {"video_title": "Politics and indigenous relations in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "In both of these regions, local government was unusually democratic for the era. In New England, the citizens of a town would meet in town meetings to discuss local issues, and pretty much all white men had a say in those meetings. In the Chesapeake, there were also local assemblies like the House of Burgesses in Virginia, and although most of these democratic institutions were dominated by elites, these elected assemblies were still considerably more democratic than the monarchy of England, and the last way that New England and the Chesapeake were quite similar to each other were in their attitudes toward Native Americans. In both New England and the Chesapeake, the English carried on wars of extinction against local Native American tribes, whether it was the Wampanoags in Metacombs War or the Powhatans in the Anglo-Powhatan Wars. English colonists simply could not imagine a world in which they coexisted peacefully with Native Americans or in any way incorporated them into their societies. Now, I started this video series with a question about who was the real spiritual ancestor of the United States. Was it the New England colonies with their pilgrims in search for religious freedom, or was it the Chesapeake colonies with their search to find fortune?"}, {"video_title": "Politics and indigenous relations in the New England colonies   AP US History   Khan Academy.mp3", "Sentence": "In both New England and the Chesapeake, the English carried on wars of extinction against local Native American tribes, whether it was the Wampanoags in Metacombs War or the Powhatans in the Anglo-Powhatan Wars. English colonists simply could not imagine a world in which they coexisted peacefully with Native Americans or in any way incorporated them into their societies. Now, I started this video series with a question about who was the real spiritual ancestor of the United States. Was it the New England colonies with their pilgrims in search for religious freedom, or was it the Chesapeake colonies with their search to find fortune? Well, perhaps the evidence that we've taken a look at here has persuaded you one way or another, but myself, I think that comparing the two of them, we can see that in many ways, English colonization was directly impacted by the environment and by the individuals who came to each of these settlements. But there are some larger trends about English settlement. In both the cases of the New England colonies and the Chesapeake colonies, English people who came to the New World had unusually democratic forms of government."}, {"video_title": "Constitutional compromises The Three-Fifths Compromise   US government and civics   Khan Academy.mp3", "Sentence": "In the last video, we discussed one of the compromises made at the Constitutional Convention, the compromise of the Electoral College. In this video, I'm gonna discuss a different compromise, the compromise over slavery. Now, you'll remember that one of the issues that the Electoral College was trying to solve was the idea that perhaps the revolution and the concept of democracy had gone too far in the United States and needed to be reigned in by the more elite class of American citizens who would be better able to make political decisions. But the flip side of this was whether the revolution had perhaps not gone far enough in that it didn't abolish the institution of slavery. Now, the delegates at the Constitutional Convention had sharply divided opinions over slavery. Those who came from Southern states tended to be elite white men who were themselves slave owners, their own fortunes deeply tied into the institution of slavery. In the aftermath of the revolution, many Northern states began to either outlaw or phase out slavery, recognizing that it was incompatible with the system of government defined around the concept that all men are created equal."}, {"video_title": "Constitutional compromises The Three-Fifths Compromise   US government and civics   Khan Academy.mp3", "Sentence": "But the flip side of this was whether the revolution had perhaps not gone far enough in that it didn't abolish the institution of slavery. Now, the delegates at the Constitutional Convention had sharply divided opinions over slavery. Those who came from Southern states tended to be elite white men who were themselves slave owners, their own fortunes deeply tied into the institution of slavery. In the aftermath of the revolution, many Northern states began to either outlaw or phase out slavery, recognizing that it was incompatible with the system of government defined around the concept that all men are created equal. But if they were going to replace the Articles of Confederation, they were going to have to find a way forward. And I would say overall, the slave owners got their way more than not. Now, one anti-slavery aspect of the Constitution was that it outlawed the international slave trade starting in 1808."}, {"video_title": "Constitutional compromises The Three-Fifths Compromise   US government and civics   Khan Academy.mp3", "Sentence": "In the aftermath of the revolution, many Northern states began to either outlaw or phase out slavery, recognizing that it was incompatible with the system of government defined around the concept that all men are created equal. But if they were going to replace the Articles of Confederation, they were going to have to find a way forward. And I would say overall, the slave owners got their way more than not. Now, one anti-slavery aspect of the Constitution was that it outlawed the international slave trade starting in 1808. So here in Article I, it states that, the migration or importation of such persons as any of the states now existing shall think proper to admit shall not be prohibited by the Congress prior to the year 1808, but a tax or duty may be imposed on such importation not exceeding $10 for each person. So they say, we'll give the international slave trade 20 years and then we'll get rid of it. And indeed, on January 1st, 1808, the international slave trade was outlawed in the United States."}, {"video_title": "Constitutional compromises The Three-Fifths Compromise   US government and civics   Khan Academy.mp3", "Sentence": "Now, one anti-slavery aspect of the Constitution was that it outlawed the international slave trade starting in 1808. So here in Article I, it states that, the migration or importation of such persons as any of the states now existing shall think proper to admit shall not be prohibited by the Congress prior to the year 1808, but a tax or duty may be imposed on such importation not exceeding $10 for each person. So they say, we'll give the international slave trade 20 years and then we'll get rid of it. And indeed, on January 1st, 1808, the international slave trade was outlawed in the United States. So this middle passage in which enslaved Africans were taken from West Africa and brought across the Atlantic, the end would never be in the United States. But this doesn't mean that they outlawed slavery and it doesn't mean that they outlawed the domestic slave trade, the trade in slaves between states or within states. In fact, up until about 1850, one of the largest slave markets in the United States was just around the corner from the White House and the US Capitol."}, {"video_title": "Constitutional compromises The Three-Fifths Compromise   US government and civics   Khan Academy.mp3", "Sentence": "And indeed, on January 1st, 1808, the international slave trade was outlawed in the United States. So this middle passage in which enslaved Africans were taken from West Africa and brought across the Atlantic, the end would never be in the United States. But this doesn't mean that they outlawed slavery and it doesn't mean that they outlawed the domestic slave trade, the trade in slaves between states or within states. In fact, up until about 1850, one of the largest slave markets in the United States was just around the corner from the White House and the US Capitol. So imagine walking on the streets of Washington, DC and seeing these buildings where democratic ideals are enshrined and then going around the corner and seeing women and children and men being sold and families being torn apart. It's a very powerful image. But although the framers did agree to phase out the international slave trade, they made another compromise that was much more favorable to slaveholders, the 3 5ths Compromise."}, {"video_title": "Constitutional compromises The Three-Fifths Compromise   US government and civics   Khan Academy.mp3", "Sentence": "In fact, up until about 1850, one of the largest slave markets in the United States was just around the corner from the White House and the US Capitol. So imagine walking on the streets of Washington, DC and seeing these buildings where democratic ideals are enshrined and then going around the corner and seeing women and children and men being sold and families being torn apart. It's a very powerful image. But although the framers did agree to phase out the international slave trade, they made another compromise that was much more favorable to slaveholders, the 3 5ths Compromise. Now you'll remember that in deciding how the legislative branch would represent the population, in the Great Compromise or Connecticut Compromise, they agreed that in the House of Representatives, the proportion of representatives would be based on population, whereas in the Senate, every state would have two senators regardless of its size. Now the big question for this is, who counts as part of the population? Is it just white men?"}, {"video_title": "Constitutional compromises The Three-Fifths Compromise   US government and civics   Khan Academy.mp3", "Sentence": "But although the framers did agree to phase out the international slave trade, they made another compromise that was much more favorable to slaveholders, the 3 5ths Compromise. Now you'll remember that in deciding how the legislative branch would represent the population, in the Great Compromise or Connecticut Compromise, they agreed that in the House of Representatives, the proportion of representatives would be based on population, whereas in the Senate, every state would have two senators regardless of its size. Now the big question for this is, who counts as part of the population? Is it just white men? Or do the large enslaved populations of southern states also count? Now if you were a southern slaveholder, you would have been strongly in favor of counting this population because it means you get more representation and thus more power in the House of Representatives. If you were against slavery or from a small state or both, you would have been bitterly opposed to the notion that people who have no rights as citizens should be counted as citizens to give those states more power in Congress."}, {"video_title": "Constitutional compromises The Three-Fifths Compromise   US government and civics   Khan Academy.mp3", "Sentence": "Is it just white men? Or do the large enslaved populations of southern states also count? Now if you were a southern slaveholder, you would have been strongly in favor of counting this population because it means you get more representation and thus more power in the House of Representatives. If you were against slavery or from a small state or both, you would have been bitterly opposed to the notion that people who have no rights as citizens should be counted as citizens to give those states more power in Congress. So here's what they decided according to Article 1. Representatives and direct taxes shall be apportioned among the several states which may be included within this union according to their respective numbers, which shall be determined by adding to the whole number of free persons, including those bound to service for a term of years, and excluding Indians not taxed, three-fifths of all other persons. Well, this three-fifths of all other persons really means enslaved Africans."}, {"video_title": "Constitutional compromises The Three-Fifths Compromise   US government and civics   Khan Academy.mp3", "Sentence": "If you were against slavery or from a small state or both, you would have been bitterly opposed to the notion that people who have no rights as citizens should be counted as citizens to give those states more power in Congress. So here's what they decided according to Article 1. Representatives and direct taxes shall be apportioned among the several states which may be included within this union according to their respective numbers, which shall be determined by adding to the whole number of free persons, including those bound to service for a term of years, and excluding Indians not taxed, three-fifths of all other persons. Well, this three-fifths of all other persons really means enslaved Africans. And you'll notice that the framers are really talking around slavery. In the part about the international slave trade, they said, migration of such persons. Now they say three-fifths of all other persons."}, {"video_title": "Constitutional compromises The Three-Fifths Compromise   US government and civics   Khan Academy.mp3", "Sentence": "Well, this three-fifths of all other persons really means enslaved Africans. And you'll notice that the framers are really talking around slavery. In the part about the international slave trade, they said, migration of such persons. Now they say three-fifths of all other persons. In fact, the word slavery never appears in the original Constitution. So why do they say three-fifths of all other persons or migration of such persons as states think it proper to admit? And honestly, I think the answer to this is that the framers were ashamed of slavery."}, {"video_title": "Constitutional compromises The Three-Fifths Compromise   US government and civics   Khan Academy.mp3", "Sentence": "Now they say three-fifths of all other persons. In fact, the word slavery never appears in the original Constitution. So why do they say three-fifths of all other persons or migration of such persons as states think it proper to admit? And honestly, I think the answer to this is that the framers were ashamed of slavery. They were ashamed that this institution existed in a democratic society. They knew that the eyes of the world, the eyes of history would look at this document. And this institution completely sullied the idea of a democratic government."}, {"video_title": "Constitutional compromises The Three-Fifths Compromise   US government and civics   Khan Academy.mp3", "Sentence": "And honestly, I think the answer to this is that the framers were ashamed of slavery. They were ashamed that this institution existed in a democratic society. They knew that the eyes of the world, the eyes of history would look at this document. And this institution completely sullied the idea of a democratic government. So as it says here, their agreement was that for every five enslaved people who lived in a state, three of them would be counted for the purposes of population. This is a huge victory for slaveholders. Getting more power in Congress for having people who can't vote, who can't be citizens."}, {"video_title": "Constitutional compromises The Three-Fifths Compromise   US government and civics   Khan Academy.mp3", "Sentence": "And this institution completely sullied the idea of a democratic government. So as it says here, their agreement was that for every five enslaved people who lived in a state, three of them would be counted for the purposes of population. This is a huge victory for slaveholders. Getting more power in Congress for having people who can't vote, who can't be citizens. Why did the delegates of other states allow this to happen? I think the simple answer is that the Constitution would not have been ratified were it not for this compromise, among others. The states of the South were too important to getting that nine out of 13 necessary votes to replace the Articles of Confederation with this new Constitution."}, {"video_title": "Constitutional compromises The Three-Fifths Compromise   US government and civics   Khan Academy.mp3", "Sentence": "Getting more power in Congress for having people who can't vote, who can't be citizens. Why did the delegates of other states allow this to happen? I think the simple answer is that the Constitution would not have been ratified were it not for this compromise, among others. The states of the South were too important to getting that nine out of 13 necessary votes to replace the Articles of Confederation with this new Constitution. So they made a compromise to make sure that the Constitution was ratified and improved. But that compromise would have tremendous consequences for the generations of enslaved people who would live under that system. And for the nation when the Civil War broke out in 1865."}, {"video_title": "The Second Great Awakening - part 2.mp3", "Sentence": "And the Second Great Awakening involved circuit riders who were preachers without their own congregation going out, setting up these camp meetings where they would preach to thousands of people about a very emotional version of Christianity. And this included encouraging individuals to give up their ways as sinners and to work for the creation of heaven on earth. But when we think as historians, it's not enough just to say, okay, there was an explosion of religion in American culture in the early 19th century. Instead, we wanna say, what conditions in American life led to this explosion? Why did this major cultural change happen? So let's explore some of what was going on in the early 19th century that led people to reinterpret religion. As I described in the last video, the Second Great Awakening is part of this larger web of cultural, social, and political movements and economic movements that are going on in this time period."}, {"video_title": "The Second Great Awakening - part 2.mp3", "Sentence": "Instead, we wanna say, what conditions in American life led to this explosion? Why did this major cultural change happen? So let's explore some of what was going on in the early 19th century that led people to reinterpret religion. As I described in the last video, the Second Great Awakening is part of this larger web of cultural, social, and political movements and economic movements that are going on in this time period. Historians have spent a lot of time trying to figure out what was going on in American life that led to this sudden reemergence of religious devotion. So let's explore more on this side of our web. And I have two maps for us to explore here."}, {"video_title": "The Second Great Awakening - part 2.mp3", "Sentence": "As I described in the last video, the Second Great Awakening is part of this larger web of cultural, social, and political movements and economic movements that are going on in this time period. Historians have spent a lot of time trying to figure out what was going on in American life that led to this sudden reemergence of religious devotion. So let's explore more on this side of our web. And I have two maps for us to explore here. One is a map of the Erie Canal. And this canal, which allowed goods and crops and all sorts of things to be transported from western New York down to the port of New York City, and this is kind of the area that we're looking at here. See if I can make it a little more obvious."}, {"video_title": "The Second Great Awakening - part 2.mp3", "Sentence": "And I have two maps for us to explore here. One is a map of the Erie Canal. And this canal, which allowed goods and crops and all sorts of things to be transported from western New York down to the port of New York City, and this is kind of the area that we're looking at here. See if I can make it a little more obvious. So this is a blowup of that little region right there. This canal was completed in 1825. And I tell you this not just because canals are awesome, although they are, but because the Erie Canal is a really important moment in what's called the Market Revolution."}, {"video_title": "The Second Great Awakening - part 2.mp3", "Sentence": "See if I can make it a little more obvious. So this is a blowup of that little region right there. This canal was completed in 1825. And I tell you this not just because canals are awesome, although they are, but because the Erie Canal is a really important moment in what's called the Market Revolution. Now, I'll go more into the Market Revolution in another video, but what's important about the Market Revolution is that it's this time when how Americans did business and their social interactions with people that they did business with really changed a lot. So there are a couple important aspects of the Market Revolution. One of these is a revolution in transportation, which includes the invention and slow expansion of railroads, canals like the Erie Canal, steamships, and steamships let you do things like go the wrong way up the Mississippi River and look at all the farmland that leads to this port of New Orleans here."}, {"video_title": "The Second Great Awakening - part 2.mp3", "Sentence": "And I tell you this not just because canals are awesome, although they are, but because the Erie Canal is a really important moment in what's called the Market Revolution. Now, I'll go more into the Market Revolution in another video, but what's important about the Market Revolution is that it's this time when how Americans did business and their social interactions with people that they did business with really changed a lot. So there are a couple important aspects of the Market Revolution. One of these is a revolution in transportation, which includes the invention and slow expansion of railroads, canals like the Erie Canal, steamships, and steamships let you do things like go the wrong way up the Mississippi River and look at all the farmland that leads to this port of New Orleans here. So these new forms of transportation make it much easier for farmers and people who produce goods to get those goods to distant markets. So if you're a farmer here in Buffalo, now instead of only being able to sell your apples, say, to people who live within a certain radius before your apples go bad, you can just put them on a nice little barge on the Erie Canal and send them down to New York City within a number of days. Likewise, if you're farming wheat in Missouri, you don't have to sell to just people in here."}, {"video_title": "The Second Great Awakening - part 2.mp3", "Sentence": "One of these is a revolution in transportation, which includes the invention and slow expansion of railroads, canals like the Erie Canal, steamships, and steamships let you do things like go the wrong way up the Mississippi River and look at all the farmland that leads to this port of New Orleans here. So these new forms of transportation make it much easier for farmers and people who produce goods to get those goods to distant markets. So if you're a farmer here in Buffalo, now instead of only being able to sell your apples, say, to people who live within a certain radius before your apples go bad, you can just put them on a nice little barge on the Erie Canal and send them down to New York City within a number of days. Likewise, if you're farming wheat in Missouri, you don't have to sell to just people in here. You can now sell to people all the way down in New Orleans, and that means you can also even sell to people internationally, right? These are the big ports, New York City, Philadelphia, Charleston. So as a producer of goods, you are not just part of a small local market."}, {"video_title": "The Second Great Awakening - part 2.mp3", "Sentence": "Likewise, if you're farming wheat in Missouri, you don't have to sell to just people in here. You can now sell to people all the way down in New Orleans, and that means you can also even sell to people internationally, right? These are the big ports, New York City, Philadelphia, Charleston. So as a producer of goods, you are not just part of a small local market. You're now part of an international market, and it also means you're gonna need ways of communicating with people who are far away, like a telegraph, for example. But one more anxious aspect of this new kind of market-based system is that you're no longer doing business quite so much with people that you know. So you might correspond only by letter or by telegram to the main buyer for your crops."}, {"video_title": "The Second Great Awakening - part 2.mp3", "Sentence": "So as a producer of goods, you are not just part of a small local market. You're now part of an international market, and it also means you're gonna need ways of communicating with people who are far away, like a telegraph, for example. But one more anxious aspect of this new kind of market-based system is that you're no longer doing business quite so much with people that you know. So you might correspond only by letter or by telegram to the main buyer for your crops. And likewise, someone who's buying those crops might only be able to correspond distantly with the person who's producing them. So this personal relationship between people who are exchanging goods and services starts to erode, and that's very anxious for a lot of people. How do you know that the person on the other end of your transaction isn't going to con you in some way?"}, {"video_title": "The Second Great Awakening - part 2.mp3", "Sentence": "So you might correspond only by letter or by telegram to the main buyer for your crops. And likewise, someone who's buying those crops might only be able to correspond distantly with the person who's producing them. So this personal relationship between people who are exchanging goods and services starts to erode, and that's very anxious for a lot of people. How do you know that the person on the other end of your transaction isn't going to con you in some way? You see this a lot in this time period. The United States also starts to urbanize, and there's lots of writing about how people worry that the people that they're passing on the street might be con men or otherwise out to get them. You know, in many ways, up until this time, the United States had something of a barter economy."}, {"video_title": "The Second Great Awakening - part 2.mp3", "Sentence": "How do you know that the person on the other end of your transaction isn't going to con you in some way? You see this a lot in this time period. The United States also starts to urbanize, and there's lots of writing about how people worry that the people that they're passing on the street might be con men or otherwise out to get them. You know, in many ways, up until this time, the United States had something of a barter economy. If you look at people's personal ledgers, you know, everybody kept a very detailed log of what they had given to whom and who they owed what. In an average day, somebody might give you a carton of eggs on credit, and you might build a log cabin for somebody on credit because there was this mutual community system of giving and owing that everyone had a notion could be enforced, at least through social mores. Now as people begin dealing distantly, those social mores don't exist, and it makes people really nervous."}, {"video_title": "The Second Great Awakening - part 2.mp3", "Sentence": "You know, in many ways, up until this time, the United States had something of a barter economy. If you look at people's personal ledgers, you know, everybody kept a very detailed log of what they had given to whom and who they owed what. In an average day, somebody might give you a carton of eggs on credit, and you might build a log cabin for somebody on credit because there was this mutual community system of giving and owing that everyone had a notion could be enforced, at least through social mores. Now as people begin dealing distantly, those social mores don't exist, and it makes people really nervous. The other aspect of this market revolution that I think is pretty important is in this time period, more and more people start working for wages as opposed to being subsistence farmers. So, you know, in the early colonial period, most people worked as kind of a family unit. Various tasks might be assigned to various family members, but one way or another, everybody worked in the home."}, {"video_title": "The Second Great Awakening - part 2.mp3", "Sentence": "Now as people begin dealing distantly, those social mores don't exist, and it makes people really nervous. The other aspect of this market revolution that I think is pretty important is in this time period, more and more people start working for wages as opposed to being subsistence farmers. So, you know, in the early colonial period, most people worked as kind of a family unit. Various tasks might be assigned to various family members, but one way or another, everybody worked in the home. Now as factories start to spring up as part of the market revolution, people are going to work for wages, and typically involves a man leaving the home and the woman remaining in it. So we get what was known as the cult of domesticity, where women are the guardians of the home and the moral guardians of their families, and men go out into the cruel world and toil away for their daily bread. So why does that matter?"}, {"video_title": "The Second Great Awakening - part 2.mp3", "Sentence": "Various tasks might be assigned to various family members, but one way or another, everybody worked in the home. Now as factories start to spring up as part of the market revolution, people are going to work for wages, and typically involves a man leaving the home and the woman remaining in it. So we get what was known as the cult of domesticity, where women are the guardians of the home and the moral guardians of their families, and men go out into the cruel world and toil away for their daily bread. So why does that matter? Well, one reason that it matters is because people are now no longer their own bosses. Somebody else is the boss of that person, and they only have so much motivation to get something done, right? If your whole family's subsistence depends on you making sure that you get this crop in on time, you're gonna make sure it happens."}, {"video_title": "The Second Great Awakening - part 2.mp3", "Sentence": "So why does that matter? Well, one reason that it matters is because people are now no longer their own bosses. Somebody else is the boss of that person, and they only have so much motivation to get something done, right? If your whole family's subsistence depends on you making sure that you get this crop in on time, you're gonna make sure it happens. But if you're just being paid by the hour to run a spindle at a textile factory, how much money your boss makes off your labor isn't really your concern. And so there's a lot of anxiety around making what had been basically a farming nation into an industrial nation. How does one behave as a worker in a factory, and how does one as a factory owner make sure that you have a sober, intelligent, hardworking but not too rowdy workforce?"}, {"video_title": "The Second Great Awakening - part 2.mp3", "Sentence": "If your whole family's subsistence depends on you making sure that you get this crop in on time, you're gonna make sure it happens. But if you're just being paid by the hour to run a spindle at a textile factory, how much money your boss makes off your labor isn't really your concern. And so there's a lot of anxiety around making what had been basically a farming nation into an industrial nation. How does one behave as a worker in a factory, and how does one as a factory owner make sure that you have a sober, intelligent, hardworking but not too rowdy workforce? So both of these innovations, the relationship between buyers and sellers and distant markets, and the relationship between factory owners and factory workers create anxiety about how you're going to know people are good, how you're going to know that people are holding up their end in society. And one way to promote that is through religion, which tells you not to be a sinner, which tells you to do a good job, which tells you to be a productive member of society and work for the common good and promote your moral compass. Now that's just one explanation for why the Second Great Awakening took off in this time period."}, {"video_title": "The Second Great Awakening - part 2.mp3", "Sentence": "How does one behave as a worker in a factory, and how does one as a factory owner make sure that you have a sober, intelligent, hardworking but not too rowdy workforce? So both of these innovations, the relationship between buyers and sellers and distant markets, and the relationship between factory owners and factory workers create anxiety about how you're going to know people are good, how you're going to know that people are holding up their end in society. And one way to promote that is through religion, which tells you not to be a sinner, which tells you to do a good job, which tells you to be a productive member of society and work for the common good and promote your moral compass. Now that's just one explanation for why the Second Great Awakening took off in this time period. And you can tell it's kind of a grim one, right, in terms of promoting religion basically to keep people in line. But that's not the only possible explanation for why the Second Great Awakening may have happened. There are also a bunch of social changes in this time period that could be serious contributors to this explosion of religion."}, {"video_title": "The Second Great Awakening - part 2.mp3", "Sentence": "Now that's just one explanation for why the Second Great Awakening took off in this time period. And you can tell it's kind of a grim one, right, in terms of promoting religion basically to keep people in line. But that's not the only possible explanation for why the Second Great Awakening may have happened. There are also a bunch of social changes in this time period that could be serious contributors to this explosion of religion. Now one of these was just westward expansion in general. So as the United States moved west, the rate of western expansion really actually increased in this time period. So about 1790, the center of American population was about here, right?"}, {"video_title": "The Second Great Awakening - part 2.mp3", "Sentence": "There are also a bunch of social changes in this time period that could be serious contributors to this explosion of religion. Now one of these was just westward expansion in general. So as the United States moved west, the rate of western expansion really actually increased in this time period. So about 1790, the center of American population was about here, right? So just think about both north and south, east and west, where people lived. If you kind of totaled them all up and put a dot right in the middle of where everybody lived, it would just be right here, kind of on the eastern seaboard, as everyone's pretty close to the coast. By 1840, the center of population was way over here."}, {"video_title": "The Second Great Awakening - part 2.mp3", "Sentence": "So about 1790, the center of American population was about here, right? So just think about both north and south, east and west, where people lived. If you kind of totaled them all up and put a dot right in the middle of where everybody lived, it would just be right here, kind of on the eastern seaboard, as everyone's pretty close to the coast. By 1840, the center of population was way over here. So just think, if this is all the people who had to live there to be on either side of that line, think of how many people have to be on either side of this line for the population to have its center right there. So people have really spread out in this time period, where before there was kind of this east coast elite where all the money was. Now the market revolution has meant that people who live along these byways, live along rivers and canals and railroads, those towns are gonna start having people in them with some money, and so the middle class expands, and the amount of people who have the vote expands."}, {"video_title": "The Second Great Awakening - part 2.mp3", "Sentence": "By 1840, the center of population was way over here. So just think, if this is all the people who had to live there to be on either side of that line, think of how many people have to be on either side of this line for the population to have its center right there. So people have really spread out in this time period, where before there was kind of this east coast elite where all the money was. Now the market revolution has meant that people who live along these byways, live along rivers and canals and railroads, those towns are gonna start having people in them with some money, and so the middle class expands, and the amount of people who have the vote expands. So it's really a time of expanding democracy in general, both in terms of wealth and in terms of political power. And so you can see why a religion like that promoted, in the second great awakening, the Baptists, the Methodists that said, anyone can have a relationship with God, would become more popular as more and more people started to kind of take their own fates in their own hands, right? This is the time of the rugged individual, a very popular idea that one pulled oneself up by the bootstraps, and that's the pioneering spirit."}, {"video_title": "The Second Great Awakening - part 2.mp3", "Sentence": "Now the market revolution has meant that people who live along these byways, live along rivers and canals and railroads, those towns are gonna start having people in them with some money, and so the middle class expands, and the amount of people who have the vote expands. So it's really a time of expanding democracy in general, both in terms of wealth and in terms of political power. And so you can see why a religion like that promoted, in the second great awakening, the Baptists, the Methodists that said, anyone can have a relationship with God, would become more popular as more and more people started to kind of take their own fates in their own hands, right? This is the time of the rugged individual, a very popular idea that one pulled oneself up by the bootstraps, and that's the pioneering spirit. So very characteristic American values that went into making a type of religion with more individuality, with more possibilities for more people, much more popular in this time period. And there's one case of this that I think is really interesting, and it's in western New York. So in western New York, there's the town of Rochester."}, {"video_title": "The Second Great Awakening - part 2.mp3", "Sentence": "This is the time of the rugged individual, a very popular idea that one pulled oneself up by the bootstraps, and that's the pioneering spirit. So very characteristic American values that went into making a type of religion with more individuality, with more possibilities for more people, much more popular in this time period. And there's one case of this that I think is really interesting, and it's in western New York. So in western New York, there's the town of Rochester. And Rochester is really like a boom town. It's along the Erie Canal, as we saw in the previous map. And Rochester becomes kind of almost the epicenter of new religious movements in this time period."}, {"video_title": "The Second Great Awakening - part 2.mp3", "Sentence": "So in western New York, there's the town of Rochester. And Rochester is really like a boom town. It's along the Erie Canal, as we saw in the previous map. And Rochester becomes kind of almost the epicenter of new religious movements in this time period. So within this radius of Rochester, people called this the burned over district, because there were so many religious revivals in this time period that it was like the whole district was burned over with hellfire, these preachers coming past and talking about the apocalypse. And so we'll get to talking more about some of the religious movements that come out of this, but within just a couple of miles of Rochester, the Oneida community was born, spiritualism, which was the religion that's kind of based around seances, was born. The Church of Jesus Christ of Latter Day Saints, often called the Mormons, their religion was born outside Rochester."}, {"video_title": "The Second Great Awakening - part 2.mp3", "Sentence": "And Rochester becomes kind of almost the epicenter of new religious movements in this time period. So within this radius of Rochester, people called this the burned over district, because there were so many religious revivals in this time period that it was like the whole district was burned over with hellfire, these preachers coming past and talking about the apocalypse. And so we'll get to talking more about some of the religious movements that come out of this, but within just a couple of miles of Rochester, the Oneida community was born, spiritualism, which was the religion that's kind of based around seances, was born. The Church of Jesus Christ of Latter Day Saints, often called the Mormons, their religion was born outside Rochester. Even the Shakers were founded in upstate New York near Albany. So I think it's noteworthy that as new communities, new people are gaining prominence through the market revolution, along with them comes a new religious movement. And we'll talk more about what the impact of this new religious movement was on American society in the next video."}, {"video_title": "The Second Great Awakening - part 3.mp3", "Sentence": "So in this last video, I want to talk about some of the outgrowths of the Second Great Awakening. So why do we care so much that there was this period of religious revival? What did it lead to in American life? And there are two major things that were directly related to the Second Great Awakening in this early 19th century. New religious movements in the United States, some of which are still with us today, and even more importantly for the time period, major reform movements, including the movement for abolition, the end of slavery, which is going to lead to the outbreak of the Civil War. So let's look a little bit closer at these two things. So as we've talked about, the Second Great Awakening promoted both the idea that one should try to create heaven on earth, and also a more democratic approach to religion in general, that it didn't matter who you were."}, {"video_title": "The Second Great Awakening - part 3.mp3", "Sentence": "And there are two major things that were directly related to the Second Great Awakening in this early 19th century. New religious movements in the United States, some of which are still with us today, and even more importantly for the time period, major reform movements, including the movement for abolition, the end of slavery, which is going to lead to the outbreak of the Civil War. So let's look a little bit closer at these two things. So as we've talked about, the Second Great Awakening promoted both the idea that one should try to create heaven on earth, and also a more democratic approach to religion in general, that it didn't matter who you were. If you were a man, a woman, white, black, enslaved, free, you were still entitled to a personal relationship with God and a chance at salvation. So one of the things that's meant in this time period is that there's just a lot of religious experimentation. A lot of new American religions emerge at this time period, some of which are still with us today, some of which are not."}, {"video_title": "The Second Great Awakening - part 3.mp3", "Sentence": "So as we've talked about, the Second Great Awakening promoted both the idea that one should try to create heaven on earth, and also a more democratic approach to religion in general, that it didn't matter who you were. If you were a man, a woman, white, black, enslaved, free, you were still entitled to a personal relationship with God and a chance at salvation. So one of the things that's meant in this time period is that there's just a lot of religious experimentation. A lot of new American religions emerge at this time period, some of which are still with us today, some of which are not. This here is a representation of the Shakers, which were a religious community of, they embraced kind of simplicity, they separated the sexes, they practiced celibacy, just as kind of trying to make their daily lives more pure. And unfortunately, the celibacy part meant that they more or less died out by the 1940s, although there are a handful of Shakers who are still alive today. And they were called the Shakers because they would have these kind of ecstatic religious experiences, which you can see are kind of similar to what happened in the camp meetings."}, {"video_title": "The Second Great Awakening - part 3.mp3", "Sentence": "A lot of new American religions emerge at this time period, some of which are still with us today, some of which are not. This here is a representation of the Shakers, which were a religious community of, they embraced kind of simplicity, they separated the sexes, they practiced celibacy, just as kind of trying to make their daily lives more pure. And unfortunately, the celibacy part meant that they more or less died out by the 1940s, although there are a handful of Shakers who are still alive today. And they were called the Shakers because they would have these kind of ecstatic religious experiences, which you can see are kind of similar to what happened in the camp meetings. So even though they didn't have sex, they would kind of get out their ecstasy in this process of these big circle dances, which people looked at and they said they seemed like they were shaking, so they were the Shakers. On the other side of the spectrum, there was the Oneida community, which was led by a man named John Humphrey Noyes. And they preached the idea that one should have no earthly attachments, basically."}, {"video_title": "The Second Great Awakening - part 3.mp3", "Sentence": "And they were called the Shakers because they would have these kind of ecstatic religious experiences, which you can see are kind of similar to what happened in the camp meetings. So even though they didn't have sex, they would kind of get out their ecstasy in this process of these big circle dances, which people looked at and they said they seemed like they were shaking, so they were the Shakers. On the other side of the spectrum, there was the Oneida community, which was led by a man named John Humphrey Noyes. And they preached the idea that one should have no earthly attachments, basically. And that meant also to a spouse, so they believed in what was called complex marriage, or what we would really call free love. There was no such thing as an individual marriage, that women and men could have sex with whomever they pleased. It's interesting that approaches to sex were very central to these religious movements."}, {"video_title": "The Second Great Awakening - part 3.mp3", "Sentence": "And they preached the idea that one should have no earthly attachments, basically. And that meant also to a spouse, so they believed in what was called complex marriage, or what we would really call free love. There was no such thing as an individual marriage, that women and men could have sex with whomever they pleased. It's interesting that approaches to sex were very central to these religious movements. And probably the most important religious movement to come out of this time period was the Church of Jesus Christ of Latter-day Saints, also known as the Mormons, who were founded by Joseph Smith in Rochester, New York. And Smith had a vision that he was visited by an angel who presented him with gold plates. And on these gold plates was a new scripture called the Book of Mormon."}, {"video_title": "The Second Great Awakening - part 3.mp3", "Sentence": "It's interesting that approaches to sex were very central to these religious movements. And probably the most important religious movement to come out of this time period was the Church of Jesus Christ of Latter-day Saints, also known as the Mormons, who were founded by Joseph Smith in Rochester, New York. And Smith had a vision that he was visited by an angel who presented him with gold plates. And on these gold plates was a new scripture called the Book of Mormon. And Smith's followers really continued to be devoted to the religion, even though they faced a lot of persecution, particularly over their early practice of polygamy, until they continued to move west under the leadership of a second man, Brigham Young, who took over after Smith was murdered by an angry crowd in Illinois, who then led the Mormons to Utah, where they continue to be a major religious group to this day. Oh, and one other interesting thing about this is the Oneida community, although it itself did not survive, one of the ways that they made money as a community was by making silverware. And so Oneida Silverware is actually the descendant company of this really interesting communal experiment, and they lasted, I believe, until 2006."}, {"video_title": "The Second Great Awakening - part 3.mp3", "Sentence": "And on these gold plates was a new scripture called the Book of Mormon. And Smith's followers really continued to be devoted to the religion, even though they faced a lot of persecution, particularly over their early practice of polygamy, until they continued to move west under the leadership of a second man, Brigham Young, who took over after Smith was murdered by an angry crowd in Illinois, who then led the Mormons to Utah, where they continue to be a major religious group to this day. Oh, and one other interesting thing about this is the Oneida community, although it itself did not survive, one of the ways that they made money as a community was by making silverware. And so Oneida Silverware is actually the descendant company of this really interesting communal experiment, and they lasted, I believe, until 2006. So if you ever had Oneida Silverware, you were looking at an artifact of a 19th century religious movement. So the last and probably the most important part of the Second Great Awakening that I wanna talk about is its influence on reform movements. So let me give myself a little bit more space to write here."}, {"video_title": "The Second Great Awakening - part 3.mp3", "Sentence": "And so Oneida Silverware is actually the descendant company of this really interesting communal experiment, and they lasted, I believe, until 2006. So if you ever had Oneida Silverware, you were looking at an artifact of a 19th century religious movement. So the last and probably the most important part of the Second Great Awakening that I wanna talk about is its influence on reform movements. So let me give myself a little bit more space to write here. There are several 19th century reform movements that are tied into the Second Great Awakening. One of these would be the Temperance Movement, which hoped to reduce and or eliminate people's consumption of alcohol. And you can kinda tie this back to the idea of heaven on earth, right?"}, {"video_title": "The Second Great Awakening - part 3.mp3", "Sentence": "So let me give myself a little bit more space to write here. There are several 19th century reform movements that are tied into the Second Great Awakening. One of these would be the Temperance Movement, which hoped to reduce and or eliminate people's consumption of alcohol. And you can kinda tie this back to the idea of heaven on earth, right? How can you have a stable family home? How can you have a godly society if everybody's drunk all the time? But I would say the most important reform movement associated with the Second Great Awakening was the Abolitionist Movement."}, {"video_title": "The Second Great Awakening - part 3.mp3", "Sentence": "And you can kinda tie this back to the idea of heaven on earth, right? How can you have a stable family home? How can you have a godly society if everybody's drunk all the time? But I would say the most important reform movement associated with the Second Great Awakening was the Abolitionist Movement. And remember that Harriet Beecher Stowe, who wrote Uncle Tom's Cabin, which was one of the greatest abolition or antislavery advertisements in the world, was the daughter of Lyman Beecher, one of the greatest preachers of the Second Great Awakening. And so as people came to believe that everyone's life was equally valuable, they became more and more involved in the idea that slavery should not exist, that people who were enslaved had souls that were just as worthy of salvation as anyone who was already free. And so they also saw this as one of the perversions of God's word and a perversion of the family, which they saw as the central unit of American democracy and republicanism."}, {"video_title": "The Second Great Awakening - part 3.mp3", "Sentence": "But I would say the most important reform movement associated with the Second Great Awakening was the Abolitionist Movement. And remember that Harriet Beecher Stowe, who wrote Uncle Tom's Cabin, which was one of the greatest abolition or antislavery advertisements in the world, was the daughter of Lyman Beecher, one of the greatest preachers of the Second Great Awakening. And so as people came to believe that everyone's life was equally valuable, they became more and more involved in the idea that slavery should not exist, that people who were enslaved had souls that were just as worthy of salvation as anyone who was already free. And so they also saw this as one of the perversions of God's word and a perversion of the family, which they saw as the central unit of American democracy and republicanism. So slavery should not exist. And people who were really motivated by their faith in God and their faith in trying to create heaven on earth and a better society campaigned really strenuously for the end of slavery and ultimately were successful. So this is a really complex topic, the Second Great Awakening."}, {"video_title": "The Second Great Awakening - part 3.mp3", "Sentence": "And so they also saw this as one of the perversions of God's word and a perversion of the family, which they saw as the central unit of American democracy and republicanism. So slavery should not exist. And people who were really motivated by their faith in God and their faith in trying to create heaven on earth and a better society campaigned really strenuously for the end of slavery and ultimately were successful. So this is a really complex topic, the Second Great Awakening. If we look back at our web again, we can see that this wave of religious revival was connected in all sorts of interesting ways to the economic and political changes of the time period and in its way, led to all sorts of different social changes. So I think it's a good example of how it's sometimes really hard to separate things that happened in the past into really neat boxes, right? That, oh, there was politics, there was religion, there was culture, there were economics."}, {"video_title": "The Second Great Awakening - part 3.mp3", "Sentence": "So this is a really complex topic, the Second Great Awakening. If we look back at our web again, we can see that this wave of religious revival was connected in all sorts of interesting ways to the economic and political changes of the time period and in its way, led to all sorts of different social changes. So I think it's a good example of how it's sometimes really hard to separate things that happened in the past into really neat boxes, right? That, oh, there was politics, there was religion, there was culture, there were economics. But in many ways, they're all bound together in a larger culture within which everyday individuals navigated their lives. And it's also good to show us that sometimes we don't exactly know why things happened in the past. We know that people got really interested in religion in this time period, but historians have differing ideas about why that might have been."}, {"video_title": "The Second Great Awakening - part 3.mp3", "Sentence": "That, oh, there was politics, there was religion, there was culture, there were economics. But in many ways, they're all bound together in a larger culture within which everyday individuals navigated their lives. And it's also good to show us that sometimes we don't exactly know why things happened in the past. We know that people got really interested in religion in this time period, but historians have differing ideas about why that might have been. Some say that it was a form of trying to control people as it was more and more important to have a dutiful workforce for a factory-based industrial society. And some people say that maybe it was just about demographic and political shifts in who had power, who had money, and who got to vote. But we do know that the Second Great Awakening and these ideas of trying to improve America, to improve the world, and to create heaven on Earth led to all sorts of interesting things that are still with us today, including religious movements and the end of slavery."}, {"video_title": "Jamestown - the impact of tobacco.mp3", "Sentence": "And as they were just leaving the Chesapeake Bay, they met a ship with English reinforcements who ordered them back to Jamestown and came bearing orders from England about a new strategy in Jamestown. And these new orders were carried by a new commander here. This was Lord Delaware. Spelled a little bit different, but the state of Delaware today is named after this gentleman. And Lord Delaware said, well, it's been great that you've all been trying to get along with these Powhatans, but let's get rid of them. So he switched the English from their small amount of conflict with the Native Americans over stealing food to a pretty much all-out war of extinction against the Powhatans. And Delaware was a veteran of the Irish campaigns to subdue that colony."}, {"video_title": "Jamestown - the impact of tobacco.mp3", "Sentence": "Spelled a little bit different, but the state of Delaware today is named after this gentleman. And Lord Delaware said, well, it's been great that you've all been trying to get along with these Powhatans, but let's get rid of them. So he switched the English from their small amount of conflict with the Native Americans over stealing food to a pretty much all-out war of extinction against the Powhatans. And Delaware was a veteran of the Irish campaigns to subdue that colony. So he brings his tactics of complete brutality and submission of the Native population to the New World. He raids Native American villages, he burns their crops, and generally promotes an idea that there will be no such thing as peaceful coexistence between English settlers and Native Americans. That the only thing for Native Americans to do is go away or die."}, {"video_title": "Jamestown - the impact of tobacco.mp3", "Sentence": "And Delaware was a veteran of the Irish campaigns to subdue that colony. So he brings his tactics of complete brutality and submission of the Native population to the New World. He raids Native American villages, he burns their crops, and generally promotes an idea that there will be no such thing as peaceful coexistence between English settlers and Native Americans. That the only thing for Native Americans to do is go away or die. And these conflicts between the English colonists and the Native Americans living in this Virginia tidewater are called the Anglo-Powhatan Wars. The first Anglo-Powhatan War ended in 1614 with a brief period of peace when this fellow here, John Rolfe, married Pocahontas. Kind of a peace offering."}, {"video_title": "Jamestown - the impact of tobacco.mp3", "Sentence": "That the only thing for Native Americans to do is go away or die. And these conflicts between the English colonists and the Native Americans living in this Virginia tidewater are called the Anglo-Powhatan Wars. The first Anglo-Powhatan War ended in 1614 with a brief period of peace when this fellow here, John Rolfe, married Pocahontas. Kind of a peace offering. But by the time that the second Anglo-Powhatan War was over in 1625, pretty much the entire Powhatan tribe had either been killed or driven from the area. And therefore, this English war of extinction against Native Americans had succeeded. Now John Rolfe made another contribution to the colony at Jamestown beyond his marriage with Pocahontas."}, {"video_title": "Jamestown - the impact of tobacco.mp3", "Sentence": "Kind of a peace offering. But by the time that the second Anglo-Powhatan War was over in 1625, pretty much the entire Powhatan tribe had either been killed or driven from the area. And therefore, this English war of extinction against Native Americans had succeeded. Now John Rolfe made another contribution to the colony at Jamestown beyond his marriage with Pocahontas. He also discovered that tobacco was a perfect crop for the kind of marshy Virginia soil. And tobacco was a commodity that was getting hotter and hotter in Europe. And so they discovered that they could grow pretty much as much tobacco as they possibly could and markets in Europe would just buy it and buy it and buy it."}, {"video_title": "Jamestown - the impact of tobacco.mp3", "Sentence": "Now John Rolfe made another contribution to the colony at Jamestown beyond his marriage with Pocahontas. He also discovered that tobacco was a perfect crop for the kind of marshy Virginia soil. And tobacco was a commodity that was getting hotter and hotter in Europe. And so they discovered that they could grow pretty much as much tobacco as they possibly could and markets in Europe would just buy it and buy it and buy it. And so, although the colonists at Jamestown didn't find the gold that they were hoping for, they found a very different way to get rich and that was through cultivating tobacco. And this was going to have enormous consequences for the development of Virginia as a colony, both in terms of its geographic development and also the development of its labor force. As tobacco is an incredibly labor-intensive crop, these English planters in Virginia will quickly look for ways to staff a labor force in the New World."}, {"video_title": "Jamestown - the impact of tobacco.mp3", "Sentence": "And so they discovered that they could grow pretty much as much tobacco as they possibly could and markets in Europe would just buy it and buy it and buy it. And so, although the colonists at Jamestown didn't find the gold that they were hoping for, they found a very different way to get rich and that was through cultivating tobacco. And this was going to have enormous consequences for the development of Virginia as a colony, both in terms of its geographic development and also the development of its labor force. As tobacco is an incredibly labor-intensive crop, these English planters in Virginia will quickly look for ways to staff a labor force in the New World. And one way that they will do this is through the importation of African slaves. The very first slave ship arrived in Jamestown in 1619. And we'll talk more about that in the next video."}, {"video_title": "Christopher Columbus.mp3", "Sentence": "So who was Christopher Columbus? Well, he was a navigator. He was born around 1451, we think, in Genoa, which is today in Italy, and he had sailed quite a bit in his life. He was also a voracious reader, thanks to the invention of the printing press back in 1450. And one book that he read with great interest was the account of Marco Polo and his travels in China. And Columbus dreamt of getting to China and there accessing riches, silk and spices, and maybe even converting people living in Asia to Christianity, and teaming up with them in a new crusade to expel Muslims from the Middle East. Now, there are two common myths about Columbus that I'd like to dispel."}, {"video_title": "Christopher Columbus.mp3", "Sentence": "He was also a voracious reader, thanks to the invention of the printing press back in 1450. And one book that he read with great interest was the account of Marco Polo and his travels in China. And Columbus dreamt of getting to China and there accessing riches, silk and spices, and maybe even converting people living in Asia to Christianity, and teaming up with them in a new crusade to expel Muslims from the Middle East. Now, there are two common myths about Columbus that I'd like to dispel. One of these is that Columbus was the first European to discover the Americas. In fact, we know that around 1000 CE, 1000 CE, the Vikings of Norway had colonized Greenland and had explored around what is today Canada. So you might be asking, okay, well, if the Vikings discovered America, why aren't we talking about the Vikings in this video?"}, {"video_title": "Christopher Columbus.mp3", "Sentence": "Now, there are two common myths about Columbus that I'd like to dispel. One of these is that Columbus was the first European to discover the Americas. In fact, we know that around 1000 CE, 1000 CE, the Vikings of Norway had colonized Greenland and had explored around what is today Canada. So you might be asking, okay, well, if the Vikings discovered America, why aren't we talking about the Vikings in this video? And the short answer is, the Viking settlement in the Americas did not last very long, less than a generation, and it also didn't really get well-known outside of Norway. So it didn't have the worldwide impact on colonization that Columbus's voyage would have. The other myth about Columbus is that he was the lone visionary who knew that the world was round."}, {"video_title": "Christopher Columbus.mp3", "Sentence": "So you might be asking, okay, well, if the Vikings discovered America, why aren't we talking about the Vikings in this video? And the short answer is, the Viking settlement in the Americas did not last very long, less than a generation, and it also didn't really get well-known outside of Norway. So it didn't have the worldwide impact on colonization that Columbus's voyage would have. The other myth about Columbus is that he was the lone visionary who knew that the world was round. Everybody else thought that the world was flat and Columbus proved them wrong. In fact, most learned people had known that the world was round since the time of the ancient Greeks. What they thought instead was that the world was simply too big."}, {"video_title": "Christopher Columbus.mp3", "Sentence": "The other myth about Columbus is that he was the lone visionary who knew that the world was round. Everybody else thought that the world was flat and Columbus proved them wrong. In fact, most learned people had known that the world was round since the time of the ancient Greeks. What they thought instead was that the world was simply too big. They estimated that it was about 25,000 miles in circumference, which is pretty close to the truth, and that even if you could sail out here into the ocean, you would run out of supplies and die long before you ever hit land because they had no idea that the Americas were over here. Columbus, however, had done some different calculations and he thought that the circumference of the world was only about 16,000 to 18,000 miles so that the coast of Japan was about 3,000 miles to the west of Europe. Now, he was wrong, but he got very lucky because about 3,000 miles to the west of Europe he encountered landfall."}, {"video_title": "Christopher Columbus.mp3", "Sentence": "What they thought instead was that the world was simply too big. They estimated that it was about 25,000 miles in circumference, which is pretty close to the truth, and that even if you could sail out here into the ocean, you would run out of supplies and die long before you ever hit land because they had no idea that the Americas were over here. Columbus, however, had done some different calculations and he thought that the circumference of the world was only about 16,000 to 18,000 miles so that the coast of Japan was about 3,000 miles to the west of Europe. Now, he was wrong, but he got very lucky because about 3,000 miles to the west of Europe he encountered landfall. He just didn't know that what he found there wasn't China. So Columbus has this dream and he kind of shops it around the courts of Europe looking for royal patronage. And first, he tries the Portuguese because they are the reigning leaders of navigation and they turn him down saying his idea is too risky."}, {"video_title": "Christopher Columbus.mp3", "Sentence": "Now, he was wrong, but he got very lucky because about 3,000 miles to the west of Europe he encountered landfall. He just didn't know that what he found there wasn't China. So Columbus has this dream and he kind of shops it around the courts of Europe looking for royal patronage. And first, he tries the Portuguese because they are the reigning leaders of navigation and they turn him down saying his idea is too risky. He also tries France and England with similar results. And finally, he tries Spain. And Ferdinand and Isabella agree that they will stake him."}, {"video_title": "Christopher Columbus.mp3", "Sentence": "And first, he tries the Portuguese because they are the reigning leaders of navigation and they turn him down saying his idea is too risky. He also tries France and England with similar results. And finally, he tries Spain. And Ferdinand and Isabella agree that they will stake him. They give him three ships and a crew of 87 men. And in August of 1492, he takes off, makes a brief stop in the Canary Islands, and then turns west into open waters. And in October of 1492, he made landfall and this is what he found."}, {"video_title": "Christopher Columbus.mp3", "Sentence": "And Ferdinand and Isabella agree that they will stake him. They give him three ships and a crew of 87 men. And in August of 1492, he takes off, makes a brief stop in the Canary Islands, and then turns west into open waters. And in October of 1492, he made landfall and this is what he found. He landed on the small island that he named San Salvador, which is today in the Bahamas. And then he continued to explore around the coast of Cuba that he called Juana. And then he ended up in the island that he called Hispaniola, which is today the island of Haiti and the Dominican Republic."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "Plessy was arrested and convicted in Louisiana, but his test case for segregated public transportation reached the Supreme Court in 1896. This is Kim from Khan Academy, and today we're learning more about the landmark case Plessy versus Ferguson, which asked whether separate but equal accommodations for black and white Americans violated the 14th Amendment of the Constitution. To learn more about this case, I spoke with two experts. Jamal Green is the Dwight Professor of Law at Columbia Law School. Earl Maltz is a distinguished Professor of Law at Rutgers Law School. So Professor Green, could you kind of set the stage for us in this time period? After the Civil War, what was the legal and social status of former slaves?"}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "Jamal Green is the Dwight Professor of Law at Columbia Law School. Earl Maltz is a distinguished Professor of Law at Rutgers Law School. So Professor Green, could you kind of set the stage for us in this time period? After the Civil War, what was the legal and social status of former slaves? Well, of course the Civil War ended in 1865, and it was fought in large part over the institution of chattel slavery. So slavery of generally speaking, black or African American slaves. And right at the end of the Civil War, the 13th Amendment was passed."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "After the Civil War, what was the legal and social status of former slaves? Well, of course the Civil War ended in 1865, and it was fought in large part over the institution of chattel slavery. So slavery of generally speaking, black or African American slaves. And right at the end of the Civil War, the 13th Amendment was passed. And the 13th Amendment basically said that there shouldn't be any slavery or involuntary servitude in the United States. So the institution of slavery itself had ended, but the passage of the 13th Amendment did not mean that former slaves had equal rights. A number of the former states of the Confederacy, the generally speaking Southern states, passed a number of racially discriminatory laws immediately after the end of slavery that prevented black Americans from participating in civil society on equal terms with whites."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "And right at the end of the Civil War, the 13th Amendment was passed. And the 13th Amendment basically said that there shouldn't be any slavery or involuntary servitude in the United States. So the institution of slavery itself had ended, but the passage of the 13th Amendment did not mean that former slaves had equal rights. A number of the former states of the Confederacy, the generally speaking Southern states, passed a number of racially discriminatory laws immediately after the end of slavery that prevented black Americans from participating in civil society on equal terms with whites. For example, laws restricting the ability of blacks to enter into and enforce contracts, restricting the ability of blacks to own property, to sit on juries, to vote, to testify in court, and so forth. So there were a number of openly discriminatory laws. There were also laws that required blacks to be employed on pain of having their labor forced."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "A number of the former states of the Confederacy, the generally speaking Southern states, passed a number of racially discriminatory laws immediately after the end of slavery that prevented black Americans from participating in civil society on equal terms with whites. For example, laws restricting the ability of blacks to enter into and enforce contracts, restricting the ability of blacks to own property, to sit on juries, to vote, to testify in court, and so forth. So there were a number of openly discriminatory laws. There were also laws that required blacks to be employed on pain of having their labor forced. So ways of essentially reinstituting the institution of slavery. And these were known as the Black Codes. Those were known as the Black Codes, exactly."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "There were also laws that required blacks to be employed on pain of having their labor forced. So ways of essentially reinstituting the institution of slavery. And these were known as the Black Codes. Those were known as the Black Codes, exactly. In the Reconstruction period between the, say the late 1860s and the mid 1870s, there was a concerted effort by the federal government to improve the social status and political rights of African Americans. In 1876, as part of the settlement of the presidential election of 1876, the federal government drew back some, but most of the so-called Redeemer Movement really took off in the 1890s. I think 1891 is when the last real effort is made by the federal government to have a serious Voting Rights Act."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "Those were known as the Black Codes, exactly. In the Reconstruction period between the, say the late 1860s and the mid 1870s, there was a concerted effort by the federal government to improve the social status and political rights of African Americans. In 1876, as part of the settlement of the presidential election of 1876, the federal government drew back some, but most of the so-called Redeemer Movement really took off in the 1890s. I think 1891 is when the last real effort is made by the federal government to have a serious Voting Rights Act. And after that, the South is pretty much under control of the people who sympathized with ex-Confederates. In both Northern and Southern states, there was widespread racial segregation. So there were laws that were basically codifying long existing social practices of segregated housing, segregated schools, and segregated public conveyances like steamships and rail cars."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "I think 1891 is when the last real effort is made by the federal government to have a serious Voting Rights Act. And after that, the South is pretty much under control of the people who sympathized with ex-Confederates. In both Northern and Southern states, there was widespread racial segregation. So there were laws that were basically codifying long existing social practices of segregated housing, segregated schools, and segregated public conveyances like steamships and rail cars. But much of that changed in the years immediately following the Civil War. Congress passed a number of federal laws that banned racial discrimination, particularly in contracting and in housing. Quite significantly, in addition to the actual federal laws that Congress passed, the country passed and ratified the 14th Amendment."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "So there were laws that were basically codifying long existing social practices of segregated housing, segregated schools, and segregated public conveyances like steamships and rail cars. But much of that changed in the years immediately following the Civil War. Congress passed a number of federal laws that banned racial discrimination, particularly in contracting and in housing. Quite significantly, in addition to the actual federal laws that Congress passed, the country passed and ratified the 14th Amendment. So I think one thing that is very hard for me to understand and that I've seen students struggle with is you have the passage of the 14th Amendment and the 15th Amendment in 1868, 1870, and these are supposed to guarantee equal protection and citizenship and voting rights for African Americans, specifically men in the 15th Amendment. And then you have Jim Crow. So how did we get from this moment after the Civil War where things really seem like they're looking up in terms of African American citizenship to the system of Jim Crow that's going to persist into the 1960s and 70s?"}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "Quite significantly, in addition to the actual federal laws that Congress passed, the country passed and ratified the 14th Amendment. So I think one thing that is very hard for me to understand and that I've seen students struggle with is you have the passage of the 14th Amendment and the 15th Amendment in 1868, 1870, and these are supposed to guarantee equal protection and citizenship and voting rights for African Americans, specifically men in the 15th Amendment. And then you have Jim Crow. So how did we get from this moment after the Civil War where things really seem like they're looking up in terms of African American citizenship to the system of Jim Crow that's going to persist into the 1960s and 70s? The Civil War did not end racism, it simply ended slavery. And so we're still living in a racist society in which residential and school segregation remained both in Southern states and in Northern states, notwithstanding the Civil Rights Amendments. And in Southern states, reconstruction, with the process of trying to bring former slaves fully into civil society, was enforced by the presence of federal troops in Southern states."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "So how did we get from this moment after the Civil War where things really seem like they're looking up in terms of African American citizenship to the system of Jim Crow that's going to persist into the 1960s and 70s? The Civil War did not end racism, it simply ended slavery. And so we're still living in a racist society in which residential and school segregation remained both in Southern states and in Northern states, notwithstanding the Civil Rights Amendments. And in Southern states, reconstruction, with the process of trying to bring former slaves fully into civil society, was enforced by the presence of federal troops in Southern states. On the theory, the very well-founded theory, that states that had just gone to war in order to perpetuate the institution of slavery were not going to willingly adopt equal rights for the former slaves that they had just been holding in bondage. And so there was a federal military occupation of a number of former Confederate states for a good decade plus after the Civil War, really ending in 1877. And at that point, again, through the Redeemer Movement, people who were the white power structure, most of which had sympathized with the secessionist movement, the white power structure and its successors, took power back in the beginning, in the mid-1870s from the, in the Southern states."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "And in Southern states, reconstruction, with the process of trying to bring former slaves fully into civil society, was enforced by the presence of federal troops in Southern states. On the theory, the very well-founded theory, that states that had just gone to war in order to perpetuate the institution of slavery were not going to willingly adopt equal rights for the former slaves that they had just been holding in bondage. And so there was a federal military occupation of a number of former Confederate states for a good decade plus after the Civil War, really ending in 1877. And at that point, again, through the Redeemer Movement, people who were the white power structure, most of which had sympathized with the secessionist movement, the white power structure and its successors, took power back in the beginning, in the mid-1870s from the, in the Southern states. And as part of their campaign, they imposed the Jim Crow system. And slavery was not just about labor. It was really a system of racial hierarchy."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "And at that point, again, through the Redeemer Movement, people who were the white power structure, most of which had sympathized with the secessionist movement, the white power structure and its successors, took power back in the beginning, in the mid-1870s from the, in the Southern states. And as part of their campaign, they imposed the Jim Crow system. And slavery was not just about labor. It was really a system of racial hierarchy. And many in the United States remained committed to that system, even after bondage itself ended. And if you don't have the political will within the Northern states to enforce the reconstruction amendments, you had really a retrenchment of deep racial inequality within the Southern states, but not just within the Southern states, but also within a number of Northern states as well. So let's kind of dial into the case, Plessy versus Ferguson."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "It was really a system of racial hierarchy. And many in the United States remained committed to that system, even after bondage itself ended. And if you don't have the political will within the Northern states to enforce the reconstruction amendments, you had really a retrenchment of deep racial inequality within the Southern states, but not just within the Southern states, but also within a number of Northern states as well. So let's kind of dial into the case, Plessy versus Ferguson. Who was Homer Plessy? And why did he take issue with segregation? Well, the law that was at issue required what was in theory separate and equal, separate but equal accommodation of African-Americans and whites on public transportation."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "So let's kind of dial into the case, Plessy versus Ferguson. Who was Homer Plessy? And why did he take issue with segregation? Well, the law that was at issue required what was in theory separate and equal, separate but equal accommodation of African-Americans and whites on public transportation. Homer Plessy objected to it because the facilities weren't really equal. And he objected to it because he was, in part because he was classified as black, but also in general, because he thought that that was demeaning. Obviously a majority of members of the Supreme court believed that the Southern states should be, should have at least some leeway in to establish their, the system of racial segregation."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "Well, the law that was at issue required what was in theory separate and equal, separate but equal accommodation of African-Americans and whites on public transportation. Homer Plessy objected to it because the facilities weren't really equal. And he objected to it because he was, in part because he was classified as black, but also in general, because he thought that that was demeaning. Obviously a majority of members of the Supreme court believed that the Southern states should be, should have at least some leeway in to establish their, the system of racial segregation. And so Plessy was in league with the railroad and with the civil rights organization that recruited him to set up a case. So he agreed with the railroad to board the white area of the railway car on a car going from New Orleans to a town called Covington. And it was agreed that the railway would ask him to leave."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "Obviously a majority of members of the Supreme court believed that the Southern states should be, should have at least some leeway in to establish their, the system of racial segregation. And so Plessy was in league with the railroad and with the civil rights organization that recruited him to set up a case. So he agreed with the railroad to board the white area of the railway car on a car going from New Orleans to a town called Covington. And it was agreed that the railway would ask him to leave. He would refuse and then he would be arrested. And once he was arrested, that would enable him to challenge the law under which he was arrested under the constitution. The railroads didn't like this law."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "And it was agreed that the railway would ask him to leave. He would refuse and then he would be arrested. And once he was arrested, that would enable him to challenge the law under which he was arrested under the constitution. The railroads didn't like this law. They didn't like this law because they didn't want to be subject to fines or liability for not properly maintaining separate cars. It was really up to the conductors to make sure that separate cars were maintained and that the conductors themselves could be fined by the state for not doing so. And it could also be fined by passengers for mistakenly putting someone in the wrong car."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "The railroads didn't like this law. They didn't like this law because they didn't want to be subject to fines or liability for not properly maintaining separate cars. It was really up to the conductors to make sure that separate cars were maintained and that the conductors themselves could be fined by the state for not doing so. And it could also be fined by passengers for mistakenly putting someone in the wrong car. So the railroads didn't really wanna be bothered with this kind of law. And so this particular railroad, Eastern Railway, was willing to agree to set up a situation to challenge the law. So Homer Plessy, he gets on this train and he challenges the statute."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "And it could also be fined by passengers for mistakenly putting someone in the wrong car. So the railroads didn't really wanna be bothered with this kind of law. And so this particular railroad, Eastern Railway, was willing to agree to set up a situation to challenge the law. So Homer Plessy, he gets on this train and he challenges the statute. I believe he sat in a whites-only car and announced that he was African-American and then he was arrested. So what happened next? He's arrested and then he is eventually charged with a crime, with a violation of the statute."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "So Homer Plessy, he gets on this train and he challenges the statute. I believe he sat in a whites-only car and announced that he was African-American and then he was arrested. So what happened next? He's arrested and then he is eventually charged with a crime, with a violation of the statute. And there's a fine associated with violating the state law. And his lawyers bring a claim that the law violates the federal constitution. So initially it goes through the state courts of Louisiana and then eventually they rule against Homer Plessy and in favor of the law."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "He's arrested and then he is eventually charged with a crime, with a violation of the statute. And there's a fine associated with violating the state law. And his lawyers bring a claim that the law violates the federal constitution. So initially it goes through the state courts of Louisiana and then eventually they rule against Homer Plessy and in favor of the law. And then his lawyers appeal the case to the US Supreme Court. So how did the court rule? In the years leading up to the case, the lawyers for Homer Plessy were quite concerned about the composition of the court because they weren't sure if they could count five votes in favor of black civil rights because none of the justices on the court were considered to be particularly friends of black Americans."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "So initially it goes through the state courts of Louisiana and then eventually they rule against Homer Plessy and in favor of the law. And then his lawyers appeal the case to the US Supreme Court. So how did the court rule? In the years leading up to the case, the lawyers for Homer Plessy were quite concerned about the composition of the court because they weren't sure if they could count five votes in favor of black civil rights because none of the justices on the court were considered to be particularly friends of black Americans. In the civil rights cases in 1883, excuse me, the court had already held that Congress lacked authority to prohibit segregation in public accommodations, which meant that they viewed public accommodations as something purely private rather than a civil right, a quasi governmental right, or a quasi public right. And that's one of the big distinctions between the majority and the dissent in both the civil rights cases and in Plessy versus Ferguson. The court ruled that in fact, that so long as the state of Louisiana maintained separate but equal facilities, they could do that, but that was not prohibited by the 14th Amendment."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "In the years leading up to the case, the lawyers for Homer Plessy were quite concerned about the composition of the court because they weren't sure if they could count five votes in favor of black civil rights because none of the justices on the court were considered to be particularly friends of black Americans. In the civil rights cases in 1883, excuse me, the court had already held that Congress lacked authority to prohibit segregation in public accommodations, which meant that they viewed public accommodations as something purely private rather than a civil right, a quasi governmental right, or a quasi public right. And that's one of the big distinctions between the majority and the dissent in both the civil rights cases and in Plessy versus Ferguson. The court ruled that in fact, that so long as the state of Louisiana maintained separate but equal facilities, they could do that, but that was not prohibited by the 14th Amendment. The Supreme Court in 1896 rules seven to one that the Separate Car Act is constitutional. So a state is allowed to segregate its public conveyances, including rail cars by race. The court denies that the Separate Car Act violates the 14th Amendment to the constitution."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "The court ruled that in fact, that so long as the state of Louisiana maintained separate but equal facilities, they could do that, but that was not prohibited by the 14th Amendment. The Supreme Court in 1896 rules seven to one that the Separate Car Act is constitutional. So a state is allowed to segregate its public conveyances, including rail cars by race. The court denies that the Separate Car Act violates the 14th Amendment to the constitution. What the court basically says is, look, the law says the railway cars have to be equal, even if they're separate. And all the 14th Amendment requires is that basic equality in civil rights. John Marshall Harlan, of course, dissented from that."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "The court denies that the Separate Car Act violates the 14th Amendment to the constitution. What the court basically says is, look, the law says the railway cars have to be equal, even if they're separate. And all the 14th Amendment requires is that basic equality in civil rights. John Marshall Harlan, of course, dissented from that. I think that it's important to understand what was the actual nature of Harlan's dissent rather than the way that it is actually portrayed. Harlan is famous talking about the colorblind constitution, but he's also, but in fact, what he says is with respect to civil rights, common rights common to all citizens, I don't have the exact language before me, that the constitution was required to be colorblind. So one of the big distinctions between the majority and the dissent is that Harlan does in fact believe that the right to use public transportation counted as a civil right, which was, and therefore was protected against segregation by section one of the 14th Amendment."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "John Marshall Harlan, of course, dissented from that. I think that it's important to understand what was the actual nature of Harlan's dissent rather than the way that it is actually portrayed. Harlan is famous talking about the colorblind constitution, but he's also, but in fact, what he says is with respect to civil rights, common rights common to all citizens, I don't have the exact language before me, that the constitution was required to be colorblind. So one of the big distinctions between the majority and the dissent is that Harlan does in fact believe that the right to use public transportation counted as a civil right, which was, and therefore was protected against segregation by section one of the 14th Amendment. So that, because I wanna make that point because it's pretty clear that Harlan believed, for example, that maintenance of segregated schools would be constitutional. And it's also true that Harlan voted for, to say that miscegenation laws were constitutional. The dissenting judge, Justice Harlan, himself a former supporter of slavery who changed his views and eventually became known as a champion of black civil rights, right?"}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "So one of the big distinctions between the majority and the dissent is that Harlan does in fact believe that the right to use public transportation counted as a civil right, which was, and therefore was protected against segregation by section one of the 14th Amendment. So that, because I wanna make that point because it's pretty clear that Harlan believed, for example, that maintenance of segregated schools would be constitutional. And it's also true that Harlan voted for, to say that miscegenation laws were constitutional. The dissenting judge, Justice Harlan, himself a former supporter of slavery who changed his views and eventually became known as a champion of black civil rights, right? So Justice Harlan, the lone dissenter, one of the only Southern judges on the court, but the others were basically Northern, both Republican and Democrat. They didn't have strong views about race, unusually. They didn't have unusually strong views about race for their time."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "The dissenting judge, Justice Harlan, himself a former supporter of slavery who changed his views and eventually became known as a champion of black civil rights, right? So Justice Harlan, the lone dissenter, one of the only Southern judges on the court, but the others were basically Northern, both Republican and Democrat. They didn't have strong views about race, unusually. They didn't have unusually strong views about race for their time. And they maintained this distinction between social and civil rights. It's important to understand in trying to understand the context of Plessy versus Ferguson, that the Supreme Court used to distinguish between what it called civil rights and what it called social rights. Civil rights were basically rights to participate in civil society and included rights like the right to enter into contracts, the right to buy property, the right to testify in court."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "They didn't have unusually strong views about race for their time. And they maintained this distinction between social and civil rights. It's important to understand in trying to understand the context of Plessy versus Ferguson, that the Supreme Court used to distinguish between what it called civil rights and what it called social rights. Civil rights were basically rights to participate in civil society and included rights like the right to enter into contracts, the right to buy property, the right to testify in court. The court understood social rights as something very different from that, which is really the right to do all of those things in the company of people of a different race. That's fascinating. So what was the effect of this ruling in Plessy versus Ferguson?"}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "Civil rights were basically rights to participate in civil society and included rights like the right to enter into contracts, the right to buy property, the right to testify in court. The court understood social rights as something very different from that, which is really the right to do all of those things in the company of people of a different race. That's fascinating. So what was the effect of this ruling in Plessy versus Ferguson? There are two ways that you could look at it, that until 1954, the effect of the ruling was to allow, was to say that the state governments were allowed to segregate their citizenry on the basis of race. That's one way you could look at it. Now, one of the interesting questions is how much difference it would have made given the sort of culture of the Southern states, even if the court held that it was unconstitutional for the state to formally require segregation among the races."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "So what was the effect of this ruling in Plessy versus Ferguson? There are two ways that you could look at it, that until 1954, the effect of the ruling was to allow, was to say that the state governments were allowed to segregate their citizenry on the basis of race. That's one way you could look at it. Now, one of the interesting questions is how much difference it would have made given the sort of culture of the Southern states, even if the court held that it was unconstitutional for the state to formally require segregation among the races. That is, that there was a lot of, there were a lot of informal pressures, which would have pushed towards segregation even if the court had said that it was, the statute was unconstitutional, but we'll never know that. So in other words, the question in Plessy is not whether the federal government was going to mandate segregation, but rather whether the federal government was simply going to leave the states and their citizenry to their own devices in determining whether to segregate their public transportation and some other things. So this concept of separate but equal is I think the most important thing that comes out of Plessy versus Ferguson, and then later will be at issue in the 20th century."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "Now, one of the interesting questions is how much difference it would have made given the sort of culture of the Southern states, even if the court held that it was unconstitutional for the state to formally require segregation among the races. That is, that there was a lot of, there were a lot of informal pressures, which would have pushed towards segregation even if the court had said that it was, the statute was unconstitutional, but we'll never know that. So in other words, the question in Plessy is not whether the federal government was going to mandate segregation, but rather whether the federal government was simply going to leave the states and their citizenry to their own devices in determining whether to segregate their public transportation and some other things. So this concept of separate but equal is I think the most important thing that comes out of Plessy versus Ferguson, and then later will be at issue in the 20th century. So was separate ever equal in theory or in practice? It was very clear at the time, and Justice Harlan says so in his dissenting opinion, in Plessy that the practice of separating railway cars or any number of other public accommodations by race was not designed for the comfort of black Americans. It was designed in order to maintain their social inferiority through legal institutions."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "So this concept of separate but equal is I think the most important thing that comes out of Plessy versus Ferguson, and then later will be at issue in the 20th century. So was separate ever equal in theory or in practice? It was very clear at the time, and Justice Harlan says so in his dissenting opinion, in Plessy that the practice of separating railway cars or any number of other public accommodations by race was not designed for the comfort of black Americans. It was designed in order to maintain their social inferiority through legal institutions. So once you no longer have the institution of slavery, there was a felt need among many in the South to maintain the system of social relations that slavery represented, and that's what Jim Crow was all about. And everyone knew that's what Jim Crow was all about. So Jim Crow was really kind of in its infancy when Plessy versus Ferguson was decided."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "It was designed in order to maintain their social inferiority through legal institutions. So once you no longer have the institution of slavery, there was a felt need among many in the South to maintain the system of social relations that slavery represented, and that's what Jim Crow was all about. And everyone knew that's what Jim Crow was all about. So Jim Crow was really kind of in its infancy when Plessy versus Ferguson was decided. Laws that prevented blacks from voting through a number of literacy requirements and property requirements and good character requirements and so forth, those kinds of laws were very much in their infancy at the time Plessy versus Ferguson was decided. And so the whole system of segregation is really revving up in the 1890s, and the court just gives it carte blanche to continue after that. And it's important to remember that as of the 1890s, the Supreme Court had not admitted to ever having reversed one of its own decisions."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "So Jim Crow was really kind of in its infancy when Plessy versus Ferguson was decided. Laws that prevented blacks from voting through a number of literacy requirements and property requirements and good character requirements and so forth, those kinds of laws were very much in their infancy at the time Plessy versus Ferguson was decided. And so the whole system of segregation is really revving up in the 1890s, and the court just gives it carte blanche to continue after that. And it's important to remember that as of the 1890s, the Supreme Court had not admitted to ever having reversed one of its own decisions. The lawyers who brought the Plessy case were quite clear about this. The assumption was that once the court ruled, it was going to be an awfully long time before you could get the court to reverse itself. And that's in fact what happened."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "And it's important to remember that as of the 1890s, the Supreme Court had not admitted to ever having reversed one of its own decisions. The lawyers who brought the Plessy case were quite clear about this. The assumption was that once the court ruled, it was going to be an awfully long time before you could get the court to reverse itself. And that's in fact what happened. So the court does not reverse Plessy versus Ferguson until Brown versus Board of Education in 1954. And so you had an almost 60-year period in which practices of institutionalized segregation had the blessing of the Supreme Court. So we've learned that in Plessy versus Ferguson, the Supreme Court took a narrow view of the Equal Protection Clause, ruling that separate but equal accommodations for white and black Americans did not violate the 14th Amendment."}, {"video_title": "Plessy v. Ferguson   The Gilded Age (1865-1898)   US history   Khan Academy.mp3", "Sentence": "And that's in fact what happened. So the court does not reverse Plessy versus Ferguson until Brown versus Board of Education in 1954. And so you had an almost 60-year period in which practices of institutionalized segregation had the blessing of the Supreme Court. So we've learned that in Plessy versus Ferguson, the Supreme Court took a narrow view of the Equal Protection Clause, ruling that separate but equal accommodations for white and black Americans did not violate the 14th Amendment. Earl Maltz suggests that it's difficult to tell if a different outcome in Plessy versus Ferguson would have made much difference in the actions of Southern states if there was no political will to enforce integration anyway. Jamal Green, by contrast, reminds us that segregation was just getting started at the time of the Plessy case, and this ruling by the court legitimized Jim Crow laws that would continue to spread for nearly 60 years. To learn more about Plessy versus Ferguson, check out the National Constitution Center's Interactive Constitution and Khan Academy's resources on US government and history."}, {"video_title": "The Market Revolution -  part 3.mp3", "Sentence": "In this video, I wanna talk about three major effects of the market revolution, and those were changes in labor, entry into a national and international market system, and the Second Great Awakening. All right, so what effect did the market revolution have on labor? Well, we've already talked about this a little bit in the earlier videos, but here's a view of a textile factory floor. Now, this is from a slightly later period, but I think it gives you a good sense of what it was like to work in a textile factory. With the market revolution really comes the emergence of factory labor in the United States, and there are a couple of ways that that's important. One is that people start working for wages. It's a move away from subsistence farming and a barter economy, which also means that people aren't necessarily in charge of themselves anymore, and there's a lot that goes along with that, which means that people stop being their own bosses."}, {"video_title": "The Market Revolution -  part 3.mp3", "Sentence": "Now, this is from a slightly later period, but I think it gives you a good sense of what it was like to work in a textile factory. With the market revolution really comes the emergence of factory labor in the United States, and there are a couple of ways that that's important. One is that people start working for wages. It's a move away from subsistence farming and a barter economy, which also means that people aren't necessarily in charge of themselves anymore, and there's a lot that goes along with that, which means that people stop being their own bosses. Instead, they report to other bosses, and that can be problematic because it means that you have a lot less control over your daily life. So imagine that you're a farmer and you're really sick. Oh, well, you know, maybe you don't plant some seed that day, and you do it the next day."}, {"video_title": "The Market Revolution -  part 3.mp3", "Sentence": "It's a move away from subsistence farming and a barter economy, which also means that people aren't necessarily in charge of themselves anymore, and there's a lot that goes along with that, which means that people stop being their own bosses. Instead, they report to other bosses, and that can be problematic because it means that you have a lot less control over your daily life. So imagine that you're a farmer and you're really sick. Oh, well, you know, maybe you don't plant some seed that day, and you do it the next day. Well, imagine that you work at a textile mill and you get really sick, you don't report to work, and you get fired. So people are no longer able to set the pace of their own lives, by and large. And with things like interchangeable parts, for example, fewer and fewer artisans, so masters of a craft, are making goods from start to finish."}, {"video_title": "The Market Revolution -  part 3.mp3", "Sentence": "Oh, well, you know, maybe you don't plant some seed that day, and you do it the next day. Well, imagine that you work at a textile mill and you get really sick, you don't report to work, and you get fired. So people are no longer able to set the pace of their own lives, by and large. And with things like interchangeable parts, for example, fewer and fewer artisans, so masters of a craft, are making goods from start to finish. So it used to be, perhaps, you would be a master shoemaker, a master cobbler, and you would make every part of that shoe, from tanning the leather to nailing in the sole. The system of interchangeable parts, which will later become even more codified as the assembly line system, means that most people are only doing one part of a task. So instead of doing all of making a shoe and saying at the end of it, I made this shoe, I'm a master maker of shoes."}, {"video_title": "The Market Revolution -  part 3.mp3", "Sentence": "And with things like interchangeable parts, for example, fewer and fewer artisans, so masters of a craft, are making goods from start to finish. So it used to be, perhaps, you would be a master shoemaker, a master cobbler, and you would make every part of that shoe, from tanning the leather to nailing in the sole. The system of interchangeable parts, which will later become even more codified as the assembly line system, means that most people are only doing one part of a task. So instead of doing all of making a shoe and saying at the end of it, I made this shoe, I'm a master maker of shoes. Now your entire job might just be to hammer in one nail, and then hand off the shoe to the next person. So there's never anything that you can point to and say, I made that. So a lot of people say that this is a period when people stop being able to take pride in their own work."}, {"video_title": "The Market Revolution -  part 3.mp3", "Sentence": "So instead of doing all of making a shoe and saying at the end of it, I made this shoe, I'm a master maker of shoes. Now your entire job might just be to hammer in one nail, and then hand off the shoe to the next person. So there's never anything that you can point to and say, I made that. So a lot of people say that this is a period when people stop being able to take pride in their own work. Or at least not as much pride. But what's even more important about this process of interchangeable parts, assembly line labor, is that it leads to an overall, what they call de-skilling. So removing the skill from labor."}, {"video_title": "The Market Revolution -  part 3.mp3", "Sentence": "So a lot of people say that this is a period when people stop being able to take pride in their own work. Or at least not as much pride. But what's even more important about this process of interchangeable parts, assembly line labor, is that it leads to an overall, what they call de-skilling. So removing the skill from labor. And what's important about that is that if you've broken down a task into enough small parts that you've got people literally hammering in the same nail on a different shoe 12 hours a day, then you don't necessarily need highly trained artisans to do that. And what happens if you are not highly trained, I would call this unskilled labor, and you decide you want to strike for higher pay? Well your boss doesn't need to train anyone to hammer in that nail, so you just get fired."}, {"video_title": "The Market Revolution -  part 3.mp3", "Sentence": "So removing the skill from labor. And what's important about that is that if you've broken down a task into enough small parts that you've got people literally hammering in the same nail on a different shoe 12 hours a day, then you don't necessarily need highly trained artisans to do that. And what happens if you are not highly trained, I would call this unskilled labor, and you decide you want to strike for higher pay? Well your boss doesn't need to train anyone to hammer in that nail, so you just get fired. So it makes the labor force in general a little bit more precarious, because you don't need an exceptional skill to have a factory job, but you are easily replaced. All right, let's talk about entry into a market system. Now what do I mean by this?"}, {"video_title": "The Market Revolution -  part 3.mp3", "Sentence": "Well your boss doesn't need to train anyone to hammer in that nail, so you just get fired. So it makes the labor force in general a little bit more precarious, because you don't need an exceptional skill to have a factory job, but you are easily replaced. All right, let's talk about entry into a market system. Now what do I mean by this? In this time period, the United States develops what's called a market economy. And that's different from what most people had been doing up until that point, because people in the United States had mainly shipped raw materials over to Europe, England particularly, to be processed and made into finished goods. And this is similar to the system of mercantilism that you might be familiar with from the colonial era."}, {"video_title": "The Market Revolution -  part 3.mp3", "Sentence": "Now what do I mean by this? In this time period, the United States develops what's called a market economy. And that's different from what most people had been doing up until that point, because people in the United States had mainly shipped raw materials over to Europe, England particularly, to be processed and made into finished goods. And this is similar to the system of mercantilism that you might be familiar with from the colonial era. Well the War of 1812, and some of the conflict leading up to it, led the United States to embargo England, which was a manufacturing center, so people couldn't send their raw materials there. They responded by investing in their own factories. So the War of 1812 is actually a pretty important moment for the development of domestic industrialization at home."}, {"video_title": "The Market Revolution -  part 3.mp3", "Sentence": "And this is similar to the system of mercantilism that you might be familiar with from the colonial era. Well the War of 1812, and some of the conflict leading up to it, led the United States to embargo England, which was a manufacturing center, so people couldn't send their raw materials there. They responded by investing in their own factories. So the War of 1812 is actually a pretty important moment for the development of domestic industrialization at home. And so now, instead of this kind of import-export or barter economy, people are making deals with other investors all over the United States, all over the world. So this gives people an opportunity to invest and to speculate. And that means that as they're part of a international market of investment speculation, they're prone to the kinds of booms and busts that characterize capitalism."}, {"video_title": "The Market Revolution -  part 3.mp3", "Sentence": "So the War of 1812 is actually a pretty important moment for the development of domestic industrialization at home. And so now, instead of this kind of import-export or barter economy, people are making deals with other investors all over the United States, all over the world. So this gives people an opportunity to invest and to speculate. And that means that as they're part of a international market of investment speculation, they're prone to the kinds of booms and busts that characterize capitalism. We often think of the Great Depression as having been the first major American depression, but really it was the largest and most recent up until that point, because after the War of 1812, the United States kind of goes through approximately a 20-year cycle of boom and bust. So boom is when things are getting better, things are looking up, the economy is going really well, and then a bubble of some kind bursts. And in 1819, they had the very first of these bubbles burst."}, {"video_title": "The Market Revolution -  part 3.mp3", "Sentence": "And that means that as they're part of a international market of investment speculation, they're prone to the kinds of booms and busts that characterize capitalism. We often think of the Great Depression as having been the first major American depression, but really it was the largest and most recent up until that point, because after the War of 1812, the United States kind of goes through approximately a 20-year cycle of boom and bust. So boom is when things are getting better, things are looking up, the economy is going really well, and then a bubble of some kind bursts. And in 1819, they had the very first of these bubbles burst. It's called the Panic of 1819. In land speculation, and this is the first time that the United States had actually experienced any kind of economic depression. So imagine how frightening that would have been to them."}, {"video_title": "The Market Revolution -  part 3.mp3", "Sentence": "And in 1819, they had the very first of these bubbles burst. It's called the Panic of 1819. In land speculation, and this is the first time that the United States had actually experienced any kind of economic depression. So imagine how frightening that would have been to them. One of the hardest things about market-based capitalism is that individuals don't really have control over the larger market. It's not one person that made the Great Depression happen. It was an overall loss in consumer confidence, or perhaps overproduction."}, {"video_title": "The Market Revolution -  part 3.mp3", "Sentence": "So imagine how frightening that would have been to them. One of the hardest things about market-based capitalism is that individuals don't really have control over the larger market. It's not one person that made the Great Depression happen. It was an overall loss in consumer confidence, or perhaps overproduction. If too many people are supplying the same commodity, the price is dropping through the laws of supply and demand. So now the laws of supply and demand and the pressures of an international market are really changing the nature of American commerce because they're enmeshed in that market. And that has all kinds of political and social ramifications for the United States."}, {"video_title": "The Market Revolution -  part 3.mp3", "Sentence": "It was an overall loss in consumer confidence, or perhaps overproduction. If too many people are supplying the same commodity, the price is dropping through the laws of supply and demand. So now the laws of supply and demand and the pressures of an international market are really changing the nature of American commerce because they're enmeshed in that market. And that has all kinds of political and social ramifications for the United States. Now, understanding the volatility of belonging to an international market kind of helps explain why Andrew Jackson was so obsessed with the National Bank at this time period, right? Because it represents this confusing matrix of international supply and demand and people getting credit or not getting credit. And being part of this international market is something that's going to have a major effect on the American South, and particularly the enslaved population that lives in the American South, because they're going to be supplying cotton to the world's textile mills."}, {"video_title": "The Market Revolution -  part 3.mp3", "Sentence": "And that has all kinds of political and social ramifications for the United States. Now, understanding the volatility of belonging to an international market kind of helps explain why Andrew Jackson was so obsessed with the National Bank at this time period, right? Because it represents this confusing matrix of international supply and demand and people getting credit or not getting credit. And being part of this international market is something that's going to have a major effect on the American South, and particularly the enslaved population that lives in the American South, because they're going to be supplying cotton to the world's textile mills. And those are textile mills in New England and textile mills in England. And as the world demands cotton for processing, the South is going to supply that cotton, which is picked by enslaved individuals. And one of the reasons that the Confederacy believes that it can succeed as an independent nation is because they're supplying cotton to England."}, {"video_title": "The Market Revolution -  part 3.mp3", "Sentence": "And being part of this international market is something that's going to have a major effect on the American South, and particularly the enslaved population that lives in the American South, because they're going to be supplying cotton to the world's textile mills. And those are textile mills in New England and textile mills in England. And as the world demands cotton for processing, the South is going to supply that cotton, which is picked by enslaved individuals. And one of the reasons that the Confederacy believes that it can succeed as an independent nation is because they're supplying cotton to England. And when England managed to find its own supply of cotton from Egypt and India, the economic chances of the Confederacy were sunk. And the last thing that I think is related to this market revolution is the Second Great Awakening. Now, I don't want to go into too much detail about this because I have a whole separate series of videos about the Second Great Awakening, but this Second Great Awakening was kind of an explosion of religious fervor, which was happening at almost exactly the same time as the market revolution."}, {"video_title": "The Market Revolution -  part 3.mp3", "Sentence": "And one of the reasons that the Confederacy believes that it can succeed as an independent nation is because they're supplying cotton to England. And when England managed to find its own supply of cotton from Egypt and India, the economic chances of the Confederacy were sunk. And the last thing that I think is related to this market revolution is the Second Great Awakening. Now, I don't want to go into too much detail about this because I have a whole separate series of videos about the Second Great Awakening, but this Second Great Awakening was kind of an explosion of religious fervor, which was happening at almost exactly the same time as the market revolution. And many American historians actually think that it's these confusing and confounding and anxious forces that lead a lot of people to take up religion, because as the world is changing around them, as people now have to relate in different ways to their neighbors as bosses and employees rather than bartering partners, and as they're swept up in international markets that are outside their control, people look for new explanations and comfort and comfort in an increasingly confusing world. So that's one explanation for the Second Great Awakening. So I started out this series of videos by saying that some historians have argued that the market revolution was actually more revolutionary than the American Revolution."}, {"video_title": "The Market Revolution -  part 3.mp3", "Sentence": "Now, I don't want to go into too much detail about this because I have a whole separate series of videos about the Second Great Awakening, but this Second Great Awakening was kind of an explosion of religious fervor, which was happening at almost exactly the same time as the market revolution. And many American historians actually think that it's these confusing and confounding and anxious forces that lead a lot of people to take up religion, because as the world is changing around them, as people now have to relate in different ways to their neighbors as bosses and employees rather than bartering partners, and as they're swept up in international markets that are outside their control, people look for new explanations and comfort and comfort in an increasingly confusing world. So that's one explanation for the Second Great Awakening. So I started out this series of videos by saying that some historians have argued that the market revolution was actually more revolutionary than the American Revolution. Now, that's a difficult question to answer because we're talking about a revolution in politics as opposed to kind of a revolution of economics. But I will say that though the American Revolution dissolved the political bonds between the United States and Great Britain, its social and economic impact were relatively limited. Most people kind of ended up in the same place socially after the American Revolution as they were before it."}, {"video_title": "Failure of Reconstruction   AP US History   Khan Academy.mp3", "Sentence": "How do you define freedom? Stop for a minute and picture what it means to be free. What comes into your mind? Traveling wherever you please? Having enough money to do what you want? Or is freedom better defined by what it's not? Not having anyone telling you what to do?"}, {"video_title": "Failure of Reconstruction   AP US History   Khan Academy.mp3", "Sentence": "Traveling wherever you please? Having enough money to do what you want? Or is freedom better defined by what it's not? Not having anyone telling you what to do? Not being in prison? Freedom is a core aspect of US national identity. But if someone gave you a box labeled contents, freedom, what would you expect to find inside?"}, {"video_title": "Failure of Reconstruction   AP US History   Khan Academy.mp3", "Sentence": "Not having anyone telling you what to do? Not being in prison? Freedom is a core aspect of US national identity. But if someone gave you a box labeled contents, freedom, what would you expect to find inside? This was the question that the United States faced during Reconstruction, the period following the Civil War when the US government, Southern state governments, and African Americans attempted to negotiate a new social and political order for the South. But what African Americans expected to find in the box labeled freedom was very different from what their former enslavers wanted to put there. Was freedom just the absence of slavery, as most white Southerners believed?"}, {"video_title": "Failure of Reconstruction   AP US History   Khan Academy.mp3", "Sentence": "But if someone gave you a box labeled contents, freedom, what would you expect to find inside? This was the question that the United States faced during Reconstruction, the period following the Civil War when the US government, Southern state governments, and African Americans attempted to negotiate a new social and political order for the South. But what African Americans expected to find in the box labeled freedom was very different from what their former enslavers wanted to put there. Was freedom just the absence of slavery, as most white Southerners believed? Or did it imply citizenship, political power, and economic self-sufficiency? Trying to solve this dilemma, Congress passed and the states ratified three new constitutional amendments during the Reconstruction era. The 13th Amendment, which ended the system of slavery in 1865, the 14th Amendment, which extended citizenship to all persons born or naturalized in the United States in 1868, and the 15th Amendment, which gave black men the right to vote in 1870."}, {"video_title": "Failure of Reconstruction   AP US History   Khan Academy.mp3", "Sentence": "Was freedom just the absence of slavery, as most white Southerners believed? Or did it imply citizenship, political power, and economic self-sufficiency? Trying to solve this dilemma, Congress passed and the states ratified three new constitutional amendments during the Reconstruction era. The 13th Amendment, which ended the system of slavery in 1865, the 14th Amendment, which extended citizenship to all persons born or naturalized in the United States in 1868, and the 15th Amendment, which gave black men the right to vote in 1870. So in just five years, African Americans in the South went from personal property to full civic participants, at least in theory. In reality, how different were definitions of freedom, citizenship, and democracy before and after Reconstruction? To really answer this question, we need to examine continuity and change in the Reconstruction era."}, {"video_title": "Failure of Reconstruction   AP US History   Khan Academy.mp3", "Sentence": "The 13th Amendment, which ended the system of slavery in 1865, the 14th Amendment, which extended citizenship to all persons born or naturalized in the United States in 1868, and the 15th Amendment, which gave black men the right to vote in 1870. So in just five years, African Americans in the South went from personal property to full civic participants, at least in theory. In reality, how different were definitions of freedom, citizenship, and democracy before and after Reconstruction? To really answer this question, we need to examine continuity and change in the Reconstruction era. What stayed the same and what changed in each of these three areas following the passage of the Reconstruction amendments? Okay, first, let's look at continuities and changes in the definition of freedom. Before the end of slavery, African Americans had neither economic nor physical freedom."}, {"video_title": "Failure of Reconstruction   AP US History   Khan Academy.mp3", "Sentence": "To really answer this question, we need to examine continuity and change in the Reconstruction era. What stayed the same and what changed in each of these three areas following the passage of the Reconstruction amendments? Okay, first, let's look at continuities and changes in the definition of freedom. Before the end of slavery, African Americans had neither economic nor physical freedom. They didn't have control of their bodies or of their labor. The past system kept them from moving freely, and slavery itself meant that they couldn't choose where to work or earn money from their own work. So how much did their physical and economic freedom change after the 13th Amendment outlawed slavery?"}, {"video_title": "Failure of Reconstruction   AP US History   Khan Academy.mp3", "Sentence": "Before the end of slavery, African Americans had neither economic nor physical freedom. They didn't have control of their bodies or of their labor. The past system kept them from moving freely, and slavery itself meant that they couldn't choose where to work or earn money from their own work. So how much did their physical and economic freedom change after the 13th Amendment outlawed slavery? Well, their economic self-sufficiency went through some ups and downs. Most African Americans believed that their years of unpaid toil entitled them to land of their own. U.S. Army General William Tecumseh Sherman redistributed Confederate territory on the coasts of Georgia and South Carolina to black families, who farmed there for a few years until Lincoln's successor, Andrew Johnson, gave all confiscated land back to its former owners."}, {"video_title": "Failure of Reconstruction   AP US History   Khan Academy.mp3", "Sentence": "So how much did their physical and economic freedom change after the 13th Amendment outlawed slavery? Well, their economic self-sufficiency went through some ups and downs. Most African Americans believed that their years of unpaid toil entitled them to land of their own. U.S. Army General William Tecumseh Sherman redistributed Confederate territory on the coasts of Georgia and South Carolina to black families, who farmed there for a few years until Lincoln's successor, Andrew Johnson, gave all confiscated land back to its former owners. Instead, most black farmers became sharecroppers, renting a portion of a white landowner's farm in exchange for part of the crop yield. This gave black farmers a lot more freedom over their own work, since they didn't have to work under an overseer, but economically, sharecropping kept black farmers, as well as small white farmers, in an endless cycle of debt and poverty. After the 13th Amendment, most southern state governments attempted to limit the physical freedom of African Americans as well, with statutes known as the Black Codes."}, {"video_title": "Failure of Reconstruction   AP US History   Khan Academy.mp3", "Sentence": "U.S. Army General William Tecumseh Sherman redistributed Confederate territory on the coasts of Georgia and South Carolina to black families, who farmed there for a few years until Lincoln's successor, Andrew Johnson, gave all confiscated land back to its former owners. Instead, most black farmers became sharecroppers, renting a portion of a white landowner's farm in exchange for part of the crop yield. This gave black farmers a lot more freedom over their own work, since they didn't have to work under an overseer, but economically, sharecropping kept black farmers, as well as small white farmers, in an endless cycle of debt and poverty. After the 13th Amendment, most southern state governments attempted to limit the physical freedom of African Americans as well, with statutes known as the Black Codes. Many of these codes defined anyone who wasn't under a labor contract as a vagrant, who could be arrested and have their labor sold. Later, segregation limited the physical freedom of where southern African Americans could go and what they could do. Laws like the Black Codes, which so obviously attempted to institute slavery by another name, led Congress to pass the 14th Amendment, which defined a US citizen as anyone born or naturalized in the United States, and specifically prevented states from infringing upon the rights of citizens."}, {"video_title": "Failure of Reconstruction   AP US History   Khan Academy.mp3", "Sentence": "After the 13th Amendment, most southern state governments attempted to limit the physical freedom of African Americans as well, with statutes known as the Black Codes. Many of these codes defined anyone who wasn't under a labor contract as a vagrant, who could be arrested and have their labor sold. Later, segregation limited the physical freedom of where southern African Americans could go and what they could do. Laws like the Black Codes, which so obviously attempted to institute slavery by another name, led Congress to pass the 14th Amendment, which defined a US citizen as anyone born or naturalized in the United States, and specifically prevented states from infringing upon the rights of citizens. Before the Civil War, citizenship was exclusively the privilege of white Americans. Non-white immigrants weren't eligible to become US citizens, and the 1857 Supreme Court decision in Dred Scott declared that no African Americans could be citizens at all. The 14th Amendment, ratified in 1868, led to a huge increase in the number of US citizens, and it decoupled citizenship from whiteness."}, {"video_title": "Failure of Reconstruction   AP US History   Khan Academy.mp3", "Sentence": "Laws like the Black Codes, which so obviously attempted to institute slavery by another name, led Congress to pass the 14th Amendment, which defined a US citizen as anyone born or naturalized in the United States, and specifically prevented states from infringing upon the rights of citizens. Before the Civil War, citizenship was exclusively the privilege of white Americans. Non-white immigrants weren't eligible to become US citizens, and the 1857 Supreme Court decision in Dred Scott declared that no African Americans could be citizens at all. The 14th Amendment, ratified in 1868, led to a huge increase in the number of US citizens, and it decoupled citizenship from whiteness. Even the American-born children of Asian immigrants were citizens. But the Supreme Court defined the 14th Amendment very narrowly in the late 19th century, permitting many laws that discriminated on the basis of race. Only in the 20th century would the 14th Amendment become an important tool for civil rights activists to break down segregation."}, {"video_title": "Failure of Reconstruction   AP US History   Khan Academy.mp3", "Sentence": "The 14th Amendment, ratified in 1868, led to a huge increase in the number of US citizens, and it decoupled citizenship from whiteness. Even the American-born children of Asian immigrants were citizens. But the Supreme Court defined the 14th Amendment very narrowly in the late 19th century, permitting many laws that discriminated on the basis of race. Only in the 20th century would the 14th Amendment become an important tool for civil rights activists to break down segregation. Lastly, the 15th Amendment, ratified in 1870, extended the right to vote to black men. In the years leading up to the Civil War, with few exceptions, only white men had the right to vote. The 15th Amendment radically redefined the terms of American democracy."}, {"video_title": "Failure of Reconstruction   AP US History   Khan Academy.mp3", "Sentence": "Only in the 20th century would the 14th Amendment become an important tool for civil rights activists to break down segregation. Lastly, the 15th Amendment, ratified in 1870, extended the right to vote to black men. In the years leading up to the Civil War, with few exceptions, only white men had the right to vote. The 15th Amendment radically redefined the terms of American democracy. During Reconstruction, more than 2,000 African Americans held public office, including two US senators. But there were limits to this new, broader definition of democracy. First, it didn't include women, much to the frustration of the women's suffrage movement."}, {"video_title": "Failure of Reconstruction   AP US History   Khan Academy.mp3", "Sentence": "The 15th Amendment radically redefined the terms of American democracy. During Reconstruction, more than 2,000 African Americans held public office, including two US senators. But there were limits to this new, broader definition of democracy. First, it didn't include women, much to the frustration of the women's suffrage movement. Then, as the federal government ceased to intervene to protect black citizens in the South in the late 1870s, Southern state governments imposed a range of voter suppression tactics to effectively bar African Americans from voting, which then reduced the likelihood of black politicians winning office. Not until the 1960s would African American voter registration once again reach Reconstruction-era levels. So how much did the Reconstruction Amendments change definitions of freedom, citizenship, and democracy?"}, {"video_title": "Failure of Reconstruction   AP US History   Khan Academy.mp3", "Sentence": "First, it didn't include women, much to the frustration of the women's suffrage movement. Then, as the federal government ceased to intervene to protect black citizens in the South in the late 1870s, Southern state governments imposed a range of voter suppression tactics to effectively bar African Americans from voting, which then reduced the likelihood of black politicians winning office. Not until the 1960s would African American voter registration once again reach Reconstruction-era levels. So how much did the Reconstruction Amendments change definitions of freedom, citizenship, and democracy? Well, after the Amendments, African Americans were free to own their own bodies and labor, but that was about it. The 14th and 15th Amendments led to short-lived revolutions in the concept of citizenship and in voting rights, but those rights had all but evaporated by the end of the century. Nevertheless, although they didn't have much of an impact in the short term, these Amendments would lay the foundation for the Civil Rights Movement of the 1950s and 60s."}, {"video_title": "World War I Homefront   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "But less than a month after his second inauguration, Wilson went before Congress to ask for a declaration of war against Germany. It wasn't easy to achieve an abrupt about face from a country that was determined not to become involved in the conflict to a country that was wholly dedicated to the war effort. So the US government swept into action to convince everyone to support the war. The new Committee on Public Information churned out propaganda to convince people to buy war bonds and to keep soldiers well supplied with food and weapons. Propaganda campaigns strongly linked patriotism with unquestioning support of the American government and of capitalism. Dissenters were not just called un-American, they were also in danger of being arrested or deported under new laws that restricted freedom of speech. For many immigrants and African Americans in this time period, the home front during World War I offered both new opportunities and great dangers."}, {"video_title": "World War I Homefront   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "The new Committee on Public Information churned out propaganda to convince people to buy war bonds and to keep soldiers well supplied with food and weapons. Propaganda campaigns strongly linked patriotism with unquestioning support of the American government and of capitalism. Dissenters were not just called un-American, they were also in danger of being arrested or deported under new laws that restricted freedom of speech. For many immigrants and African Americans in this time period, the home front during World War I offered both new opportunities and great dangers. One major opportunity brought on by World War I was the prospect of better jobs for African Americans. The war slowed down immigration to about a tenth of what it had been previously, since torpedoes made the Atlantic a dangerous place for ships. The sudden drop in immigrants and the need to produce war material led to an explosion in the number of factory jobs that were available to black workers."}, {"video_title": "World War I Homefront   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "For many immigrants and African Americans in this time period, the home front during World War I offered both new opportunities and great dangers. One major opportunity brought on by World War I was the prospect of better jobs for African Americans. The war slowed down immigration to about a tenth of what it had been previously, since torpedoes made the Atlantic a dangerous place for ships. The sudden drop in immigrants and the need to produce war material led to an explosion in the number of factory jobs that were available to black workers. In the decade that surrounded World War I, half a million African Americans left the South and headed for northern and midwestern cities in a mass exodus known as the Great Migration. Even though black factory workers didn't enjoy anything like the wages or privileges afforded to white workers, they still could make more money in the North than they could as sharecroppers in the South. In the North, they also had the right to vote and were less likely to encounter racial violence like lynching, but racial violence, segregation, discrimination were still prominent fixtures of black life in the North."}, {"video_title": "World War I Homefront   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "The sudden drop in immigrants and the need to produce war material led to an explosion in the number of factory jobs that were available to black workers. In the decade that surrounded World War I, half a million African Americans left the South and headed for northern and midwestern cities in a mass exodus known as the Great Migration. Even though black factory workers didn't enjoy anything like the wages or privileges afforded to white workers, they still could make more money in the North than they could as sharecroppers in the South. In the North, they also had the right to vote and were less likely to encounter racial violence like lynching, but racial violence, segregation, discrimination were still prominent fixtures of black life in the North. Several of the most deadly race riots in American history happened during this period in northern cities. Another opportunity that World War I offered to immigrants and African Americans was the ability to boost their status in society by contributing to the war effort. Many immigrants saw displays of patriotism as a way to show that they were truly American and had assimilated through the melting pot."}, {"video_title": "World War I Homefront   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "In the North, they also had the right to vote and were less likely to encounter racial violence like lynching, but racial violence, segregation, discrimination were still prominent fixtures of black life in the North. Several of the most deadly race riots in American history happened during this period in northern cities. Another opportunity that World War I offered to immigrants and African Americans was the ability to boost their status in society by contributing to the war effort. Many immigrants saw displays of patriotism as a way to show that they were truly American and had assimilated through the melting pot. The US government appealed to immigrants specifically to show their patriotism by enlisting, participating in parades, or buying war bonds. Take a look at this propaganda poster showing immigrants passing by the Statue of Liberty. It's written in Yiddish, the language commonly spoken by Eastern European Jews, and it says, \"'You came here seeking freedom."}, {"video_title": "World War I Homefront   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "Many immigrants saw displays of patriotism as a way to show that they were truly American and had assimilated through the melting pot. The US government appealed to immigrants specifically to show their patriotism by enlisting, participating in parades, or buying war bonds. Take a look at this propaganda poster showing immigrants passing by the Statue of Liberty. It's written in Yiddish, the language commonly spoken by Eastern European Jews, and it says, \"'You came here seeking freedom. \"'Now you must help preserve it.' \"'And it instructs them not to waste food.'\" So conspicuous displays of patriotism and other efforts to help the war were a way that immigrants could show that they were American and therefore deserve to be treated just the same as other Americans."}, {"video_title": "World War I Homefront   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "It's written in Yiddish, the language commonly spoken by Eastern European Jews, and it says, \"'You came here seeking freedom. \"'Now you must help preserve it.' \"'And it instructs them not to waste food.'\" So conspicuous displays of patriotism and other efforts to help the war were a way that immigrants could show that they were American and therefore deserve to be treated just the same as other Americans. For similar reasons, African American leaders like W.E.B. Du Bois encouraged black men to enlist for military service, hoping that serving honorably in the war would help improve the status of African Americans, just as the service of black soldiers had done in the Civil War. This poster celebrated the accomplishments of the all-black 369th Infantry Regiment, known as the Harlem Hellfighters, who were the first allied soldiers to engage the Germans in combat."}, {"video_title": "World War I Homefront   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "So conspicuous displays of patriotism and other efforts to help the war were a way that immigrants could show that they were American and therefore deserve to be treated just the same as other Americans. For similar reasons, African American leaders like W.E.B. Du Bois encouraged black men to enlist for military service, hoping that serving honorably in the war would help improve the status of African Americans, just as the service of black soldiers had done in the Civil War. This poster celebrated the accomplishments of the all-black 369th Infantry Regiment, known as the Harlem Hellfighters, who were the first allied soldiers to engage the Germans in combat. The French government awarded many of them the Croix de Guerre, its medal for heroism. But despite the hopes of Du Bois and others, the wartime service of African Americans didn't result in any significant civil rights gains during the war or when they returned home. Army units were segregated, and most soldiers were confined to menial duties."}, {"video_title": "World War I Homefront   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "This poster celebrated the accomplishments of the all-black 369th Infantry Regiment, known as the Harlem Hellfighters, who were the first allied soldiers to engage the Germans in combat. The French government awarded many of them the Croix de Guerre, its medal for heroism. But despite the hopes of Du Bois and others, the wartime service of African Americans didn't result in any significant civil rights gains during the war or when they returned home. Army units were segregated, and most soldiers were confined to menial duties. The Wilson administration didn't even allow black soldiers to participate in victory parades at the end of the war. At home, failure to fully embrace American patriotism was sharply punished. In 1917 and 1918, Congress passed the Espionage Act, which made it a crime to spy, interfere with a draft, or make false statements about the military, and the Sedition Act, which criminalized statements critical of the government."}, {"video_title": "World War I Homefront   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "Army units were segregated, and most soldiers were confined to menial duties. The Wilson administration didn't even allow black soldiers to participate in victory parades at the end of the war. At home, failure to fully embrace American patriotism was sharply punished. In 1917 and 1918, Congress passed the Espionage Act, which made it a crime to spy, interfere with a draft, or make false statements about the military, and the Sedition Act, which criminalized statements critical of the government. These laws were especially dangerous for immigrants who were more likely to advocate for socialism and for labor unions, which were by their very nature a critique of the American economic system. Thousands of people were arrested as a result of these laws for doing things like publishing newspapers or handing out pamphlets. German immigrants faced particular discrimination since they were suspected of sympathizing with or colluding with the enemy."}, {"video_title": "World War I Homefront   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "In 1917 and 1918, Congress passed the Espionage Act, which made it a crime to spy, interfere with a draft, or make false statements about the military, and the Sedition Act, which criminalized statements critical of the government. These laws were especially dangerous for immigrants who were more likely to advocate for socialism and for labor unions, which were by their very nature a critique of the American economic system. Thousands of people were arrested as a result of these laws for doing things like publishing newspapers or handing out pamphlets. German immigrants faced particular discrimination since they were suspected of sympathizing with or colluding with the enemy. The push for a unified American public during the war also led to new immigration restrictions. In 1917, Congress required that immigrants pass a literacy test, and after the war, Congress would pass a series of new laws establishing ethnic quotas among immigrants, which heavily discriminated against the new immigrants from Southern and Eastern Europe. These laws were partly motivated by fears that radicals sympathetic to the Russian Revolution, in which communists took control of the Russian government, were part of a global conspiracy to undermine capitalism."}, {"video_title": "World War I Homefront   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "German immigrants faced particular discrimination since they were suspected of sympathizing with or colluding with the enemy. The push for a unified American public during the war also led to new immigration restrictions. In 1917, Congress required that immigrants pass a literacy test, and after the war, Congress would pass a series of new laws establishing ethnic quotas among immigrants, which heavily discriminated against the new immigrants from Southern and Eastern Europe. These laws were partly motivated by fears that radicals sympathetic to the Russian Revolution, in which communists took control of the Russian government, were part of a global conspiracy to undermine capitalism. There was a series of labor strikes in 1919 that seemed to confirm this suspicion, leading to a crackdown on labor unions and socialist organizations known as the Red Scare. Red was the color of the Russian communists. Thousands more people were arrested as possible radicals, and many immigrants were deported."}, {"video_title": "World War I Homefront   Period 7 1890-1945   AP US History   Khan Academy.mp3", "Sentence": "These laws were partly motivated by fears that radicals sympathetic to the Russian Revolution, in which communists took control of the Russian government, were part of a global conspiracy to undermine capitalism. There was a series of labor strikes in 1919 that seemed to confirm this suspicion, leading to a crackdown on labor unions and socialist organizations known as the Red Scare. Red was the color of the Russian communists. Thousands more people were arrested as possible radicals, and many immigrants were deported. So World War I and the United States' response to it at home caused huge changes in the flow of people to and within the United States. The dangers of war slowed what had been a tidal wave of immigrants from Europe down to just a trickle, and the economic opportunities it brought in the form of wartime factory work led hundreds of thousands of African Americans to leave the South and head to northern cities. But restrictions on civil liberties and fear that immigrants might be importing radical ideas from abroad led many to define who was eligible to become an American more narrowly than before, setting the stage for a series of cultural and political battles in the 1920s about what kind of society the United States should be in this new modern era."}, {"video_title": "Uncle Tom's Cabin part 2 (2).mp3", "Sentence": "So in this video, we'll tell you a little bit more about the plot, but in the previous video, we kind of discussed what was going on in the country at the time, and Harriet Beecher Stowe, again, was from this abolitionist family. She was really deeply affected by the Compromise of 1850 and the Fugitive Slave Act, and also by slave auctions. So this video will get a little bit more into the heart of the plot of the novel, which does have to do with the family being torn apart. All right, so what was Uncle Tom's Cabin actually about? Uncle Tom's Cabin was set on a plantation in Kentucky, and it starts out with this kind of group of slaves that are about to be sold to other plantation owners. And so Eliza and her son actually run away. They run up north, so Eliza goes up north."}, {"video_title": "Uncle Tom's Cabin part 2 (2).mp3", "Sentence": "All right, so what was Uncle Tom's Cabin actually about? Uncle Tom's Cabin was set on a plantation in Kentucky, and it starts out with this kind of group of slaves that are about to be sold to other plantation owners. And so Eliza and her son actually run away. They run up north, so Eliza goes up north. And Uncle Tom is sold down the river. So Eliza is trying to make sure that she and her son are not separated by being sold. So she decides that she's going to escape and take her son with her up to Canada."}, {"video_title": "Uncle Tom's Cabin part 2 (2).mp3", "Sentence": "They run up north, so Eliza goes up north. And Uncle Tom is sold down the river. So Eliza is trying to make sure that she and her son are not separated by being sold. So she decides that she's going to escape and take her son with her up to Canada. But Uncle Tom, he's not actually related to, he is sold in the opposite direction. He's getting farther away from freedom by heading down the Mississippi. When you think about the sort of geography of slavery, it's a much more urban environment in some of the more coastal areas."}, {"video_title": "Uncle Tom's Cabin part 2 (2).mp3", "Sentence": "So she decides that she's going to escape and take her son with her up to Canada. But Uncle Tom, he's not actually related to, he is sold in the opposite direction. He's getting farther away from freedom by heading down the Mississippi. When you think about the sort of geography of slavery, it's a much more urban environment in some of the more coastal areas. So you might be in Charleston, or you might even be in Baltimore as an enslaved person, and you might have a pretty high degree of freedom, and also a possibility of escape, either by crossing the border or by boat. When you're sold into this sort of deep south area, you are deep in plantation country, and there might not be another soul that you could rely on to help you escape for 100, 200 miles. And I think this is really something that Harriet Beecher Stowe wants to help point out in the book, that there was this sense of doom for Uncle Tom, however, his Christian faith was the only thing that really kept him going."}, {"video_title": "Uncle Tom's Cabin part 2 (2).mp3", "Sentence": "When you think about the sort of geography of slavery, it's a much more urban environment in some of the more coastal areas. So you might be in Charleston, or you might even be in Baltimore as an enslaved person, and you might have a pretty high degree of freedom, and also a possibility of escape, either by crossing the border or by boat. When you're sold into this sort of deep south area, you are deep in plantation country, and there might not be another soul that you could rely on to help you escape for 100, 200 miles. And I think this is really something that Harriet Beecher Stowe wants to help point out in the book, that there was this sense of doom for Uncle Tom, however, his Christian faith was the only thing that really kept him going. And he bonded with this young white woman he met, Eva, just about their Christian faith, and really reading his Bible was the thing that got him up in the morning. So where were those kind of feelings about religion coming from? You can definitely see that Harriet Beecher Stowe is influenced by her own family's faith, which is influenced by the Second Great Awakening."}, {"video_title": "Uncle Tom's Cabin part 2 (2).mp3", "Sentence": "And I think this is really something that Harriet Beecher Stowe wants to help point out in the book, that there was this sense of doom for Uncle Tom, however, his Christian faith was the only thing that really kept him going. And he bonded with this young white woman he met, Eva, just about their Christian faith, and really reading his Bible was the thing that got him up in the morning. So where were those kind of feelings about religion coming from? You can definitely see that Harriet Beecher Stowe is influenced by her own family's faith, which is influenced by the Second Great Awakening. And the Second Great Awakening was this kind of flowering of religious belief in the 1830s and 1840s. It was kind of a reaction against the era of enlightenment, which was what had inspired the founders of the United States to think of a more humanist world, a more rational, scientific world. People start going to camp meetings, they have religious revivals, they experience religious conversions."}, {"video_title": "Uncle Tom's Cabin part 2 (2).mp3", "Sentence": "You can definitely see that Harriet Beecher Stowe is influenced by her own family's faith, which is influenced by the Second Great Awakening. And the Second Great Awakening was this kind of flowering of religious belief in the 1830s and 1840s. It was kind of a reaction against the era of enlightenment, which was what had inspired the founders of the United States to think of a more humanist world, a more rational, scientific world. People start going to camp meetings, they have religious revivals, they experience religious conversions. And in this time period, there's kind of a shift in thinking about God in the United States. You know, if you think back to the Puritans, they have this incredibly punitive, sort of Old Testament destroyer God, right? One of the most famous early sermons in the United States is sinners in the hands of an angry God that at any moment God might release you into the flames."}, {"video_title": "Uncle Tom's Cabin part 2 (2).mp3", "Sentence": "People start going to camp meetings, they have religious revivals, they experience religious conversions. And in this time period, there's kind of a shift in thinking about God in the United States. You know, if you think back to the Puritans, they have this incredibly punitive, sort of Old Testament destroyer God, right? One of the most famous early sermons in the United States is sinners in the hands of an angry God that at any moment God might release you into the flames. Well, there's a new emphasis on Christ-like love in the early 1830s, 1840s. New interpretation of God as being forgiving and gentle, family-oriented, it's very Victorian. Where God was seen as this punisher who condemned most people to hell, in the Second Great Awakening, there's a new emphasis on a forgiving, kind, family-oriented Jesus who will save everyone, and that's very incompatible with the ideas of slavery."}, {"video_title": "Uncle Tom's Cabin part 2 (2).mp3", "Sentence": "One of the most famous early sermons in the United States is sinners in the hands of an angry God that at any moment God might release you into the flames. Well, there's a new emphasis on Christ-like love in the early 1830s, 1840s. New interpretation of God as being forgiving and gentle, family-oriented, it's very Victorian. Where God was seen as this punisher who condemned most people to hell, in the Second Great Awakening, there's a new emphasis on a forgiving, kind, family-oriented Jesus who will save everyone, and that's very incompatible with the ideas of slavery. Exactly, and I think that Uncle Tom's Cabin can really be considered a part of the Second Great Awakening because of the way that it points out these fundamental inconsistencies and contradictions between Christian faith and human bondage. How could a religion that says, treat thy neighbor as thyself, actually sanction slavery? So Uncle Tom is kind of this martyr character, right?"}, {"video_title": "Uncle Tom's Cabin part 2 (2).mp3", "Sentence": "Where God was seen as this punisher who condemned most people to hell, in the Second Great Awakening, there's a new emphasis on a forgiving, kind, family-oriented Jesus who will save everyone, and that's very incompatible with the ideas of slavery. Exactly, and I think that Uncle Tom's Cabin can really be considered a part of the Second Great Awakening because of the way that it points out these fundamental inconsistencies and contradictions between Christian faith and human bondage. How could a religion that says, treat thy neighbor as thyself, actually sanction slavery? So Uncle Tom is kind of this martyr character, right? He is a devout believer in Christianity and the forgiveness of God right up until his very end. So how does Uncle Tom's Cabin actually end? So Uncle Tom's Cabin ends with Uncle Tom being beaten by his overseers."}, {"video_title": "Uncle Tom's Cabin part 2 (2).mp3", "Sentence": "So Uncle Tom is kind of this martyr character, right? He is a devout believer in Christianity and the forgiveness of God right up until his very end. So how does Uncle Tom's Cabin actually end? So Uncle Tom's Cabin ends with Uncle Tom being beaten by his overseers. He's sold kind of through this chain of different slave families in the Deep South, and he ends up with just a terrible, terrible slaveholder who requests his death, actually partially because he was reading all of this religious text. And this slave owner was named Simon Legree, and kind of this name, Simon Legree, has actually stuck with us in popular culture to mean a really evil, cruel, punitive master. And the rest of the family actually meets back up."}, {"video_title": "Uncle Tom's Cabin part 2 (2).mp3", "Sentence": "So Uncle Tom's Cabin ends with Uncle Tom being beaten by his overseers. He's sold kind of through this chain of different slave families in the Deep South, and he ends up with just a terrible, terrible slaveholder who requests his death, actually partially because he was reading all of this religious text. And this slave owner was named Simon Legree, and kind of this name, Simon Legree, has actually stuck with us in popular culture to mean a really evil, cruel, punitive master. And the rest of the family actually meets back up. Eliza's reunited with a bunch of other people that were on the original plantation, and they really think about Uncle Tom as this martyr. They hear of his death, and he's looked at as kind of this sacrifice for the cause of freedom. Right, and then also, Uncle Tom, he dies, never having renounced his Christian faith, and his example of martyrdom actually leads everyone who witnesses his death, including Simon Legree, to convert to Christianity, and to vow never to hold slaves again."}, {"video_title": "Uncle Tom's Cabin part 2 (2).mp3", "Sentence": "And the rest of the family actually meets back up. Eliza's reunited with a bunch of other people that were on the original plantation, and they really think about Uncle Tom as this martyr. They hear of his death, and he's looked at as kind of this sacrifice for the cause of freedom. Right, and then also, Uncle Tom, he dies, never having renounced his Christian faith, and his example of martyrdom actually leads everyone who witnesses his death, including Simon Legree, to convert to Christianity, and to vow never to hold slaves again. And I think the ending of the book really points out this main theme within a lot of Second Great Awakening texts, which was that if you just paid attention to how you were falling away from your Christian commitments then you could get back on track and maybe bring people together by utilizing Christian faith in a productive and public way. So the book is published in 1852, and then what happens? How do people receive this book?"}, {"video_title": "The Seven Years' War part 2.mp3", "Sentence": "And this global war was, at its heart, about who would be the dominant empire in the world. Would it be England or would it be France? Now, in the North American theater of this war, England, France, and their Native American allies on both sides were vying for territory, and particularly territory along the Appalachian Mountain Range, in upstate New York, Canada, this kind of western territory that was the border between the English settlement and Indian country to the west. So in this video, let's talk about how the war actually progressed and what its consequences were for North America and later, the United States. All right, so we've got the English, the French, and a number of Native American tribes all kind of jostling for position in North America. Now, what stresses the British out the most is the presence of the French in the Ohio River Valley. Both the British and the French have laid claim to this territory."}, {"video_title": "The Seven Years' War part 2.mp3", "Sentence": "So in this video, let's talk about how the war actually progressed and what its consequences were for North America and later, the United States. All right, so we've got the English, the French, and a number of Native American tribes all kind of jostling for position in North America. Now, what stresses the British out the most is the presence of the French in the Ohio River Valley. Both the British and the French have laid claim to this territory. And they're both eager to strengthen their territorial claims by building forts and otherwise having a show of possession of the area. They argue over who had a presence there first. So to establish the English presence in the Ohio River Valley, the English send a young officer named George Washington to build a fort."}, {"video_title": "The Seven Years' War part 2.mp3", "Sentence": "Both the British and the French have laid claim to this territory. And they're both eager to strengthen their territorial claims by building forts and otherwise having a show of possession of the area. They argue over who had a presence there first. So to establish the English presence in the Ohio River Valley, the English send a young officer named George Washington to build a fort. George Washington is only 22 years old at the time. And he and his men go out to this area and they run into some French with their Native American allies at Fort Duquesne, which is where the Allegheny, Monongahela, and Ohio Rivers come together, which is today Pittsburgh. So George Washington and his allies get the jump on the French, but that doesn't last very long."}, {"video_title": "The Seven Years' War part 2.mp3", "Sentence": "So to establish the English presence in the Ohio River Valley, the English send a young officer named George Washington to build a fort. George Washington is only 22 years old at the time. And he and his men go out to this area and they run into some French with their Native American allies at Fort Duquesne, which is where the Allegheny, Monongahela, and Ohio Rivers come together, which is today Pittsburgh. So George Washington and his allies get the jump on the French, but that doesn't last very long. They're overpowered and they fall back and establish Fort Necessity on account of it was necessary. And they manage to hold out for a little while, but eventually the French, the Canadians, and their Native American allies force Washington to surrender and he goes back to Virginia. So that's 1754."}, {"video_title": "The Seven Years' War part 2.mp3", "Sentence": "So George Washington and his allies get the jump on the French, but that doesn't last very long. They're overpowered and they fall back and establish Fort Necessity on account of it was necessary. And they manage to hold out for a little while, but eventually the French, the Canadians, and their Native American allies force Washington to surrender and he goes back to Virginia. So that's 1754. And we'll call that Fail Number One. Alright, so then a year later, 1755, the British try to displace the French from Fort Duquesne once again and they send Major General Edward Braddock with George Washington once again, now he's 23, back to Fort Duquesne and it's a complete disaster. This time the French and their Indian allies get the drop on the English and with a much smaller force completely decimate the English troops."}, {"video_title": "The Seven Years' War part 2.mp3", "Sentence": "So that's 1754. And we'll call that Fail Number One. Alright, so then a year later, 1755, the British try to displace the French from Fort Duquesne once again and they send Major General Edward Braddock with George Washington once again, now he's 23, back to Fort Duquesne and it's a complete disaster. This time the French and their Indian allies get the drop on the English and with a much smaller force completely decimate the English troops. And Braddock is killed and George Washington has to take command of the retreat. So that's Fail Number Two. In general, this war does not go terribly well for the British at the beginning except in one area, Acadia, where the British manage to attain control and they kick out the French settlers, the Acadians, who are transported down to the French settlement of New Orleans in Louisiana, where eventually their name becomes garbled and they're known as the Cajuns."}, {"video_title": "The Seven Years' War part 2.mp3", "Sentence": "This time the French and their Indian allies get the drop on the English and with a much smaller force completely decimate the English troops. And Braddock is killed and George Washington has to take command of the retreat. So that's Fail Number Two. In general, this war does not go terribly well for the British at the beginning except in one area, Acadia, where the British manage to attain control and they kick out the French settlers, the Acadians, who are transported down to the French settlement of New Orleans in Louisiana, where eventually their name becomes garbled and they're known as the Cajuns. Not the Acadians, but the Cajuns. In 1756, England finally gets around to actually declaring war on France, but it's really not for another year that the war starts to actually go well in 1757. And the reason that the war starts going well for the English finally is that the Prime Minister, William Pitt, decides that he is going to pour money into this endeavor."}, {"video_title": "The Seven Years' War part 2.mp3", "Sentence": "In general, this war does not go terribly well for the British at the beginning except in one area, Acadia, where the British manage to attain control and they kick out the French settlers, the Acadians, who are transported down to the French settlement of New Orleans in Louisiana, where eventually their name becomes garbled and they're known as the Cajuns. Not the Acadians, but the Cajuns. In 1756, England finally gets around to actually declaring war on France, but it's really not for another year that the war starts to actually go well in 1757. And the reason that the war starts going well for the English finally is that the Prime Minister, William Pitt, decides that he is going to pour money into this endeavor. So he thinks that the English have just not had enough men, materials, money, Indian allies up until this point. So he is really going to commit the British Empire to exiling the French from this area of North America. So between 1757 and 1760, things really start looking up for the British."}, {"video_title": "The Seven Years' War part 2.mp3", "Sentence": "And the reason that the war starts going well for the English finally is that the Prime Minister, William Pitt, decides that he is going to pour money into this endeavor. So he thinks that the English have just not had enough men, materials, money, Indian allies up until this point. So he is really going to commit the British Empire to exiling the French from this area of North America. So between 1757 and 1760, things really start looking up for the British. They finally capture Fort Duquesne and they capture the Ohio Valley, Nova Scotia, upstate New York, and Quebec. So by 1760, pretty much all the fighting is done in North America. The English have more or less forced the French out of the eastern seaboard and Canada."}, {"video_title": "The Seven Years' War part 2.mp3", "Sentence": "So between 1757 and 1760, things really start looking up for the British. They finally capture Fort Duquesne and they capture the Ohio Valley, Nova Scotia, upstate New York, and Quebec. So by 1760, pretty much all the fighting is done in North America. The English have more or less forced the French out of the eastern seaboard and Canada. And in 1763, the English and the French sit down to hammer out the Treaty of Paris. So the Treaty of Paris in 1763, and I apologize, I cannot help the fact that there are like a million treaties of Paris. There's also the Treaty of Paris that ended the Revolutionary War."}, {"video_title": "The Seven Years' War part 2.mp3", "Sentence": "The English have more or less forced the French out of the eastern seaboard and Canada. And in 1763, the English and the French sit down to hammer out the Treaty of Paris. So the Treaty of Paris in 1763, and I apologize, I cannot help the fact that there are like a million treaties of Paris. There's also the Treaty of Paris that ended the Revolutionary War. There's the Treaty of Paris that ended the Spanish-American War. Paris was the place where you made treaties and they're all called the Treaty of Paris, but this is the one that happened in 1763. In general, this was a big victory for the English."}, {"video_title": "The Seven Years' War part 2.mp3", "Sentence": "There's also the Treaty of Paris that ended the Revolutionary War. There's the Treaty of Paris that ended the Spanish-American War. Paris was the place where you made treaties and they're all called the Treaty of Paris, but this is the one that happened in 1763. In general, this was a big victory for the English. The English not only got most of France's possessions in the New World, they got New France, aka Canada. They got Spanish Florida. Spain was fighting on the side of France, so they lose that."}, {"video_title": "The Seven Years' War part 2.mp3", "Sentence": "In general, this was a big victory for the English. The English not only got most of France's possessions in the New World, they got New France, aka Canada. They got Spanish Florida. Spain was fighting on the side of France, so they lose that. They got a bunch of sugar islands in the Caribbean. And they pretty much got recognized as the premier power in Europe and the premier imperial power. So the largest and most powerful empire in the world."}, {"video_title": "The Seven Years' War part 2.mp3", "Sentence": "Spain was fighting on the side of France, so they lose that. They got a bunch of sugar islands in the Caribbean. And they pretty much got recognized as the premier power in Europe and the premier imperial power. So the largest and most powerful empire in the world. And let's not forget that the colonial Americans, citizens of Massachusetts and New York, Pennsylvania, Virginia, they were on the winning side here. They fought alongside the British regulars. They repelled the French and their Native American allies."}, {"video_title": "The Seven Years' War part 2.mp3", "Sentence": "So the largest and most powerful empire in the world. And let's not forget that the colonial Americans, citizens of Massachusetts and New York, Pennsylvania, Virginia, they were on the winning side here. They fought alongside the British regulars. They repelled the French and their Native American allies. This was actually a pretty big confidence boost for young America. But there were some other consequences of this war. On the not so good side, the Seven Years' War was not particularly good for Native Americans in general."}, {"video_title": "The Seven Years' War part 2.mp3", "Sentence": "They repelled the French and their Native American allies. This was actually a pretty big confidence boost for young America. But there were some other consequences of this war. On the not so good side, the Seven Years' War was not particularly good for Native Americans in general. Both those who had allied with the British and those who had allied with the French. They no longer had two imperial powers vying against each other in North America that they could play off of each other. Now, Native Americans were only dealing with the British, who certainly were not giving them a fair seat at the table."}, {"video_title": "The Seven Years' War part 2.mp3", "Sentence": "On the not so good side, the Seven Years' War was not particularly good for Native Americans in general. Both those who had allied with the British and those who had allied with the French. They no longer had two imperial powers vying against each other in North America that they could play off of each other. Now, Native Americans were only dealing with the British, who certainly were not giving them a fair seat at the table. Not long after the Seven Years' War, they will institute what's called the Proclamation of 1763, which was basically a boundary line along the Appalachian Mountains, saying that that was going to be the end of white settlement. That they would reserve all the lands west of the Appalachians for Native Americans. Well, you can imagine how much the American white settlers respected that, which is to say they completely ignored this boundary line."}, {"video_title": "The Seven Years' War part 2.mp3", "Sentence": "Now, Native Americans were only dealing with the British, who certainly were not giving them a fair seat at the table. Not long after the Seven Years' War, they will institute what's called the Proclamation of 1763, which was basically a boundary line along the Appalachian Mountains, saying that that was going to be the end of white settlement. That they would reserve all the lands west of the Appalachians for Native Americans. Well, you can imagine how much the American white settlers respected that, which is to say they completely ignored this boundary line. So, Native Americans will continue to be pushed farther west. And to develop more of what we call a race consciousness. The idea that they were all in one big group together who had to combine forces to repel English settlement."}, {"video_title": "The Seven Years' War part 2.mp3", "Sentence": "Well, you can imagine how much the American white settlers respected that, which is to say they completely ignored this boundary line. So, Native Americans will continue to be pushed farther west. And to develop more of what we call a race consciousness. The idea that they were all in one big group together who had to combine forces to repel English settlement. The other major outcome of the Seven Years' War was taxation. Remember that William Pitt won the Seven Years' War by pouring money into it. At the end of the Seven Years' War, England is in a lot of debt."}, {"video_title": "The Seven Years' War part 2.mp3", "Sentence": "The idea that they were all in one big group together who had to combine forces to repel English settlement. The other major outcome of the Seven Years' War was taxation. Remember that William Pitt won the Seven Years' War by pouring money into it. At the end of the Seven Years' War, England is in a lot of debt. And they have just gone to a lot of trouble to protect their North American interests. Now, as they are looking for ways to make revenue, to make up the deficit the Seven Years' War has placed on them, they look at their North American colonists and say, you should pay your way. And the American colonists who have been used to more than a century of, we'll call it salutary or benign neglect, are shocked and outraged that the British Empire is now clamping down on them."}, {"video_title": "Jacksonian Democracy part 4.mp3", "Sentence": "So Jackson played upon the sympathies of the public by claiming that he was the common man, or the representation of the common man. He took advantage of the growing number of white male voters who could participate in elections, and particularly the growing numbers of frontier settlers who not only wanted to vote for the first president to be born in the West, also supported Jackson because he was known for his anti-Native American sentiment and his promise to remove Native Americans from lands that whites wanted to settle east of the Mississippi. So in the first video in this series, I mentioned that most scholars point to this moment of Jackson's election in 1828 as the beginning of modern democracy. So let's investigate some of those claims a little bit further. So what was it about Jackson's election and presidency that began the modern American political system? Well, for one thing, Jackson was the very first Democratic president, as in the first president to be a modern-day Democrat, and this is the same Democratic Party that we still have today. Jackson really mobilized this sentiment of the party of the common man, and in his idea, that meant the common white man, that he was not one of these Eastern elites, banking elites, who made their fortunes by nickel and diming other people."}, {"video_title": "Jacksonian Democracy part 4.mp3", "Sentence": "So let's investigate some of those claims a little bit further. So what was it about Jackson's election and presidency that began the modern American political system? Well, for one thing, Jackson was the very first Democratic president, as in the first president to be a modern-day Democrat, and this is the same Democratic Party that we still have today. Jackson really mobilized this sentiment of the party of the common man, and in his idea, that meant the common white man, that he was not one of these Eastern elites, banking elites, who made their fortunes by nickel and diming other people. He was a backwoods frontiersman, a war hero, someone who had pulled himself up by his bootstraps. So he was, I guess, one of the earliest self-made men. And it was clear from the get-go that the age of Jackson was going to be a completely different kind of political culture than had existed previously, because at his inauguration, he had a giant inaugural celebration."}, {"video_title": "Jacksonian Democracy part 4.mp3", "Sentence": "Jackson really mobilized this sentiment of the party of the common man, and in his idea, that meant the common white man, that he was not one of these Eastern elites, banking elites, who made their fortunes by nickel and diming other people. He was a backwoods frontiersman, a war hero, someone who had pulled himself up by his bootstraps. So he was, I guess, one of the earliest self-made men. And it was clear from the get-go that the age of Jackson was going to be a completely different kind of political culture than had existed previously, because at his inauguration, he had a giant inaugural celebration. He opened up the White House to anybody. The rabble came in and they trashed the place, and the older aristocratic class of Washington politicians thought that this was more or less the end of the republic as they knew it. This was going to be the era of mob rule."}, {"video_title": "Jacksonian Democracy part 4.mp3", "Sentence": "And it was clear from the get-go that the age of Jackson was going to be a completely different kind of political culture than had existed previously, because at his inauguration, he had a giant inaugural celebration. He opened up the White House to anybody. The rabble came in and they trashed the place, and the older aristocratic class of Washington politicians thought that this was more or less the end of the republic as they knew it. This was going to be the era of mob rule. But, you know, the wheels didn't come off democracy, and one thing that Jackson really did was he rewarded his supporters. He rewarded the people who had voted Democrat, who saw themselves as part of the Democratic Party with government positions. And this is called the spoils system, along the lines of to the victor go the spoils."}, {"video_title": "Jacksonian Democracy part 4.mp3", "Sentence": "This was going to be the era of mob rule. But, you know, the wheels didn't come off democracy, and one thing that Jackson really did was he rewarded his supporters. He rewarded the people who had voted Democrat, who saw themselves as part of the Democratic Party with government positions. And this is called the spoils system, along the lines of to the victor go the spoils. So to reward the Democratic machine that had put him in office, he kicked out earlier office holders and rewarded the Democrats with offices. Now it was very common in this time period for people to be what were known as office seekers, to kind of hang out in Washington, D.C., trying to get the president to appoint you postmaster of some random place, so that you could draw a government salary. Now earlier presidents would have thought something like rewarding an office seeker quite vulgar."}, {"video_title": "Jacksonian Democracy part 4.mp3", "Sentence": "And this is called the spoils system, along the lines of to the victor go the spoils. So to reward the Democratic machine that had put him in office, he kicked out earlier office holders and rewarded the Democrats with offices. Now it was very common in this time period for people to be what were known as office seekers, to kind of hang out in Washington, D.C., trying to get the president to appoint you postmaster of some random place, so that you could draw a government salary. Now earlier presidents would have thought something like rewarding an office seeker quite vulgar. John Quincy Adams, for example, refused to replace anyone who was actually doing a good job in their government post with someone who was one of his supporters. So you can debate whether or not this is actually a good thing to kick out people who are good at their job in favor of people who have supported you during the campaign, but what it does is it keeps people in the party. So it makes sure that even if the party loses, they know that they have put in their labor for the Democratic Party and later for the Whig and Republican Party, and so they're going to keep working to put their candidate in office so that they can reap some rewards."}, {"video_title": "Jacksonian Democracy part 4.mp3", "Sentence": "Now earlier presidents would have thought something like rewarding an office seeker quite vulgar. John Quincy Adams, for example, refused to replace anyone who was actually doing a good job in their government post with someone who was one of his supporters. So you can debate whether or not this is actually a good thing to kick out people who are good at their job in favor of people who have supported you during the campaign, but what it does is it keeps people in the party. So it makes sure that even if the party loses, they know that they have put in their labor for the Democratic Party and later for the Whig and Republican Party, and so they're going to keep working to put their candidate in office so that they can reap some rewards. So this is one way in which Jackson kind of solidifies party politics, so that you stop just being a Jackson partisan, a Jefferson partisan, someone who follows a political candidate, and remember that earlier political candidates kind of stood as men of virtue, right? Now the virtue is shifting from the men themselves to the party that they represent, and this party system was cemented by 1832 when Jackson was reelected, when they held a national nominating convention. This sounds very familiar to us today, and put out an official party platform."}, {"video_title": "Jacksonian Democracy part 4.mp3", "Sentence": "So it makes sure that even if the party loses, they know that they have put in their labor for the Democratic Party and later for the Whig and Republican Party, and so they're going to keep working to put their candidate in office so that they can reap some rewards. So this is one way in which Jackson kind of solidifies party politics, so that you stop just being a Jackson partisan, a Jefferson partisan, someone who follows a political candidate, and remember that earlier political candidates kind of stood as men of virtue, right? Now the virtue is shifting from the men themselves to the party that they represent, and this party system was cemented by 1832 when Jackson was reelected, when they held a national nominating convention. This sounds very familiar to us today, and put out an official party platform. So what else did Jackson do that was really influential? Well, ironically, for someone billing himself as a man of the people, Jackson worked really hard to expand the power of the executive branch. So he wanted the presidency to be as powerful, if not more powerful, than the judicial branch or the legislative branch of the United States, so more powerful than the Supreme Court or Congress."}, {"video_title": "Jacksonian Democracy part 4.mp3", "Sentence": "This sounds very familiar to us today, and put out an official party platform. So what else did Jackson do that was really influential? Well, ironically, for someone billing himself as a man of the people, Jackson worked really hard to expand the power of the executive branch. So he wanted the presidency to be as powerful, if not more powerful, than the judicial branch or the legislative branch of the United States, so more powerful than the Supreme Court or Congress. Now there were two major instances where he shows his interest in becoming the most powerful part of the American government. One of these was in what's known as the Bank War, when Jackson attempted to kill the Bank of the United States and he succeeded because he thought that the National Bank was corrupt, that it benefited the elite, that it deserved more oversight from the federal government, some of which was true. And when Congress tried to recharter the National Bank, he vetoed the charter, basically saying that he felt that his vote was more important than the vote of Congress."}, {"video_title": "Jacksonian Democracy part 4.mp3", "Sentence": "So he wanted the presidency to be as powerful, if not more powerful, than the judicial branch or the legislative branch of the United States, so more powerful than the Supreme Court or Congress. Now there were two major instances where he shows his interest in becoming the most powerful part of the American government. One of these was in what's known as the Bank War, when Jackson attempted to kill the Bank of the United States and he succeeded because he thought that the National Bank was corrupt, that it benefited the elite, that it deserved more oversight from the federal government, some of which was true. And when Congress tried to recharter the National Bank, he vetoed the charter, basically saying that he felt that his vote was more important than the vote of Congress. And for this, a group of people who started to coalesce around their hatred for Jackson started calling him King Andrew I because Jackson used the power of the veto all the time because he was trying to, in some ways, reduce the power of the federal government, which was one of the key tenets of the Democratic Party, but at the same time kind of increase his own power because he used his veto in many cases to further his own agenda. And as much as the National Bank was not a great institution, it did help to keep the United States' economy more or less humming along. And once Jackson killed it, there was a major economic depression called the Panic of 1837, which we can lay pretty much squarely at Jackson's feet."}, {"video_title": "Jacksonian Democracy part 4.mp3", "Sentence": "And when Congress tried to recharter the National Bank, he vetoed the charter, basically saying that he felt that his vote was more important than the vote of Congress. And for this, a group of people who started to coalesce around their hatred for Jackson started calling him King Andrew I because Jackson used the power of the veto all the time because he was trying to, in some ways, reduce the power of the federal government, which was one of the key tenets of the Democratic Party, but at the same time kind of increase his own power because he used his veto in many cases to further his own agenda. And as much as the National Bank was not a great institution, it did help to keep the United States' economy more or less humming along. And once Jackson killed it, there was a major economic depression called the Panic of 1837, which we can lay pretty much squarely at Jackson's feet. You can see this political cartoon here has him trampling on the Constitution as he pushes his own agenda forward. And it's through their hatred of Jackson that a new group comes together, the Whig Party, which will provide the second half of the two-party system that comes to the fore in this time period. So this is Andrew Jackson arguing that the president has more power than Congress."}, {"video_title": "Jacksonian Democracy part 4.mp3", "Sentence": "And once Jackson killed it, there was a major economic depression called the Panic of 1837, which we can lay pretty much squarely at Jackson's feet. You can see this political cartoon here has him trampling on the Constitution as he pushes his own agenda forward. And it's through their hatred of Jackson that a new group comes together, the Whig Party, which will provide the second half of the two-party system that comes to the fore in this time period. So this is Andrew Jackson arguing that the president has more power than Congress. There's a second example of Andrew Jackson trying to argue that he had more power than the Supreme Court, which comes in the Trail of Tears. So Andrew Jackson represented the interests of white settlers, who really saw Native Americans as no more than an obstacle to their continuous push westward, the availability of land, which they saw really as the cornerstone of American prosperity. And I can't do justice to the entire Trail of Tears here."}, {"video_title": "Jacksonian Democracy part 4.mp3", "Sentence": "So this is Andrew Jackson arguing that the president has more power than Congress. There's a second example of Andrew Jackson trying to argue that he had more power than the Supreme Court, which comes in the Trail of Tears. So Andrew Jackson represented the interests of white settlers, who really saw Native Americans as no more than an obstacle to their continuous push westward, the availability of land, which they saw really as the cornerstone of American prosperity. And I can't do justice to the entire Trail of Tears here. We have an article about that, and there'll be more to come in the future. But suffice it to say that the American Indians, who were living in Georgia particularly, and who were known as the Five Civilized Tribes because they had adopted many of the ways of Europeans, including Christianity and in some cases slavery, the Supreme Court ruled that they were entitled to be treated as a sovereign nation. And so when Georgia is trying to remove Native Americans from their lands in Georgia, the Chief Justice of the Supreme Court, John Marshall, rules in their favor."}, {"video_title": "Jacksonian Democracy part 4.mp3", "Sentence": "And I can't do justice to the entire Trail of Tears here. We have an article about that, and there'll be more to come in the future. But suffice it to say that the American Indians, who were living in Georgia particularly, and who were known as the Five Civilized Tribes because they had adopted many of the ways of Europeans, including Christianity and in some cases slavery, the Supreme Court ruled that they were entitled to be treated as a sovereign nation. And so when Georgia is trying to remove Native Americans from their lands in Georgia, the Chief Justice of the Supreme Court, John Marshall, rules in their favor. And Andrew Jackson was quoted as saying, John Marshall has made his decision. Now let him enforce it. So even though the Supreme Court defended the status of the Native Americans living in Georgia, east of the Mississippi in general, Andrew Jackson and the state of Georgia went ahead with forcing the Five Civilized Tribes to move westward to Oklahoma, during which at least 3,000 people died."}, {"video_title": "Jacksonian Democracy part 4.mp3", "Sentence": "And so when Georgia is trying to remove Native Americans from their lands in Georgia, the Chief Justice of the Supreme Court, John Marshall, rules in their favor. And Andrew Jackson was quoted as saying, John Marshall has made his decision. Now let him enforce it. So even though the Supreme Court defended the status of the Native Americans living in Georgia, east of the Mississippi in general, Andrew Jackson and the state of Georgia went ahead with forcing the Five Civilized Tribes to move westward to Oklahoma, during which at least 3,000 people died. So Andrew Jackson serves a second term and finishes out his presidency in 1836. He considered running for a third term, decided against it. Instead, his crony Martin Van Buren, who's basically Andrew Jackson Jr., serves as president for one term."}, {"video_title": "Jacksonian Democracy part 4.mp3", "Sentence": "So even though the Supreme Court defended the status of the Native Americans living in Georgia, east of the Mississippi in general, Andrew Jackson and the state of Georgia went ahead with forcing the Five Civilized Tribes to move westward to Oklahoma, during which at least 3,000 people died. So Andrew Jackson serves a second term and finishes out his presidency in 1836. He considered running for a third term, decided against it. Instead, his crony Martin Van Buren, who's basically Andrew Jackson Jr., serves as president for one term. But due to the panic of 1837, Martin Van Buren, like poor Herbert Hoover later, is forced to deal with an economic depression. And you know that people are never happy with the incumbent president when there's an economic decline. So in the election of 1840, the Whigs, the opposition party to Andrew Jackson, run William Henry Harrison as their candidate."}, {"video_title": "Jacksonian Democracy part 4.mp3", "Sentence": "Instead, his crony Martin Van Buren, who's basically Andrew Jackson Jr., serves as president for one term. But due to the panic of 1837, Martin Van Buren, like poor Herbert Hoover later, is forced to deal with an economic depression. And you know that people are never happy with the incumbent president when there's an economic decline. So in the election of 1840, the Whigs, the opposition party to Andrew Jackson, run William Henry Harrison as their candidate. And he is mostly famous for being a fellow who died in office after only 40 days. But what's interesting about William Henry Harrison's campaign is that the Whigs have learned their lesson about the political climate of the Jacksonian age. They marketed William Henry Harrison as having been born in a log cabin, a war hero."}, {"video_title": "Jacksonian Democracy part 4.mp3", "Sentence": "So in the election of 1840, the Whigs, the opposition party to Andrew Jackson, run William Henry Harrison as their candidate. And he is mostly famous for being a fellow who died in office after only 40 days. But what's interesting about William Henry Harrison's campaign is that the Whigs have learned their lesson about the political climate of the Jacksonian age. They marketed William Henry Harrison as having been born in a log cabin, a war hero. He was a man of the people, just a common guy who had pulled himself up by his bootstraps. Now none of this was true. William Henry Harrison was from Virginia."}, {"video_title": "Jacksonian Democracy part 4.mp3", "Sentence": "They marketed William Henry Harrison as having been born in a log cabin, a war hero. He was a man of the people, just a common guy who had pulled himself up by his bootstraps. Now none of this was true. William Henry Harrison was from Virginia. He was from a very wealthy family. He had been college educated. He was no more rough and tumble than John Quincy Adams had been."}, {"video_title": "Jacksonian Democracy part 4.mp3", "Sentence": "William Henry Harrison was from Virginia. He was from a very wealthy family. He had been college educated. He was no more rough and tumble than John Quincy Adams had been. But the Whigs had learned a valuable lesson about what American political culture was like in the age of mass democracy. And from this point forward, it's clear that Americans don't like their politicians too highfalutin and woe betide any candidate who wasn't born in a log cabin. The modern American political system had begun."}, {"video_title": "The Monroe Doctrine.mp3", "Sentence": "In the wars of the European powers in matters relating to themselves, we have never taken any part, nor does it comport with our policy to do so. We owe it, therefore, to candor and to the amicable relations existing between the United States and those powers to declare that we should consider any attempt on their part to extend their system to any portion of this hemisphere as dangerous to our peace and safety. So basically, in one fell swoop, James Monroe told the crowned heads of Europe to stay out of the Americas. He said, As far as I'm concerned, the era of colonization is over. So stop giving us the side eye. Stop looking at your maps and trying to decide where you might place a little colony next. No more European colonization in the Americas."}, {"video_title": "The Monroe Doctrine.mp3", "Sentence": "He said, As far as I'm concerned, the era of colonization is over. So stop giving us the side eye. Stop looking at your maps and trying to decide where you might place a little colony next. No more European colonization in the Americas. What's more, don't interfere. The Americas are the United States' concern, so we don't want the powers of Europe to meddle in any of the affairs of Latin America or South America. You can keep your system, and by system, Monroe meant monarchy, out of the Americas."}, {"video_title": "The Monroe Doctrine.mp3", "Sentence": "No more European colonization in the Americas. What's more, don't interfere. The Americas are the United States' concern, so we don't want the powers of Europe to meddle in any of the affairs of Latin America or South America. You can keep your system, and by system, Monroe meant monarchy, out of the Americas. This is the hemisphere of democracy. So this is an incredibly bold statement. Let's not forget here that the United States is not exactly a world power in 1823."}, {"video_title": "The Monroe Doctrine.mp3", "Sentence": "You can keep your system, and by system, Monroe meant monarchy, out of the Americas. This is the hemisphere of democracy. So this is an incredibly bold statement. Let's not forget here that the United States is not exactly a world power in 1823. They could, at best, be said to be a minor power even in the Americas. The United States is not a major world military power. It's not a major world navy power, and let's remember that in this era, having a strong navy was tantamount to being able to take over the world."}, {"video_title": "The Monroe Doctrine.mp3", "Sentence": "Let's not forget here that the United States is not exactly a world power in 1823. They could, at best, be said to be a minor power even in the Americas. The United States is not a major world military power. It's not a major world navy power, and let's remember that in this era, having a strong navy was tantamount to being able to take over the world. They're kind of a second-rate nation in a second-rate part of the world. So what was the response when the United States made this incredibly bold assertion that they would not permit any more colonization or interference in the Americas from Europe? Mmm, crickets."}, {"video_title": "The Monroe Doctrine.mp3", "Sentence": "It's not a major world navy power, and let's remember that in this era, having a strong navy was tantamount to being able to take over the world. They're kind of a second-rate nation in a second-rate part of the world. So what was the response when the United States made this incredibly bold assertion that they would not permit any more colonization or interference in the Americas from Europe? Mmm, crickets. Nobody really cared. To the established powers of Europe, the United States was no more than a little mosquito buzzing around, maybe making a lot of noise, a bit annoying, but pretty easy to swat. No matter how much noise the United States made, the only thing that mattered to the great powers of the world was whether or not the United States could enforce the Monroe Doctrine, which with such a weak military presence, they certainly could not."}, {"video_title": "The Monroe Doctrine.mp3", "Sentence": "Mmm, crickets. Nobody really cared. To the established powers of Europe, the United States was no more than a little mosquito buzzing around, maybe making a lot of noise, a bit annoying, but pretty easy to swat. No matter how much noise the United States made, the only thing that mattered to the great powers of the world was whether or not the United States could enforce the Monroe Doctrine, which with such a weak military presence, they certainly could not. Nevertheless, the Monroe Doctrine became a key facet of American foreign policy throughout the 19th century and into the 20th century. It became a justification for manifest destiny and would play a major role in the foreign policies of Teddy Roosevelt and Franklin Delano Roosevelt. So where did the Monroe Doctrine come from?"}, {"video_title": "The Monroe Doctrine.mp3", "Sentence": "No matter how much noise the United States made, the only thing that mattered to the great powers of the world was whether or not the United States could enforce the Monroe Doctrine, which with such a weak military presence, they certainly could not. Nevertheless, the Monroe Doctrine became a key facet of American foreign policy throughout the 19th century and into the 20th century. It became a justification for manifest destiny and would play a major role in the foreign policies of Teddy Roosevelt and Franklin Delano Roosevelt. So where did the Monroe Doctrine come from? Well, let's take a minute to look at some of the major world events at the time period and the major players who brought the Monroe Doctrine about. Alright, Dateline 1820. It has been a bad couple of years for monarchy in Europe."}, {"video_title": "The Monroe Doctrine.mp3", "Sentence": "So where did the Monroe Doctrine come from? Well, let's take a minute to look at some of the major world events at the time period and the major players who brought the Monroe Doctrine about. Alright, Dateline 1820. It has been a bad couple of years for monarchy in Europe. For one thing, the Napoleonic Wars and the French Revolution have been convulsing the powers of Europe for several years. By 1815, the revolution has more or less finished and the monarchies of Europe have been reinstated. But this revolutionary fervor coming from the French Revolution coming also from the American Revolution has started to spread."}, {"video_title": "The Monroe Doctrine.mp3", "Sentence": "It has been a bad couple of years for monarchy in Europe. For one thing, the Napoleonic Wars and the French Revolution have been convulsing the powers of Europe for several years. By 1815, the revolution has more or less finished and the monarchies of Europe have been reinstated. But this revolutionary fervor coming from the French Revolution coming also from the American Revolution has started to spread. And so movements for independence are now taking hold in South America. There's a Chilean movement for independence, Argentinian movement for independence, Venezuelan movement for independence. So they've kind of caught the democracy bug."}, {"video_title": "The Monroe Doctrine.mp3", "Sentence": "But this revolutionary fervor coming from the French Revolution coming also from the American Revolution has started to spread. And so movements for independence are now taking hold in South America. There's a Chilean movement for independence, Argentinian movement for independence, Venezuelan movement for independence. So they've kind of caught the democracy bug. So they've kind of caught the democracy bug. And the people in the United States are cheering for their southern brethren, saying, excellent work picking up democracy, breaking away from old-fashioned, monarchical, tyrannical Europe. We're totally on your side."}, {"video_title": "The Monroe Doctrine.mp3", "Sentence": "So they've kind of caught the democracy bug. So they've kind of caught the democracy bug. And the people in the United States are cheering for their southern brethren, saying, excellent work picking up democracy, breaking away from old-fashioned, monarchical, tyrannical Europe. We're totally on your side. But it's easier to make an independence movement happen when the home country is distracted with another war, a.k.a. the Napoleonic Wars. And once the Napoleonic Wars are over, the monarchies of Europe start saying, hmm, you know what, since Spain is in control of these nations, now Spain has the time and energy to consider maybe putting down these revolutions."}, {"video_title": "The Monroe Doctrine.mp3", "Sentence": "We're totally on your side. But it's easier to make an independence movement happen when the home country is distracted with another war, a.k.a. the Napoleonic Wars. And once the Napoleonic Wars are over, the monarchies of Europe start saying, hmm, you know what, since Spain is in control of these nations, now Spain has the time and energy to consider maybe putting down these revolutions. So they're no longer distracted by war and they have the manpower and the bandwidth to think about maybe trying to reinstate or secure Spanish rule in South America where nations have been in the process of revolution. Now we don't know the extent to which Spain was actually planning on putting these revolutions down, but we do know that the United States and England were very concerned that the monarchies of the continent, France and Spain, might join together and try to put down all of these revolutions. Now, why wouldn't they want that?"}, {"video_title": "The Monroe Doctrine.mp3", "Sentence": "And once the Napoleonic Wars are over, the monarchies of Europe start saying, hmm, you know what, since Spain is in control of these nations, now Spain has the time and energy to consider maybe putting down these revolutions. So they're no longer distracted by war and they have the manpower and the bandwidth to think about maybe trying to reinstate or secure Spanish rule in South America where nations have been in the process of revolution. Now we don't know the extent to which Spain was actually planning on putting these revolutions down, but we do know that the United States and England were very concerned that the monarchies of the continent, France and Spain, might join together and try to put down all of these revolutions. Now, why wouldn't they want that? Well, for the most part, it kind of came down to markets. Now if you think back to early American colonial society, the economic system was known as mercantilism. And mercantilism is the practice of colonies kind of existing to enrich the mother country."}, {"video_title": "The Monroe Doctrine.mp3", "Sentence": "Now, why wouldn't they want that? Well, for the most part, it kind of came down to markets. Now if you think back to early American colonial society, the economic system was known as mercantilism. And mercantilism is the practice of colonies kind of existing to enrich the mother country. So all trade goes through the home country. And that means that the home country is going to be making sure that the colonies are not trading with any other international partners because they want to be the ones who are enriched by the natural resources of the colonies. So when Chile and Argentina and Venezuela revolt from Spain, it means that their markets are now opened up to the United States and to England."}, {"video_title": "The Monroe Doctrine.mp3", "Sentence": "And mercantilism is the practice of colonies kind of existing to enrich the mother country. So all trade goes through the home country. And that means that the home country is going to be making sure that the colonies are not trading with any other international partners because they want to be the ones who are enriched by the natural resources of the colonies. So when Chile and Argentina and Venezuela revolt from Spain, it means that their markets are now opened up to the United States and to England. And so England and the United States are not eager to see these new nations be returned to their colonial status because thanks to mercantilism, they're not going to be able to trade with them anymore. So with this idea in mind, the British foreign secretary, a man named George Canning, approached the American Secretary of State, John Quincy Adams, and he said, why don't we make a joint proclamation between the United States and Great Britain saying that the powers of Europe should not interfere in the New World? And John Quincy Adams thought, hmm, I'm not sure if I, like you British folks, remember that the War of 1812 had not taken place too long beforehand."}, {"video_title": "The Monroe Doctrine.mp3", "Sentence": "So when Chile and Argentina and Venezuela revolt from Spain, it means that their markets are now opened up to the United States and to England. And so England and the United States are not eager to see these new nations be returned to their colonial status because thanks to mercantilism, they're not going to be able to trade with them anymore. So with this idea in mind, the British foreign secretary, a man named George Canning, approached the American Secretary of State, John Quincy Adams, and he said, why don't we make a joint proclamation between the United States and Great Britain saying that the powers of Europe should not interfere in the New World? And John Quincy Adams thought, hmm, I'm not sure if I, like you British folks, remember that the War of 1812 had not taken place too long beforehand. The United States was not quite ready to be friends with the United Kingdom yet. And they were a little bit afraid that if the United States made a joint declaration with England, that it would seem a little bit like a flea on the back of a Rottweiler saying, don't mess with us or we'll bite you. The United States didn't have nearly the strength to actually make an equal partnership, so it might have looked a little bit like they were hiding behind the British in a joint declaration."}, {"video_title": "The Monroe Doctrine.mp3", "Sentence": "And John Quincy Adams thought, hmm, I'm not sure if I, like you British folks, remember that the War of 1812 had not taken place too long beforehand. The United States was not quite ready to be friends with the United Kingdom yet. And they were a little bit afraid that if the United States made a joint declaration with England, that it would seem a little bit like a flea on the back of a Rottweiler saying, don't mess with us or we'll bite you. The United States didn't have nearly the strength to actually make an equal partnership, so it might have looked a little bit like they were hiding behind the British in a joint declaration. But JQA thought this actually still sounded like a pretty good plan, so he floated the idea to President James Monroe. Now there's kind of a movement of nationalism going on at this time in the United States. So even though the United States didn't technically win the War of 1812, they kind of felt like they had, and so they're busy kind of creating a new nationalist rhetoric in the United States."}, {"video_title": "The Monroe Doctrine.mp3", "Sentence": "The United States didn't have nearly the strength to actually make an equal partnership, so it might have looked a little bit like they were hiding behind the British in a joint declaration. But JQA thought this actually still sounded like a pretty good plan, so he floated the idea to President James Monroe. Now there's kind of a movement of nationalism going on at this time in the United States. So even though the United States didn't technically win the War of 1812, they kind of felt like they had, and so they're busy kind of creating a new nationalist rhetoric in the United States. They're feeling pretty good about themselves. They stood up to their old foe of Great Britain and won, or at the very least didn't lose. But to them it was kind of the same thing."}, {"video_title": "The Monroe Doctrine.mp3", "Sentence": "So even though the United States didn't technically win the War of 1812, they kind of felt like they had, and so they're busy kind of creating a new nationalist rhetoric in the United States. They're feeling pretty good about themselves. They stood up to their old foe of Great Britain and won, or at the very least didn't lose. But to them it was kind of the same thing. So John Quincy Adams crafts for James Monroe what will become known as the Monroe Doctrine. Now Monroe is not only concerned about the possibility of European powers coming down here and trying to start fights with each other over the fate of South America. Monroe was also worried about Russia, who had recently made some territorial claims in Canada, saying that their territory should come all the way down there."}, {"video_title": "The Monroe Doctrine.mp3", "Sentence": "But to them it was kind of the same thing. So John Quincy Adams crafts for James Monroe what will become known as the Monroe Doctrine. Now Monroe is not only concerned about the possibility of European powers coming down here and trying to start fights with each other over the fate of South America. Monroe was also worried about Russia, who had recently made some territorial claims in Canada, saying that their territory should come all the way down there. And the Russians had started putting some forts on the coast of California, close to modern-day San Francisco. So Monroe sees the old monarchical powers of Europe sort of encroaching both from the north and the south here. And so in 1823 he makes the announcement of the Monroe Doctrine."}, {"video_title": "The Monroe Doctrine.mp3", "Sentence": "Monroe was also worried about Russia, who had recently made some territorial claims in Canada, saying that their territory should come all the way down there. And the Russians had started putting some forts on the coast of California, close to modern-day San Francisco. So Monroe sees the old monarchical powers of Europe sort of encroaching both from the north and the south here. And so in 1823 he makes the announcement of the Monroe Doctrine. He says no more colonization, Russia get out of there, and no more interference in general. So don't try to turn these new republics back into colonies under the rule of monarchies. In fact, just keep your monarchy out of our hemisphere altogether."}, {"video_title": "The Monroe Doctrine.mp3", "Sentence": "And so in 1823 he makes the announcement of the Monroe Doctrine. He says no more colonization, Russia get out of there, and no more interference in general. So don't try to turn these new republics back into colonies under the rule of monarchies. In fact, just keep your monarchy out of our hemisphere altogether. So Monroe makes this statement completely outside of the relationship with the United Kingdom. So it doesn't have this kind of riding on the coattails feeling of being allied with Britain. But nevertheless, the only way that the United States can actually count on the Monroe Doctrine being enforced is because the British Navy is so incredibly powerful."}, {"video_title": "The Monroe Doctrine.mp3", "Sentence": "In fact, just keep your monarchy out of our hemisphere altogether. So Monroe makes this statement completely outside of the relationship with the United Kingdom. So it doesn't have this kind of riding on the coattails feeling of being allied with Britain. But nevertheless, the only way that the United States can actually count on the Monroe Doctrine being enforced is because the British Navy is so incredibly powerful. I'm going to draw a very bad boat here. But nobody who heard about the Monroe Doctrine thought, oh man, we better not make the United States angry. What they thought was, oh man, we better not make the British Empire angry, because they knew that the British Navy, which wanted neutrality of the seas, which wanted to be able to continue to have these trade relationships with new nations in South America, would defend the neutrality and the independence of South America by proxy, and by doing so, kind of enforce the Monroe Doctrine."}, {"video_title": "The Monroe Doctrine.mp3", "Sentence": "But nevertheless, the only way that the United States can actually count on the Monroe Doctrine being enforced is because the British Navy is so incredibly powerful. I'm going to draw a very bad boat here. But nobody who heard about the Monroe Doctrine thought, oh man, we better not make the United States angry. What they thought was, oh man, we better not make the British Empire angry, because they knew that the British Navy, which wanted neutrality of the seas, which wanted to be able to continue to have these trade relationships with new nations in South America, would defend the neutrality and the independence of South America by proxy, and by doing so, kind of enforce the Monroe Doctrine. So this is interesting. You could think of this as being a little bit weaselly on the part of Monroe, declaring that the Americas should remain free of the influence of Europe, but counting on the United Kingdom to enforce it. Or you could think of it as perhaps a brilliant policy maneuver."}, {"video_title": "The Monroe Doctrine.mp3", "Sentence": "What they thought was, oh man, we better not make the British Empire angry, because they knew that the British Navy, which wanted neutrality of the seas, which wanted to be able to continue to have these trade relationships with new nations in South America, would defend the neutrality and the independence of South America by proxy, and by doing so, kind of enforce the Monroe Doctrine. So this is interesting. You could think of this as being a little bit weaselly on the part of Monroe, declaring that the Americas should remain free of the influence of Europe, but counting on the United Kingdom to enforce it. Or you could think of it as perhaps a brilliant policy maneuver. I don't know. Certainly the nations of South America and Latin America appreciated this declaration of independence for the Americas coming from the United States, but they certainly knew that it was more about the United States making sure that they themselves were protected than wanting to have a real equal partnership with South America. So the Monroe Doctrine really didn't amount to much for most of the 19th century."}, {"video_title": "The Monroe Doctrine.mp3", "Sentence": "Or you could think of it as perhaps a brilliant policy maneuver. I don't know. Certainly the nations of South America and Latin America appreciated this declaration of independence for the Americas coming from the United States, but they certainly knew that it was more about the United States making sure that they themselves were protected than wanting to have a real equal partnership with South America. So the Monroe Doctrine really didn't amount to much for most of the 19th century. It was certainly a justification as the United States continued to push west in their quest of manifest destiny, but it will become increasingly important in the 20th century as the United States steps onto the world stage with things like the Spanish-American War under the auspices of William McKinley and making famous Theodore Roosevelt saying that the Caribbean is the province of the United States and the nations of Latin America and South America, they're only to be dealt with through the United States. So you can see the Monroe Doctrine as a very early expression of the United States' intention to become a world power and to be the leading and most powerful nation in the Americas, and you can also see it as an expression of American isolationism, which will really be the leading aspect of American foreign policy up until the Spanish-American War. As early as George Washington's farewell address, Washington expressed the view that the United States should just not get involved in the business of Europe, that that would only lead to heartbreak, while the Monroe Doctrine is now kind of taking not only that idea that the United States should not become involved in the affairs of Europe, but also turning it around and saying that Europe should not become involved in the affairs of the Americas, drawing an even stronger barrier between the old world and the new."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "Declare North Sea a war zone, which essentially is telling any ship, come here at your own risk. You might be destroyed, and especially you're not allowed to carry any contraband, but they included food as a contraband. So this essentially began the blockade of Germany and Austria-Hungary. So this is the blockade of the central powers. And this had major implications for the war. It continued throughout the entire war. It essentially caused the Germans or the central powers, especially the Germans and the Austrians, to have to ration food."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "So this is the blockade of the central powers. And this had major implications for the war. It continued throughout the entire war. It essentially caused the Germans or the central powers, especially the Germans and the Austrians, to have to ration food. We're talking about 1,000 calories a day. You could look at the number of calories in your average Big Mac and think about how little food that was. And there's many estimates of what that caused."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "It essentially caused the Germans or the central powers, especially the Germans and the Austrians, to have to ration food. We're talking about 1,000 calories a day. You could look at the number of calories in your average Big Mac and think about how little food that was. And there's many estimates of what that caused. That obviously made it hard for the central powers to get war munitions and things like that, but it also made it very difficult for them to get food. And there are estimates that this war, this rationing, this inability to get food led to malnutrition, even led to starvation. And there's estimates that this might have led to an excess, so we're talking about an excess of 400,000 civilian deaths, either directly or indirectly, due to malnutrition or starvation, civilians dead amongst the central powers."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "And there's many estimates of what that caused. That obviously made it hard for the central powers to get war munitions and things like that, but it also made it very difficult for them to get food. And there are estimates that this war, this rationing, this inability to get food led to malnutrition, even led to starvation. And there's estimates that this might have led to an excess, so we're talking about an excess of 400,000 civilian deaths, either directly or indirectly, due to malnutrition or starvation, civilians dead amongst the central powers. So this was a pretty serious tactic that was undertaken. Now, the Germans did not have as dominant of a navy. Most of their navy was actually focused right off of the coast of Germany, right around there in the North Sea."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "And there's estimates that this might have led to an excess, so we're talking about an excess of 400,000 civilian deaths, either directly or indirectly, due to malnutrition or starvation, civilians dead amongst the central powers. So this was a pretty serious tactic that was undertaken. Now, the Germans did not have as dominant of a navy. Most of their navy was actually focused right off of the coast of Germany, right around there in the North Sea. But they also wanted to disrupt trade with the British. They recognized the British Isles, they're islands. They're dependent on trade for food and for supplies."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "Most of their navy was actually focused right off of the coast of Germany, right around there in the North Sea. But they also wanted to disrupt trade with the British. They recognized the British Isles, they're islands. They're dependent on trade for food and for supplies. So in 1915, in February, the Germans declared the seas around the British Isles, they declared this whole area a war zone. So seas around the British Isles. Similarly, they declared that a war zone as well."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "They're dependent on trade for food and for supplies. So in 1915, in February, the Germans declared the seas around the British Isles, they declared this whole area a war zone. So seas around the British Isles. Similarly, they declared that a war zone as well. And because their surface fleet was concentrated right over here, the way that they would enforce that, they would essentially try to keep people from trading with the British Isles, is through submarine warfare. And World War I is the first time that submarine warfare becomes a significant factor. We're talking about very primitive submarines, but we are talking about these vessels that could go underwater and essentially send torpedoes into boats."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "Similarly, they declared that a war zone as well. And because their surface fleet was concentrated right over here, the way that they would enforce that, they would essentially try to keep people from trading with the British Isles, is through submarine warfare. And World War I is the first time that submarine warfare becomes a significant factor. We're talking about very primitive submarines, but we are talking about these vessels that could go underwater and essentially send torpedoes into boats. Now, thinking about that as a backdrop, we now forward to May of 1915. So let's go to May of 1915. You have the passenger liner, the RMS Lusitania."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "We're talking about very primitive submarines, but we are talking about these vessels that could go underwater and essentially send torpedoes into boats. Now, thinking about that as a backdrop, we now forward to May of 1915. So let's go to May of 1915. You have the passenger liner, the RMS Lusitania. And RMS literally stands for Royal Mail Ship, because it carried some mail. It's a big ship. If you've ever seen the movie Titanic, think of a ship like that."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "You have the passenger liner, the RMS Lusitania. And RMS literally stands for Royal Mail Ship, because it carried some mail. It's a big ship. If you've ever seen the movie Titanic, think of a ship like that. And it was setting sail from New York to Liverpool, Liverpool in England. And it was apparently a passenger ship, but it was also carrying cargo. But the Germans, they said, look, this could be fair game for us, especially if it's carrying munitions, especially if it's a British ship."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "If you've ever seen the movie Titanic, think of a ship like that. And it was setting sail from New York to Liverpool, Liverpool in England. And it was apparently a passenger ship, but it was also carrying cargo. But the Germans, they said, look, this could be fair game for us, especially if it's carrying munitions, especially if it's a British ship. And in the advertisement that was in New York for the Lusitania that was going to leave on May 1st, 1915, the German embassy actually placed an advertisement. And this is worth reading. They wrote, notice, travelers intending to embark on the Atlantic voyage are reminded that a state of war exists between Germany and her allies and Great Britain and her allies, that the zone of war includes the water adjacent to the British Isles, that in accordance with formal notice given by the Imperial German government, vessels flying the flag of Great Britain or of any of her allies are liable to destruction in those waters, and that travelers sailing in the war zone on ships of Great Britain or her allies do so at their own risk from the Imperial German embassy."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "But the Germans, they said, look, this could be fair game for us, especially if it's carrying munitions, especially if it's a British ship. And in the advertisement that was in New York for the Lusitania that was going to leave on May 1st, 1915, the German embassy actually placed an advertisement. And this is worth reading. They wrote, notice, travelers intending to embark on the Atlantic voyage are reminded that a state of war exists between Germany and her allies and Great Britain and her allies, that the zone of war includes the water adjacent to the British Isles, that in accordance with formal notice given by the Imperial German government, vessels flying the flag of Great Britain or of any of her allies are liable to destruction in those waters, and that travelers sailing in the war zone on ships of Great Britain or her allies do so at their own risk from the Imperial German embassy. And this is dated April 1915. So that's the backdrop. The Lusitania set sail May 1st, 1915."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "They wrote, notice, travelers intending to embark on the Atlantic voyage are reminded that a state of war exists between Germany and her allies and Great Britain and her allies, that the zone of war includes the water adjacent to the British Isles, that in accordance with formal notice given by the Imperial German government, vessels flying the flag of Great Britain or of any of her allies are liable to destruction in those waters, and that travelers sailing in the war zone on ships of Great Britain or her allies do so at their own risk from the Imperial German embassy. And this is dated April 1915. So that's the backdrop. The Lusitania set sail May 1st, 1915. On May 7th, 1915, it's almost reached its destination of Liverpool. That's Liverpool right over here. It's around 10 or 15 miles off the coast of Ireland."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "The Lusitania set sail May 1st, 1915. On May 7th, 1915, it's almost reached its destination of Liverpool. That's Liverpool right over here. It's around 10 or 15 miles off the coast of Ireland. And right there it encounters a German U-boat. So this right over here is a German U-boat. And that German U-boat sends a torpedo into the Lusitania."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "It's around 10 or 15 miles off the coast of Ireland. And right there it encounters a German U-boat. So this right over here is a German U-boat. And that German U-boat sends a torpedo into the Lusitania. Now, the torpedo, as you can imagine, it rams into the ship. And then shortly after the torpedo hits, you have this huge explosion. And that huge explosion is actually one of those question marks of history."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "And that German U-boat sends a torpedo into the Lusitania. Now, the torpedo, as you can imagine, it rams into the ship. And then shortly after the torpedo hits, you have this huge explosion. And that huge explosion is actually one of those question marks of history. Now, the ship goes down, taking down with it most of its passengers. So there were 1,959 total passengers and crew. Passengers and crew."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "And that huge explosion is actually one of those question marks of history. Now, the ship goes down, taking down with it most of its passengers. So there were 1,959 total passengers and crew. Passengers and crew. And 1,195 of them actually died. Now, there were other ships that went down due to German U-boats. But what was famous about this one, or at least from an American history point of view, is that there were 128 Americans who also died on board."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "Passengers and crew. And 1,195 of them actually died. Now, there were other ships that went down due to German U-boats. But what was famous about this one, or at least from an American history point of view, is that there were 128 Americans who also died on board. And so you can imagine, this led to a lot of people were concerned on the American side. Why did this happen? These were American civilians."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "But what was famous about this one, or at least from an American history point of view, is that there were 128 Americans who also died on board. And so you can imagine, this led to a lot of people were concerned on the American side. Why did this happen? These were American civilians. And it essentially led to a harsh reprimand from Woodrow Wilson. And just as a little bit of context, once war broke out, and war had broken out not even a year before the sinking of the Lusitania, the Americans' position was to be neutral. It did not want to enter into this European conflict."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "These were American civilians. And it essentially led to a harsh reprimand from Woodrow Wilson. And just as a little bit of context, once war broke out, and war had broken out not even a year before the sinking of the Lusitania, the Americans' position was to be neutral. It did not want to enter into this European conflict. With that said, the Americans were disproportionately trading with the Allies, not the central power. They were providing supplies, at a minimum, at a trading level. And they were providing monetary support."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "It did not want to enter into this European conflict. With that said, the Americans were disproportionately trading with the Allies, not the central power. They were providing supplies, at a minimum, at a trading level. And they were providing monetary support. They were providing loans to the Allies, disproportional to the central power. So even though there was this formal neutrality, there was more implicit connection to the Allies. So Woodrow Wilson, he still wants to keep America out of the war at this point."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "And they were providing monetary support. They were providing loans to the Allies, disproportional to the central power. So even though there was this formal neutrality, there was more implicit connection to the Allies. So Woodrow Wilson, he still wants to keep America out of the war at this point. So this is, we're talking about May 1915. And so he essentially just sends a stern warning to the German Empire. He says, you must apologize, you must take action to prevent this type of thing happening in the future."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "So Woodrow Wilson, he still wants to keep America out of the war at this point. So this is, we're talking about May 1915. And so he essentially just sends a stern warning to the German Empire. He says, you must apologize, you must take action to prevent this type of thing happening in the future. And the German Empire actually complies. On September 9th, let me write this on the timeline. So right over here."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "He says, you must apologize, you must take action to prevent this type of thing happening in the future. And the German Empire actually complies. On September 9th, let me write this on the timeline. So right over here. So in May, you have Lusitania sunk. And then in September, the Germans agree to not attack passenger ships. And so even though the sinking of the Lusitania, especially in a lot of American history classes, is often given as a trigger for America's entrance into war, this whole thing happened and America stayed neutral throughout this entire period."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "So right over here. So in May, you have Lusitania sunk. And then in September, the Germans agree to not attack passenger ships. And so even though the sinking of the Lusitania, especially in a lot of American history classes, is often given as a trigger for America's entrance into war, this whole thing happened and America stayed neutral throughout this entire period. And America wouldn't actually enter the war until April 1917. So the Lusitania was just one of many things that happened in the years running up to the war. And if we fast forward a little bit, in 1916, the next presidential election, where Wilson won re-election, he ran on a platform of he kept us out of war."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "And so even though the sinking of the Lusitania, especially in a lot of American history classes, is often given as a trigger for America's entrance into war, this whole thing happened and America stayed neutral throughout this entire period. And America wouldn't actually enter the war until April 1917. So the Lusitania was just one of many things that happened in the years running up to the war. And if we fast forward a little bit, in 1916, the next presidential election, where Wilson won re-election, he ran on a platform of he kept us out of war. So kept us out of war. So the sinking of the Lusitania was a significant event. It was, one could argue, because the Germans did not want the US to enter on the side of the Allies, it was why the Germans agreed to loosen up, at least for a couple of years, on their U-boat campaigns."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "And if we fast forward a little bit, in 1916, the next presidential election, where Wilson won re-election, he ran on a platform of he kept us out of war. So kept us out of war. So the sinking of the Lusitania was a significant event. It was, one could argue, because the Germans did not want the US to enter on the side of the Allies, it was why the Germans agreed to loosen up, at least for a couple of years, on their U-boat campaigns. As we'll see, once we get into 1917, the Germans, out of desperation, start to become more aggressive on their U-boat attacks again, which is one of the catalysts that drive the US, or that the US claims drove them into World War I. But with that said, just as a little bit of context, and oftentimes when we look back at history, we always make it, it seems very cut and dry, it seems obvious, oh yes, we had to go to war, etc., etc. I have a few quotes here from William Jennings Bryan, who was Woodrow Wilson's Secretary of State."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "It was, one could argue, because the Germans did not want the US to enter on the side of the Allies, it was why the Germans agreed to loosen up, at least for a couple of years, on their U-boat campaigns. As we'll see, once we get into 1917, the Germans, out of desperation, start to become more aggressive on their U-boat attacks again, which is one of the catalysts that drive the US, or that the US claims drove them into World War I. But with that said, just as a little bit of context, and oftentimes when we look back at history, we always make it, it seems very cut and dry, it seems obvious, oh yes, we had to go to war, etc., etc. I have a few quotes here from William Jennings Bryan, who was Woodrow Wilson's Secretary of State. A few of these are pretty telling. This first one is September 1914. This was before any of the stuff happened with Lusitania, but war had broken out in Europe."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "I have a few quotes here from William Jennings Bryan, who was Woodrow Wilson's Secretary of State. A few of these are pretty telling. This first one is September 1914. This was before any of the stuff happened with Lusitania, but war had broken out in Europe. He had this message that he wrote to Woodrow Wilson to essentially advocate why we should stay out of the war and why there should be some type of mediation to try to get the war to end, as opposed to just letting it run its course. He wrote to Wilson, It is not likely that either side will win so complete a victory as to be able to dictate terms, and if either, and this is the interesting side, this is interesting and strangely foreshadowing, and if either side does win such a victory, it will probably mean preparation for another war. It would seem better to look for a more rational basis for peace."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "This was before any of the stuff happened with Lusitania, but war had broken out in Europe. He had this message that he wrote to Woodrow Wilson to essentially advocate why we should stay out of the war and why there should be some type of mediation to try to get the war to end, as opposed to just letting it run its course. He wrote to Wilson, It is not likely that either side will win so complete a victory as to be able to dictate terms, and if either, and this is the interesting side, this is interesting and strangely foreshadowing, and if either side does win such a victory, it will probably mean preparation for another war. It would seem better to look for a more rational basis for peace. Now, the other quotes here, and this is kind of the question mark around that second explosion. William Jennings Bryan wrote, Ships carrying contraband should be prohibited from carrying passengers. It would be like putting women and children in front of an army."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "It would seem better to look for a more rational basis for peace. Now, the other quotes here, and this is kind of the question mark around that second explosion. William Jennings Bryan wrote, Ships carrying contraband should be prohibited from carrying passengers. It would be like putting women and children in front of an army. This is one of those big questions of history. It was known that Lusitania was carrying light ammunition. It was carrying light munitions."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "It would be like putting women and children in front of an army. This is one of those big questions of history. It was known that Lusitania was carrying light ammunition. It was carrying light munitions. Now, the Germans claimed that it was actually carrying heavy munitions, and to some degree, that second explosion tends to back that up. There was all sorts of shady things about a lot of the cargo that the Lusitania was carrying, even though they claimed that it was kind of these perishable goods. It wasn't being kind of stored in a refrigerated part of the ship."}, {"video_title": "Blockades, u-boats and sinking of the Lusitania   The 20th century   World history   Khan Academy.mp3", "Sentence": "It was carrying light munitions. Now, the Germans claimed that it was actually carrying heavy munitions, and to some degree, that second explosion tends to back that up. There was all sorts of shady things about a lot of the cargo that the Lusitania was carrying, even though they claimed that it was kind of these perishable goods. It wasn't being kind of stored in a refrigerated part of the ship. So there was reason to believe that it was carrying actually heavy munitions, and that second explosion seems to point in that direction as well. Then even after World War I, the British Navy actually spent multiple times trying to destroy the wreck of the Lusitania, and some people say in order to maybe get rid of some evidence that it was actually carrying far more munitions and maybe was, from the Germans' point of view, a fairer target than was actually made out. So regardless, it's a very interesting incident, not necessarily directly tied to America's entrance into World War I, but it is one of many events, and this whole idea of blockades and German U-boats against civilians, this was something that was a cause of repeated concern for the Americans."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "Is it just something that happened overnight? Oh, definitely not. You know, I think the seeds of the Civil War were really with the United States at its creation. You know, I think there's sort of an essential contradiction in the United States as it's born, you know, where this country, where all men are created equal, except that most of the states in the South have slavery, where people are clearly not created equal. So, you know, they couldn't win the Revolutionary War without including those states and kind of giving them what they wanted and retaining slavery, but it means that, you know, the U.S. is born with both free states and slave states, and they're gonna continue to try to figure out how to balance those for the rest of the 1800s. And we have this map here, and this map is a later period, but it shows the, this is actually closer to the Civil War, but if we were even to look at the original 13 colonies, you can see which ones were free states and which ones were slave states, and then you obviously have these other states that come in later, which we'll talk about. But this, what you're saying is, the founding of the country, this was already an issue."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "You know, I think there's sort of an essential contradiction in the United States as it's born, you know, where this country, where all men are created equal, except that most of the states in the South have slavery, where people are clearly not created equal. So, you know, they couldn't win the Revolutionary War without including those states and kind of giving them what they wanted and retaining slavery, but it means that, you know, the U.S. is born with both free states and slave states, and they're gonna continue to try to figure out how to balance those for the rest of the 1800s. And we have this map here, and this map is a later period, but it shows the, this is actually closer to the Civil War, but if we were even to look at the original 13 colonies, you can see which ones were free states and which ones were slave states, and then you obviously have these other states that come in later, which we'll talk about. But this, what you're saying is, the founding of the country, this was already an issue. People were, you know, there were people in the North who weren't fans of slavery, and people knew that at some point this would be an irreconcilable, or maybe they hoped it would be reconcilable, a difference, but they said, no, we gotta unify against Great Britain. And so they said, let's just become a country and do it. You know, even Thomas Jefferson, the author of the Declaration of Independence, he knew that slavery was a contradiction."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "But this, what you're saying is, the founding of the country, this was already an issue. People were, you know, there were people in the North who weren't fans of slavery, and people knew that at some point this would be an irreconcilable, or maybe they hoped it would be reconcilable, a difference, but they said, no, we gotta unify against Great Britain. And so they said, let's just become a country and do it. You know, even Thomas Jefferson, the author of the Declaration of Independence, he knew that slavery was a contradiction. He called the issue of having slavery like holding a wolf by the ears, right? You can't hold onto it, but you can't let it go, because so many of the wealthy elites who are going to end up in Congress in the South are slave owners, so they wanna. Including himself."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "You know, even Thomas Jefferson, the author of the Declaration of Independence, he knew that slavery was a contradiction. He called the issue of having slavery like holding a wolf by the ears, right? You can't hold onto it, but you can't let it go, because so many of the wealthy elites who are going to end up in Congress in the South are slave owners, so they wanna. Including himself. Exactly, so they wanna protect their interests. So we have that, you know, the issue is there from the moment that the country is founded, and then we get into the 1800s, which is really the run-up. You know, the Civil War doesn't start until we get into 1860 or shortly thereafter."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "Including himself. Exactly, so they wanna protect their interests. So we have that, you know, the issue is there from the moment that the country is founded, and then we get into the 1800s, which is really the run-up. You know, the Civil War doesn't start until we get into 1860 or shortly thereafter. What, or actually 1860. What is, you know, what are the, what's the big picture that really leads up to it? Well, I think what we're looking at when we get into the issues that lead to the Civil War is really about how the US handles getting new territory, right?"}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "You know, the Civil War doesn't start until we get into 1860 or shortly thereafter. What, or actually 1860. What is, you know, what are the, what's the big picture that really leads up to it? Well, I think what we're looking at when we get into the issues that lead to the Civil War is really about how the US handles getting new territory, right? And the US was getting a lot of new territory. We have a map here. I guess the first really big chunk is you have the Louisiana Purchase in 1803."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "Well, I think what we're looking at when we get into the issues that lead to the Civil War is really about how the US handles getting new territory, right? And the US was getting a lot of new territory. We have a map here. I guess the first really big chunk is you have the Louisiana Purchase in 1803. And so you get all of, let's see, let me shade it in. You get, you know, roughly all of this stuff right over here. So that's new areas that settlers can go, and it becomes officially part of the US."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "I guess the first really big chunk is you have the Louisiana Purchase in 1803. And so you get all of, let's see, let me shade it in. You get, you know, roughly all of this stuff right over here. So that's new areas that settlers can go, and it becomes officially part of the US. And what else happens? So, you know, as we get these new territories, out of them you're gonna get new states. And when new states come into the Union, they're going to come in as either free states or slave states."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "So that's new areas that settlers can go, and it becomes officially part of the US. And what else happens? So, you know, as we get these new territories, out of them you're gonna get new states. And when new states come into the Union, they're going to come in as either free states or slave states. So, you know, we've balanced the interests of the North and South up until this point, right, from the Revolutionary War, so that there's equal representation in Congress between free states and slave states. Well, why does someone care? If I'm, you know, if I'm someone in Massachusetts, why do I care whether the new state of Missouri is going to be a free state or a slave state?"}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "And when new states come into the Union, they're going to come in as either free states or slave states. So, you know, we've balanced the interests of the North and South up until this point, right, from the Revolutionary War, so that there's equal representation in Congress between free states and slave states. Well, why does someone care? If I'm, you know, if I'm someone in Massachusetts, why do I care whether the new state of Missouri is going to be a free state or a slave state? Well, I think there are two reasons why you might care. First, you know, if you're an abolitionist, and these are the people who we know very well, like Frederick Douglass or William Lloyd Garrison, who was the editor of the newspaper, The Liberator, these are the people who feel that, correctly, slavery is morally wrong. You know, slavery is a corruption of the essential principles on which the country was founded."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "If I'm, you know, if I'm someone in Massachusetts, why do I care whether the new state of Missouri is going to be a free state or a slave state? Well, I think there are two reasons why you might care. First, you know, if you're an abolitionist, and these are the people who we know very well, like Frederick Douglass or William Lloyd Garrison, who was the editor of the newspaper, The Liberator, these are the people who feel that, correctly, slavery is morally wrong. You know, slavery is a corruption of the essential principles on which the country was founded. It's something that, you know, destroys lives, destroys families. But another reason, if you're, say, in Massachusetts or Pennsylvania, why you might care whether a new state is a slave state is you're worried about opportunities for yourself out in the West. You know, we know that Horace Greeley, this famous newspaper editor, he says, now, what do you do if you're a young man in New York, a young white man who doesn't know how to get ahead?"}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "You know, slavery is a corruption of the essential principles on which the country was founded. It's something that, you know, destroys lives, destroys families. But another reason, if you're, say, in Massachusetts or Pennsylvania, why you might care whether a new state is a slave state is you're worried about opportunities for yourself out in the West. You know, we know that Horace Greeley, this famous newspaper editor, he says, now, what do you do if you're a young man in New York, a young white man who doesn't know how to get ahead? He says, go West, young man. You know, you can go out there, you can get some land, you can start a farm, but if you go out there and you find that all of the land has been bought up by rich slaveholders from the South, you might not be able to get any land and you certainly might not be able to, for example, sell your corn at a rate low enough that you could beat somebody who has free labor. So there was a, you know, a lot of times, there's a lot of focus on the moral argument, which is a very strong argument."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "You know, we know that Horace Greeley, this famous newspaper editor, he says, now, what do you do if you're a young man in New York, a young white man who doesn't know how to get ahead? He says, go West, young man. You know, you can go out there, you can get some land, you can start a farm, but if you go out there and you find that all of the land has been bought up by rich slaveholders from the South, you might not be able to get any land and you certainly might not be able to, for example, sell your corn at a rate low enough that you could beat somebody who has free labor. So there was a, you know, a lot of times, there's a lot of focus on the moral argument, which is a very strong argument. But there's also this interesting economic argument, which you just talked about, which is it's hard to compete with slavery. I mean, you're literally talking about labor that does not need traditional wages. That is literally slave labor."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "So there was a, you know, a lot of times, there's a lot of focus on the moral argument, which is a very strong argument. But there's also this interesting economic argument, which you just talked about, which is it's hard to compete with slavery. I mean, you're literally talking about labor that does not need traditional wages. That is literally slave labor. And so if you are having your own farm and you don't own slaves, how are you going to compete with that? And so that was the reason some folks in the North on economic argument. Now, would these people be considered abolitionists?"}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "That is literally slave labor. And so if you are having your own farm and you don't own slaves, how are you going to compete with that? And so that was the reason some folks in the North on economic argument. Now, would these people be considered abolitionists? No, the way that we think about those, we call them anti-slavery. So anti-slavery advocates, they don't think that they can get rid of slavery in the South, even if they don't like slavery in the South. They don't even see how it would be possible to get rid of it."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "Now, would these people be considered abolitionists? No, the way that we think about those, we call them anti-slavery. So anti-slavery advocates, they don't think that they can get rid of slavery in the South, even if they don't like slavery in the South. They don't even see how it would be possible to get rid of it. But they do think that as these new states are coming into the Union, they could prevent them from becoming slave states so that it's possible for the Western lands to remain free. You know, Abraham Lincoln, I think, is a really good poster child for this. And I think we'll talk about him a little bit more later."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "They don't even see how it would be possible to get rid of it. But they do think that as these new states are coming into the Union, they could prevent them from becoming slave states so that it's possible for the Western lands to remain free. You know, Abraham Lincoln, I think, is a really good poster child for this. And I think we'll talk about him a little bit more later. But Lincoln is born in Kentucky, one of these new Western states. His father is a small white farmer. And slave owners move into Kentucky, later becomes a slave state, and his father can't find work."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "And I think we'll talk about him a little bit more later. But Lincoln is born in Kentucky, one of these new Western states. His father is a small white farmer. And slave owners move into Kentucky, later becomes a slave state, and his father can't find work. His father can't find land. So he ends up first having to move to Indiana, then moving to Illinois. So this is literally a case of one of these poor white farmers who just can't compete with slavery, which is one reason why Lincoln himself is later gonna come out so strongly in favor of making sure there's no slavery in the West."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "And slave owners move into Kentucky, later becomes a slave state, and his father can't find work. His father can't find land. So he ends up first having to move to Indiana, then moving to Illinois. So this is literally a case of one of these poor white farmers who just can't compete with slavery, which is one reason why Lincoln himself is later gonna come out so strongly in favor of making sure there's no slavery in the West. So abolitionists want, slavery is amoral, it needs to be removed from definitely the United States, possibly the world. Yeah, absolutely. Anti-slavery, they also think slavery's bad, they don't like it."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "So this is literally a case of one of these poor white farmers who just can't compete with slavery, which is one reason why Lincoln himself is later gonna come out so strongly in favor of making sure there's no slavery in the West. So abolitionists want, slavery is amoral, it needs to be removed from definitely the United States, possibly the world. Yeah, absolutely. Anti-slavery, they also think slavery's bad, they don't like it. Right. They think it's, well, but I'm not gonna fight that fight to remove it. Maybe that's hard to do or impossible."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "Anti-slavery, they also think slavery's bad, they don't like it. Right. They think it's, well, but I'm not gonna fight that fight to remove it. Maybe that's hard to do or impossible. But it shouldn't spread, it's not fair, it's the reason my dad wasn't able to run his farm. Absolutely. And so when we get it, so that's, you know, you have the Louisiana Purchase, and you know in other videos we talk, it's famously Napoleon sold it for quite cheap because frankly he couldn't defend it because he was fighting these wars in Europe."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "Maybe that's hard to do or impossible. But it shouldn't spread, it's not fair, it's the reason my dad wasn't able to run his farm. Absolutely. And so when we get it, so that's, you know, you have the Louisiana Purchase, and you know in other videos we talk, it's famously Napoleon sold it for quite cheap because frankly he couldn't defend it because he was fighting these wars in Europe. That's the first chunk of land, so you have all of these states, and they need to figure out whether they're slave states or free states. But why would, I mean, I talked about why would a northerner care whether a slave or a free state? Why would a southerner care?"}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "And so when we get it, so that's, you know, you have the Louisiana Purchase, and you know in other videos we talk, it's famously Napoleon sold it for quite cheap because frankly he couldn't defend it because he was fighting these wars in Europe. That's the first chunk of land, so you have all of these states, and they need to figure out whether they're slave states or free states. But why would, I mean, I talked about why would a northerner care whether a slave or a free state? Why would a southerner care? Why would, if I'm a slave owner, I own a plantation in South Carolina or Georgia, why do I care if Missouri is a slave state or a free state? Well, I think, you know, just as their political interests are tied up in slavery, all of their money is tied up in slavery. You know, in 1860, the most valuable thing that anyone owns in the United States is slaves, right?"}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "Why would a southerner care? Why would, if I'm a slave owner, I own a plantation in South Carolina or Georgia, why do I care if Missouri is a slave state or a free state? Well, I think, you know, just as their political interests are tied up in slavery, all of their money is tied up in slavery. You know, in 1860, the most valuable thing that anyone owns in the United States is slaves, right? You can't compete with that kind of money. So they wanna make sure that if a new state comes into the union, that state isn't a free state because then the free states might have more representation in Congress, and then they can vote to outlaw slavery. So if your whole fortune is built on slavery, if you're a white slave owner, they outlaw that, then you're left with nothing."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "You know, in 1860, the most valuable thing that anyone owns in the United States is slaves, right? You can't compete with that kind of money. So they wanna make sure that if a new state comes into the union, that state isn't a free state because then the free states might have more representation in Congress, and then they can vote to outlaw slavery. So if your whole fortune is built on slavery, if you're a white slave owner, they outlaw that, then you're left with nothing. I see. So in the North, there's the moral argument, there's the economic argument, slavery's hard to compete with and the South, hey, if we have too many of these free states at some point, they're gonna have a majority, you know, enough of a voting power in the government to maybe abolish slavery one day, which would completely undermine, if I'm a slave owner, my economics of my reality. Right, I mean, and they are sort of essentially amoral."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "So if your whole fortune is built on slavery, if you're a white slave owner, they outlaw that, then you're left with nothing. I see. So in the North, there's the moral argument, there's the economic argument, slavery's hard to compete with and the South, hey, if we have too many of these free states at some point, they're gonna have a majority, you know, enough of a voting power in the government to maybe abolish slavery one day, which would completely undermine, if I'm a slave owner, my economics of my reality. Right, I mean, and they are sort of essentially amoral. Even, you know, someone like Jefferson, who knows that slavery is wrong, his whole wealth, his whole fortune, his whole political dynasty is built on the fortune of owning slaves. And, you know, one of the first points where this really gets balanced, this issue is, you know, we have the Louisiana Purchase in 1803, then starting to carve out the Louisiana Purchase, you have states like Missouri, they get to their critical mass of people, of population, so that they can become a state. And so what was the Missouri Compromise all about in 1820?"}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "Right, I mean, and they are sort of essentially amoral. Even, you know, someone like Jefferson, who knows that slavery is wrong, his whole wealth, his whole fortune, his whole political dynasty is built on the fortune of owning slaves. And, you know, one of the first points where this really gets balanced, this issue is, you know, we have the Louisiana Purchase in 1803, then starting to carve out the Louisiana Purchase, you have states like Missouri, they get to their critical mass of people, of population, so that they can become a state. And so what was the Missouri Compromise all about in 1820? So the Missouri Compromise is when, you know, we have enough people living in Missouri, you know, these are white people, generally coming, who have come from the eastern states, and they apply for statehood. You've got an equal number of slave states and free states already in Congress. So if Missouri comes in and they wanna be a slave state, they're going to upset the apple cart, they're gonna upset the balance."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "And so what was the Missouri Compromise all about in 1820? So the Missouri Compromise is when, you know, we have enough people living in Missouri, you know, these are white people, generally coming, who have come from the eastern states, and they apply for statehood. You've got an equal number of slave states and free states already in Congress. So if Missouri comes in and they wanna be a slave state, they're going to upset the apple cart, they're gonna upset the balance. So there'll be more representatives for the south than there will be for north. And everything they've done so far has been predicated on this sort of tenuous balance between free states and slave states. So, you know, they debate this in Congress just for months."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "So if Missouri comes in and they wanna be a slave state, they're going to upset the apple cart, they're gonna upset the balance. So there'll be more representatives for the south than there will be for north. And everything they've done so far has been predicated on this sort of tenuous balance between free states and slave states. So, you know, they debate this in Congress just for months. And eventually what they do is say, all right, well, we can't decide. So what we're going to do is admit the state of Maine at the same time. And admit it, I mean, Maine, the territory of Maine, was already part of the United States."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "So, you know, they debate this in Congress just for months. And eventually what they do is say, all right, well, we can't decide. So what we're going to do is admit the state of Maine at the same time. And admit it, I mean, Maine, the territory of Maine, was already part of the United States. I mean, how is it not already a state? It was part of Massachusetts, but as you can see, you know, it's really only tenuously connected to Massachusetts. So they divide this territory up so that it can have its own representation in Congress."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "And admit it, I mean, Maine, the territory of Maine, was already part of the United States. I mean, how is it not already a state? It was part of Massachusetts, but as you can see, you know, it's really only tenuously connected to Massachusetts. So they divide this territory up so that it can have its own representation in Congress. So they say, all right, well, we can't solve this problem of the balance of power between free states and slave states right now. So what we're going to do is just kind of extend our balance. We're going to keep this compromise going to make sure that there are the same number of free and slave states."}, {"video_title": "Slavery and Missouri Compromise in early 1800s   US History   Khan Academy (2).mp3", "Sentence": "So they divide this territory up so that it can have its own representation in Congress. So they say, all right, well, we can't solve this problem of the balance of power between free states and slave states right now. So what we're going to do is just kind of extend our balance. We're going to keep this compromise going to make sure that there are the same number of free and slave states. So we'll let Missouri in as a slave state at the same time we let Maine in as a free state. Fascinating. So I think, I mean, I see where this is going, that you have these very tenuous compromises while more and more territory is being added."}, {"video_title": "1945 - End of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "In Europe, you might remember at the end of 1944, we have the Battle of the Bulge starting, which is an incredibly bloody battle. The US forces, which kind of take the brunt on the Allied side, lose 20, roughly 20,000 troops, but by January they're able to break through and invade Germany. So as you go into early 1945, the Allies are on their march through Western Germany. Now if you go on the east, the Russians or the Soviets are also marching westward, and by January of 1945, they're able to take Warsaw, and from there they continue to march westward towards Berlin. Now the writing is on the wall at this point. The Allies look like they are going to win, and so they meet at Yalta, the major powers, to discuss what happens to Europe after World War II. What happens to Germany as it's split up?"}, {"video_title": "1945 - End of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "Now if you go on the east, the Russians or the Soviets are also marching westward, and by January of 1945, they're able to take Warsaw, and from there they continue to march westward towards Berlin. Now the writing is on the wall at this point. The Allies look like they are going to win, and so they meet at Yalta, the major powers, to discuss what happens to Europe after World War II. What happens to Germany as it's split up? What influence will the different Allied victors have in the different countries of World War II? So this is happening in Yalta in February of 1945. So let me write that down."}, {"video_title": "1945 - End of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "What happens to Germany as it's split up? What influence will the different Allied victors have in the different countries of World War II? So this is happening in Yalta in February of 1945. So let me write that down. That's in February. Now all the while this is happening, even though the writing is on the wall that the Allies are going to win the war, they weren't taking anything for granted. They wanted to absolutely force a surrender by the Axis powers in Germany in particular."}, {"video_title": "1945 - End of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "So let me write that down. That's in February. Now all the while this is happening, even though the writing is on the wall that the Allies are going to win the war, they weren't taking anything for granted. They wanted to absolutely force a surrender by the Axis powers in Germany in particular. So they continue to firebomb major cities of Germany, and firebombing is an incredibly devastating form of bombing where you're literally trying to destroy the city, set the city on fire. The most notable of these cities that were firebombed were Hamburg and Dresden. The firebombing of Dresden, movies and books are written about it."}, {"video_title": "1945 - End of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "They wanted to absolutely force a surrender by the Axis powers in Germany in particular. So they continue to firebomb major cities of Germany, and firebombing is an incredibly devastating form of bombing where you're literally trying to destroy the city, set the city on fire. The most notable of these cities that were firebombed were Hamburg and Dresden. The firebombing of Dresden, movies and books are written about it. The Nazis did also firebomb London, but that didn't have quite the same devastating effect as the Allied firebombing of Hamburg and Dresden, and actually of Tokyo and other Japanese cities, as we will see in a few minutes. But then everything really comes to a head in April of 1945. It's in April that, as you can see, as you get into April and May, the Allies are able to essentially occupy major chunks of Germany."}, {"video_title": "1945 - End of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "The firebombing of Dresden, movies and books are written about it. The Nazis did also firebomb London, but that didn't have quite the same devastating effect as the Allied firebombing of Hamburg and Dresden, and actually of Tokyo and other Japanese cities, as we will see in a few minutes. But then everything really comes to a head in April of 1945. It's in April that, as you can see, as you get into April and May, the Allies are able to essentially occupy major chunks of Germany. They're able to push Axis forces outside of Italy. They have effectively won. Mussolini gets captured and then gets executed."}, {"video_title": "1945 - End of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "It's in April that, as you can see, as you get into April and May, the Allies are able to essentially occupy major chunks of Germany. They're able to push Axis forces outside of Italy. They have effectively won. Mussolini gets captured and then gets executed. Soviets are able to take Berlin. And maybe most importantly, April 30th, Hitler commits suicide. So Hitler commits suicide, and he's not the only one."}, {"video_title": "1945 - End of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "Mussolini gets captured and then gets executed. Soviets are able to take Berlin. And maybe most importantly, April 30th, Hitler commits suicide. So Hitler commits suicide, and he's not the only one. Several other major leaders, Nazi leaders, commit suicide as we go into this period right over here. So essentially the war is won in Europe at this point, and then that's made official on May 8th, which is a good day to remember, known as VE Day, Victory in Europe Day. So the Allies have won in Europe."}, {"video_title": "1945 - End of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "So Hitler commits suicide, and he's not the only one. Several other major leaders, Nazi leaders, commit suicide as we go into this period right over here. So essentially the war is won in Europe at this point, and then that's made official on May 8th, which is a good day to remember, known as VE Day, Victory in Europe Day. So the Allies have won in Europe. But everything is not over yet. World War II is still going on in the Pacific. So let's go down to the Pacific Theater."}, {"video_title": "1945 - End of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "So the Allies have won in Europe. But everything is not over yet. World War II is still going on in the Pacific. So let's go down to the Pacific Theater. So starting the year in January, the Allies are able to take the island of Luzon. In particular, they're able to take Manila. Then, as we go into February, they begin the invasion of Iwo Jima, which is an incredibly bloody campaign."}, {"video_title": "1945 - End of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "So let's go down to the Pacific Theater. So starting the year in January, the Allies are able to take the island of Luzon. In particular, they're able to take Manila. Then, as we go into February, they begin the invasion of Iwo Jima, which is an incredibly bloody campaign. You have 70,000 Marines invade the island versus 22,000 Japanese troops. And on top of that, you obviously have the Air Force involved. You have the Navy involved."}, {"video_title": "1945 - End of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "Then, as we go into February, they begin the invasion of Iwo Jima, which is an incredibly bloody campaign. You have 70,000 Marines invade the island versus 22,000 Japanese troops. And on top of that, you obviously have the Air Force involved. You have the Navy involved. But what's, I guess, even more mind-boggling, you have significant Allied debts. You have 7,000 debts on the Allied side. But even more amazing, out of the 22,000 Japanese soldiers that were defending Iwo Jima, 19,000 get killed."}, {"video_title": "1945 - End of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "You have the Navy involved. But what's, I guess, even more mind-boggling, you have significant Allied debts. You have 7,000 debts on the Allied side. But even more amazing, out of the 22,000 Japanese soldiers that were defending Iwo Jima, 19,000 get killed. So 19,000 of 22,000 Japanese soldiers get killed. So you can imagine how bloody this is. And this picture, which is probably one of the most famous military photos ever taken, especially in the United States, this was taken of Marines storming a hill, storming a mountain in Iwo Jima."}, {"video_title": "1945 - End of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "But even more amazing, out of the 22,000 Japanese soldiers that were defending Iwo Jima, 19,000 get killed. So 19,000 of 22,000 Japanese soldiers get killed. So you can imagine how bloody this is. And this picture, which is probably one of the most famous military photos ever taken, especially in the United States, this was taken of Marines storming a hill, storming a mountain in Iwo Jima. And just imagine how bloody these things are. I'll just give you some of the numbers. Even this photo, which is a real photograph, even this photo where it looks like, hey, look, the Americans have at least taken this mountain or this hill right over here."}, {"video_title": "1945 - End of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "And this picture, which is probably one of the most famous military photos ever taken, especially in the United States, this was taken of Marines storming a hill, storming a mountain in Iwo Jima. And just imagine how bloody these things are. I'll just give you some of the numbers. Even this photo, which is a real photograph, even this photo where it looks like, hey, look, the Americans have at least taken this mountain or this hill right over here. Even out of this photo, three of these Marines die in the next few days as they continue to try to take Iwo Jima or take the entire island. So you can imagine the Japanese are able to mount a ferocious defense of the island. And they aren't able to fully take the island until we get into March."}, {"video_title": "1945 - End of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "Even this photo, which is a real photograph, even this photo where it looks like, hey, look, the Americans have at least taken this mountain or this hill right over here. Even out of this photo, three of these Marines die in the next few days as they continue to try to take Iwo Jima or take the entire island. So you can imagine the Japanese are able to mount a ferocious defense of the island. And they aren't able to fully take the island until we get into March. So by March, so maybe I'll say from February to March, you have the invasion of Iwo Jima. Now the whole time that this is happening, you have B-29s firebombing major cities in Japan and especially Tokyo. So once again, these cities are really being destroyed."}, {"video_title": "1945 - End of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "And they aren't able to fully take the island until we get into March. So by March, so maybe I'll say from February to March, you have the invasion of Iwo Jima. Now the whole time that this is happening, you have B-29s firebombing major cities in Japan and especially Tokyo. So once again, these cities are really being destroyed. This is all-out war. But still, the Japanese have not surrendered. And so in April, actually April going into June, and you have to remember, April in Europe, this is when it was pretty much done with."}, {"video_title": "1945 - End of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "So once again, these cities are really being destroyed. This is all-out war. But still, the Japanese have not surrendered. And so in April, actually April going into June, and you have to remember, April in Europe, this is when it was pretty much done with. Hitler commits suicide in April. But in April going into June of 1945, you have the Allied invasion of Okinawa, which once again is an incredibly bloody campaign. You have above and beyond the tens of thousands of Japanese soldiers that get killed in Okinawa."}, {"video_title": "1945 - End of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "And so in April, actually April going into June, and you have to remember, April in Europe, this is when it was pretty much done with. Hitler commits suicide in April. But in April going into June of 1945, you have the Allied invasion of Okinawa, which once again is an incredibly bloody campaign. You have above and beyond the tens of thousands of Japanese soldiers that get killed in Okinawa. You have tens and tens of thousands of civilians who get killed or commit suicide. So once again, this is all very unpleasant and very, very bloody. But we continue on and still the Japanese have not surrendered, although even in 1944, their navy is all but destroyed."}, {"video_title": "1945 - End of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "You have above and beyond the tens of thousands of Japanese soldiers that get killed in Okinawa. You have tens and tens of thousands of civilians who get killed or commit suicide. So once again, this is all very unpleasant and very, very bloody. But we continue on and still the Japanese have not surrendered, although even in 1944, their navy is all but destroyed. But they're mounting this ferocious defense. But then in parallel to all of this, the Allies have, especially the US, has had the Manhattan Project to develop nuclear weapons. And they decide to use them, Truman is now president, in order to accelerate the end of the war."}, {"video_title": "1945 - End of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "But we continue on and still the Japanese have not surrendered, although even in 1944, their navy is all but destroyed. But they're mounting this ferocious defense. But then in parallel to all of this, the Allies have, especially the US, has had the Manhattan Project to develop nuclear weapons. And they decide to use them, Truman is now president, in order to accelerate the end of the war. And so in August 6th, they drop an atomic bomb on Hiroshima, essentially destroying that city. And it's interesting to read accounts of even how the Japanese learned about it or what they didn't learn about it, obviously, because obviously no one was expecting bombs that could just obliterate a city literally in seconds. And so still there wasn't a surrender from the Japanese."}, {"video_title": "1945 - End of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "And they decide to use them, Truman is now president, in order to accelerate the end of the war. And so in August 6th, they drop an atomic bomb on Hiroshima, essentially destroying that city. And it's interesting to read accounts of even how the Japanese learned about it or what they didn't learn about it, obviously, because obviously no one was expecting bombs that could just obliterate a city literally in seconds. And so still there wasn't a surrender from the Japanese. And so let me write this. This is August 6th. And so on August 9th, you have another atomic bomb dropped on Nagasaki."}, {"video_title": "1945 - End of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "And so still there wasn't a surrender from the Japanese. And so let me write this. This is August 6th. And so on August 9th, you have another atomic bomb dropped on Nagasaki. And at the same time that this is happening, you have the Soviet Union invading Manchuria. You have the Soviet Union invading Manchuria. And so enough was enough."}, {"video_title": "1945 - End of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "And so on August 9th, you have another atomic bomb dropped on Nagasaki. And at the same time that this is happening, you have the Soviet Union invading Manchuria. You have the Soviet Union invading Manchuria. And so enough was enough. You have the Soviets who are now getting involved in the Pacific. The Americans seem to be able to literally destroy Japanese cities at will. And so on August 14, 1945, you have the Japanese surrender."}, {"video_title": "1945 - End of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "And so enough was enough. You have the Soviets who are now getting involved in the Pacific. The Americans seem to be able to literally destroy Japanese cities at will. And so on August 14, 1945, you have the Japanese surrender. And then this does not become, I guess, truly official until September 2nd, 1945, which is called V-J Day, Victory in Japan Day. And then that marks the real end of World War II. Obviously, World War II ended at the end of April, May, officially early May in Europe."}, {"video_title": "Consequences of Columbus's voyage on the Tainos and Europe.mp3", "Sentence": "In the last video, we discussed Christopher Columbus's attempt to find the funding to find a western route around the world to China and the east. And how, although he didn't find that, in October of 1492, he landed in the Caribbean, where he met the indigenous people living there, the Ta\u00ednos. So who were the Ta\u00ednos? So we know a little bit about them. They were one of the indigenous peoples in the Caribbean. This is a woodcut that depicts people in the region made a little bit later, so they may have looked something like this. And they were adept at fishing."}, {"video_title": "Consequences of Columbus's voyage on the Tainos and Europe.mp3", "Sentence": "So we know a little bit about them. They were one of the indigenous peoples in the Caribbean. This is a woodcut that depicts people in the region made a little bit later, so they may have looked something like this. And they were adept at fishing. We know that they were probably matrilineal. That is, they traced their family lines through the women, not the men. We know that they were very generous people."}, {"video_title": "Consequences of Columbus's voyage on the Tainos and Europe.mp3", "Sentence": "And they were adept at fishing. We know that they were probably matrilineal. That is, they traced their family lines through the women, not the men. We know that they were very generous people. Columbus repeatedly describes how people would really give you anything that you asked for. We also know religiously that they worshipped ancestor spirits called zemis. And this is a statue of one of those ancestor spirits that we still have today."}, {"video_title": "Consequences of Columbus's voyage on the Tainos and Europe.mp3", "Sentence": "We know that they were very generous people. Columbus repeatedly describes how people would really give you anything that you asked for. We also know religiously that they worshipped ancestor spirits called zemis. And this is a statue of one of those ancestor spirits that we still have today. Another thing I think is really cool about the Ta\u00ednos is that we still use some of their words in everyday language that were borrowed by the Spanish and then came into English. So barbecue, for example, they called barbacoa. Hurricanes, they called huracan."}, {"video_title": "Consequences of Columbus's voyage on the Tainos and Europe.mp3", "Sentence": "And this is a statue of one of those ancestor spirits that we still have today. Another thing I think is really cool about the Ta\u00ednos is that we still use some of their words in everyday language that were borrowed by the Spanish and then came into English. So barbecue, for example, they called barbacoa. Hurricanes, they called huracan. Tobacco was one of their words for the plant that will become so popular. Even the name of the island itself, they called it Aiti, which is still preserved today in the nation of Haiti. So Columbus sailed around the Caribbean and then he made his way back to Europe."}, {"video_title": "Consequences of Columbus's voyage on the Tainos and Europe.mp3", "Sentence": "Hurricanes, they called huracan. Tobacco was one of their words for the plant that will become so popular. Even the name of the island itself, they called it Aiti, which is still preserved today in the nation of Haiti. So Columbus sailed around the Caribbean and then he made his way back to Europe. He left behind him 39 men whose ship had run aground, so they built a fort. And when he arrived in Europe, he immediately wrote a letter to the finance minister, to Ferdinand and Isabella, Luis de Sant'Angelo. So let's look a little bit more closely at what he wrote."}, {"video_title": "Consequences of Columbus's voyage on the Tainos and Europe.mp3", "Sentence": "So Columbus sailed around the Caribbean and then he made his way back to Europe. He left behind him 39 men whose ship had run aground, so they built a fort. And when he arrived in Europe, he immediately wrote a letter to the finance minister, to Ferdinand and Isabella, Luis de Sant'Angelo. So let's look a little bit more closely at what he wrote. As I know that you will be rejoiced at the glorious success that our Lord has given me in my voyage, I write this to tell you how in 33 days I sailed to the Indies with the fleet that the illustrious king and queen, our sovereigns, gave me, where I discovered a great many islands inhabited by numberless people, and of all, I have taken possession for their highnesses by proclamation and display of the royal standard without opposition. To the first island, I gave the name of San Salvador in commemoration of his divine majesty. The second, I named the island of Santa Maria de Concepcion."}, {"video_title": "Consequences of Columbus's voyage on the Tainos and Europe.mp3", "Sentence": "So let's look a little bit more closely at what he wrote. As I know that you will be rejoiced at the glorious success that our Lord has given me in my voyage, I write this to tell you how in 33 days I sailed to the Indies with the fleet that the illustrious king and queen, our sovereigns, gave me, where I discovered a great many islands inhabited by numberless people, and of all, I have taken possession for their highnesses by proclamation and display of the royal standard without opposition. To the first island, I gave the name of San Salvador in commemoration of his divine majesty. The second, I named the island of Santa Maria de Concepcion. The third, Fernandina. The fourth, Isabella. The fifth, Juana."}, {"video_title": "Consequences of Columbus's voyage on the Tainos and Europe.mp3", "Sentence": "The second, I named the island of Santa Maria de Concepcion. The third, Fernandina. The fourth, Isabella. The fifth, Juana. And I found it so extensive that I thought it might be the mainland, the province of Cafe. This is really interesting because you can tell a lot about what Columbus is thinking here. First, he says that he's taken possession of these islands by proclamation and display of the royal standard without opposition."}, {"video_title": "Consequences of Columbus's voyage on the Tainos and Europe.mp3", "Sentence": "The fifth, Juana. And I found it so extensive that I thought it might be the mainland, the province of Cafe. This is really interesting because you can tell a lot about what Columbus is thinking here. First, he says that he's taken possession of these islands by proclamation and display of the royal standard without opposition. And I love this image of Columbus. He's reading in Spanish the proclamation, I claim this land in the name of Spain. And he's not opposed because the Ta\u00ednos have no idea what he's saying."}, {"video_title": "Consequences of Columbus's voyage on the Tainos and Europe.mp3", "Sentence": "First, he says that he's taken possession of these islands by proclamation and display of the royal standard without opposition. And I love this image of Columbus. He's reading in Spanish the proclamation, I claim this land in the name of Spain. And he's not opposed because the Ta\u00ednos have no idea what he's saying. You can also see his religious motivations here as he names the first islands after San Salvador, the savior Jesus, Santa Maria de Concepcion, the Virgin Mary, and that he's trying to win some points with Ferdinand and Isabella by naming islands after them. You can also see here that Columbus thinks that he's found China, he says. He thought it might be the mainland, the province of Cafe."}, {"video_title": "Consequences of Columbus's voyage on the Tainos and Europe.mp3", "Sentence": "And he's not opposed because the Ta\u00ednos have no idea what he's saying. You can also see his religious motivations here as he names the first islands after San Salvador, the savior Jesus, Santa Maria de Concepcion, the Virgin Mary, and that he's trying to win some points with Ferdinand and Isabella by naming islands after them. You can also see here that Columbus thinks that he's found China, he says. He thought it might be the mainland, the province of Cafe. Cafe is an old word meaning China. So let's read on. He says, I began fortifications there which should be completed by this time."}, {"video_title": "Consequences of Columbus's voyage on the Tainos and Europe.mp3", "Sentence": "He thought it might be the mainland, the province of Cafe. Cafe is an old word meaning China. So let's read on. He says, I began fortifications there which should be completed by this time. And I have left in it men enough to hold it with arms, artillery, and provisions for more than a year, and a boat with a master seaman skilled in the arts necessary to make others. I am so friendly with the king of that country that he was proud to call me his brother and hold me as such. Even should he change his mind and wish to quarrel, neither he nor his subjects know what arms are nor wear clothes, as I have said."}, {"video_title": "Consequences of Columbus's voyage on the Tainos and Europe.mp3", "Sentence": "He says, I began fortifications there which should be completed by this time. And I have left in it men enough to hold it with arms, artillery, and provisions for more than a year, and a boat with a master seaman skilled in the arts necessary to make others. I am so friendly with the king of that country that he was proud to call me his brother and hold me as such. Even should he change his mind and wish to quarrel, neither he nor his subjects know what arms are nor wear clothes, as I have said. They're the most timid people in the world, so that only the men remaining there could destroy the whole region. So he's kind of saying that we're getting along with the natives, but if we don't, they're not a threat. He finishes by saying, to speak in conclusion only of what has been done during this hurried voyage."}, {"video_title": "Consequences of Columbus's voyage on the Tainos and Europe.mp3", "Sentence": "Even should he change his mind and wish to quarrel, neither he nor his subjects know what arms are nor wear clothes, as I have said. They're the most timid people in the world, so that only the men remaining there could destroy the whole region. So he's kind of saying that we're getting along with the natives, but if we don't, they're not a threat. He finishes by saying, to speak in conclusion only of what has been done during this hurried voyage. Their Highnesses will see that I can give them as much gold as they desire, if they will give me a little assistance, spices, cotton, as much as their Highnesses may command to be shipped, and as many slaves as they choose to send for, all heathens. So Columbus is finishing by saying, well, this exploratory voyage has shown that we can get a lot out of colonizing this area. We can get gold, spices, cotton, slaves."}, {"video_title": "Consequences of Columbus's voyage on the Tainos and Europe.mp3", "Sentence": "He finishes by saying, to speak in conclusion only of what has been done during this hurried voyage. Their Highnesses will see that I can give them as much gold as they desire, if they will give me a little assistance, spices, cotton, as much as their Highnesses may command to be shipped, and as many slaves as they choose to send for, all heathens. So Columbus is finishing by saying, well, this exploratory voyage has shown that we can get a lot out of colonizing this area. We can get gold, spices, cotton, slaves. And so if you will give me a little assistance, that is give me more resources to continue my mission, Spain will get very wealthy indeed from this new land. And that is exactly what Ferdinand and Isabella do. So they send him on a second voyage in 1493, and this time they send him with 1,200 men and 17 ships, and they bring with them livestock, horses, cattle, pigs, and sugarcane plants, so they can turn this into a plantation."}, {"video_title": "Consequences of Columbus's voyage on the Tainos and Europe.mp3", "Sentence": "We can get gold, spices, cotton, slaves. And so if you will give me a little assistance, that is give me more resources to continue my mission, Spain will get very wealthy indeed from this new land. And that is exactly what Ferdinand and Isabella do. So they send him on a second voyage in 1493, and this time they send him with 1,200 men and 17 ships, and they bring with them livestock, horses, cattle, pigs, and sugarcane plants, so they can turn this into a plantation. So they really intend to use this settlement as not only a place to try out growing crops and also mining for gold, they also see it as kind of a jumping off place that they can use for further exploration in this area. Because the Portuguese were so dominant in this early phase of colonialism, the Spanish are nervous that the Portuguese are going to try to make inroads into their new acquisitions in the West. So with the help of the Pope, they negotiate what's called the Treaty of Tordesillas, dividing the world between them."}, {"video_title": "Consequences of Columbus's voyage on the Tainos and Europe.mp3", "Sentence": "So they send him on a second voyage in 1493, and this time they send him with 1,200 men and 17 ships, and they bring with them livestock, horses, cattle, pigs, and sugarcane plants, so they can turn this into a plantation. So they really intend to use this settlement as not only a place to try out growing crops and also mining for gold, they also see it as kind of a jumping off place that they can use for further exploration in this area. Because the Portuguese were so dominant in this early phase of colonialism, the Spanish are nervous that the Portuguese are going to try to make inroads into their new acquisitions in the West. So with the help of the Pope, they negotiate what's called the Treaty of Tordesillas, dividing the world between them. So east of this line here, this will be Portugal's area of the world, and west of this line will be Spain's. Remember that Portugal had lots of interests in Africa, which they thought were much more valuable at this time. But it was later discovered that part of South America fell on Portugal's side of the line, and you'll recognize that as being today Brazil, which became a Portuguese colony, and even today speaks Portuguese."}, {"video_title": "Consequences of Columbus's voyage on the Tainos and Europe.mp3", "Sentence": "So with the help of the Pope, they negotiate what's called the Treaty of Tordesillas, dividing the world between them. So east of this line here, this will be Portugal's area of the world, and west of this line will be Spain's. Remember that Portugal had lots of interests in Africa, which they thought were much more valuable at this time. But it was later discovered that part of South America fell on Portugal's side of the line, and you'll recognize that as being today Brazil, which became a Portuguese colony, and even today speaks Portuguese. Now of course, they didn't ask anybody else's permission to divide the world between them. They didn't ask the native people of the Americas, they didn't ask anybody else in Europe, but it's important to understand that Spain thought of this area as their sovereign territory. And from this point forward, Spain will continue to send what are called conquistadors, conquerors, to this region, Mexico and Florida, and South America, and from all of this, they will become very wealthy as a nation."}, {"video_title": "Consequences of Columbus's voyage on the Tainos and Europe.mp3", "Sentence": "But it was later discovered that part of South America fell on Portugal's side of the line, and you'll recognize that as being today Brazil, which became a Portuguese colony, and even today speaks Portuguese. Now of course, they didn't ask anybody else's permission to divide the world between them. They didn't ask the native people of the Americas, they didn't ask anybody else in Europe, but it's important to understand that Spain thought of this area as their sovereign territory. And from this point forward, Spain will continue to send what are called conquistadors, conquerors, to this region, Mexico and Florida, and South America, and from all of this, they will become very wealthy as a nation. So I just wanna finish by contrasting how Columbus's voyage affected the native people of the Caribbean with how it affected Europe. So Columbus was not very nice to the natives, in fact. He originally attempted to enslave the native people and send them back to Europe for sale to continue to underwrite his ventures, but they were susceptible to European diseases and quickly died."}, {"video_title": "Consequences of Columbus's voyage on the Tainos and Europe.mp3", "Sentence": "And from this point forward, Spain will continue to send what are called conquistadors, conquerors, to this region, Mexico and Florida, and South America, and from all of this, they will become very wealthy as a nation. So I just wanna finish by contrasting how Columbus's voyage affected the native people of the Caribbean with how it affected Europe. So Columbus was not very nice to the natives, in fact. He originally attempted to enslave the native people and send them back to Europe for sale to continue to underwrite his ventures, but they were susceptible to European diseases and quickly died. So he had to take another tack, and that was by forcing the native people to labor for the Spanish, particularly to mine gold. And not long after Columbus returned, he put a quota for all people over the age of 14 that they had to give him a certain amount of gold per month, or they would have their hands chopped off. And this is an engraving of what the Spanish were imagined to have been like in the New World."}, {"video_title": "Consequences of Columbus's voyage on the Tainos and Europe.mp3", "Sentence": "He originally attempted to enslave the native people and send them back to Europe for sale to continue to underwrite his ventures, but they were susceptible to European diseases and quickly died. So he had to take another tack, and that was by forcing the native people to labor for the Spanish, particularly to mine gold. And not long after Columbus returned, he put a quota for all people over the age of 14 that they had to give him a certain amount of gold per month, or they would have their hands chopped off. And this is an engraving of what the Spanish were imagined to have been like in the New World. You can see that they're feeding children to dogs here. They were not quite as bad as this, but they were still pretty bad. Historians estimate that there were about one to three million Ta\u00ednos living in the Caribbean when the Spanish arrived."}, {"video_title": "Consequences of Columbus's voyage on the Tainos and Europe.mp3", "Sentence": "And this is an engraving of what the Spanish were imagined to have been like in the New World. You can see that they're feeding children to dogs here. They were not quite as bad as this, but they were still pretty bad. Historians estimate that there were about one to three million Ta\u00ednos living in the Caribbean when the Spanish arrived. By 100 years later, there were 200 left. Not 200,000, 200. And mostly this was due to disease, and we'll talk more in the next video about why native people seemed to be so susceptible to European diseases."}, {"video_title": "Consequences of Columbus's voyage on the Tainos and Europe.mp3", "Sentence": "Historians estimate that there were about one to three million Ta\u00ednos living in the Caribbean when the Spanish arrived. By 100 years later, there were 200 left. Not 200,000, 200. And mostly this was due to disease, and we'll talk more in the next video about why native people seemed to be so susceptible to European diseases. But it was also due to overwork and poor treatment. They were forced to mine when they should have been growing crops, and many of them were murdered by the Spanish for one reason or another. So for the people of the Caribbean, Columbus's arrival was really a catastrophe."}, {"video_title": "Consequences of Columbus's voyage on the Tainos and Europe.mp3", "Sentence": "And mostly this was due to disease, and we'll talk more in the next video about why native people seemed to be so susceptible to European diseases. But it was also due to overwork and poor treatment. They were forced to mine when they should have been growing crops, and many of them were murdered by the Spanish for one reason or another. So for the people of the Caribbean, Columbus's arrival was really a catastrophe. In Europe, however, the New World made Spain very rich. And the gold and silver being brought in from the New World to Spain may actually have increased prices in the 100 years following Columbus's voyage by 500 to 600% due to inflation, thanks to gold from the New World. Some historians even think that the influx of all this new wealth led to the creation of the modern banking system to deal with it and could even have been the forebear of capitalism."}, {"video_title": "Consequences of Columbus's voyage on the Tainos and Europe.mp3", "Sentence": "So for the people of the Caribbean, Columbus's arrival was really a catastrophe. In Europe, however, the New World made Spain very rich. And the gold and silver being brought in from the New World to Spain may actually have increased prices in the 100 years following Columbus's voyage by 500 to 600% due to inflation, thanks to gold from the New World. Some historians even think that the influx of all this new wealth led to the creation of the modern banking system to deal with it and could even have been the forebear of capitalism. So Columbus's voyage really opened up a whole new world, not just to the people in the Americas, but also to the people in Europe. He started a process, the Columbian Exchange. We'll talk more about that in the next video."}, {"video_title": "Reconstruction Amendments 14th Amendment.mp3", "Sentence": "And Jeffrey, now let's get on to the 14th Amendment, but first let's put it on our timeline. When did Congress pass it and when did the 14th get ratified? Congress passed the 14th Amendment on June 13, 1866, and it was ratified on July 9, 1868. And it's viewed by some as the most important amendment of the Constitution. Why? Because it contains our basic guarantees of equality and due process of law. The entire Civil War was fought to constitutionalize equality."}, {"video_title": "Reconstruction Amendments 14th Amendment.mp3", "Sentence": "And it's viewed by some as the most important amendment of the Constitution. Why? Because it contains our basic guarantees of equality and due process of law. The entire Civil War was fought to constitutionalize equality. It wasn't until the North won at Appomattox that that vision was embraced by Lincoln, and finally it was embedded in the 14th Amendment. Well, what was Lincoln's theory of constitutional equality? You know, it was quite powerful."}, {"video_title": "Reconstruction Amendments 14th Amendment.mp3", "Sentence": "The entire Civil War was fought to constitutionalize equality. It wasn't until the North won at Appomattox that that vision was embraced by Lincoln, and finally it was embedded in the 14th Amendment. Well, what was Lincoln's theory of constitutional equality? You know, it was quite powerful. There were some radical Reconstruction Republicans, Lincoln was not one of them, who thought that slavery was illegal even in the original Constitution, and basically that the so-called Privileges or Immunities Clause of the original Constitution forbade states to deny African Americans basic civil rights. But that wasn't the majority view. Lincoln's view was that it would require a constitutional amendment to overturn the Dred Scott decision, which didn't recognize African Americans as having any legal rights, and to constitutionalize equality."}, {"video_title": "Reconstruction Amendments 14th Amendment.mp3", "Sentence": "You know, it was quite powerful. There were some radical Reconstruction Republicans, Lincoln was not one of them, who thought that slavery was illegal even in the original Constitution, and basically that the so-called Privileges or Immunities Clause of the original Constitution forbade states to deny African Americans basic civil rights. But that wasn't the majority view. Lincoln's view was that it would require a constitutional amendment to overturn the Dred Scott decision, which didn't recognize African Americans as having any legal rights, and to constitutionalize equality. And that's why the core of the 14th Amendment is Section 1, which basically extends to African Americans the same civil rights that white people had taken for granted. Well, let's read some of that, especially the Privileges and Immunities Clause. Read it to us here."}, {"video_title": "Reconstruction Amendments 14th Amendment.mp3", "Sentence": "Lincoln's view was that it would require a constitutional amendment to overturn the Dred Scott decision, which didn't recognize African Americans as having any legal rights, and to constitutionalize equality. And that's why the core of the 14th Amendment is Section 1, which basically extends to African Americans the same civil rights that white people had taken for granted. Well, let's read some of that, especially the Privileges and Immunities Clause. Read it to us here. What's important there? So the second sentence of Section 1 of the 14th Amendment says, No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States, nor shall any state deprive any person of life, liberty, or property without due process of law, nor deny to any person within its jurisdiction the equal protection of the law. And those three clauses, the Privileges or Immunities Clause, the Equal Protection Clause, and the Due Process Clause, are arguably the heart of the American Constitution."}, {"video_title": "Reconstruction Amendments 14th Amendment.mp3", "Sentence": "Read it to us here. What's important there? So the second sentence of Section 1 of the 14th Amendment says, No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States, nor shall any state deprive any person of life, liberty, or property without due process of law, nor deny to any person within its jurisdiction the equal protection of the law. And those three clauses, the Privileges or Immunities Clause, the Equal Protection Clause, and the Due Process Clause, are arguably the heart of the American Constitution. And what really seems important is the very first two words, which is no state, because when we were talking about the Constitution, it says Congress shall pass no laws. Suddenly, it's the Constitution telling the states what they can do. That is absolutely right."}, {"video_title": "Reconstruction Amendments 14th Amendment.mp3", "Sentence": "And those three clauses, the Privileges or Immunities Clause, the Equal Protection Clause, and the Due Process Clause, are arguably the heart of the American Constitution. And what really seems important is the very first two words, which is no state, because when we were talking about the Constitution, it says Congress shall pass no laws. Suddenly, it's the Constitution telling the states what they can do. That is absolutely right. You know, James Madison introduced an amendment that he considered the most important in his original list that would have prohibited states, as well as the federal government, from abridging basic civil liberties like free speech and religious freedom. But that amendment was rejected, and Madison thought that was a terrible mistake. It took the 14th Amendment proposed by John Bingham, who was the James Madison of Reconstruction, to bind the states from abridging basic civil rights in the same way that the original Bill of Rights had bound the federal government."}, {"video_title": "Reconstruction Amendments 14th Amendment.mp3", "Sentence": "That is absolutely right. You know, James Madison introduced an amendment that he considered the most important in his original list that would have prohibited states, as well as the federal government, from abridging basic civil liberties like free speech and religious freedom. But that amendment was rejected, and Madison thought that was a terrible mistake. It took the 14th Amendment proposed by John Bingham, who was the James Madison of Reconstruction, to bind the states from abridging basic civil rights in the same way that the original Bill of Rights had bound the federal government. And Bingham said that he took those words, no state shall, from an opinion by John Marshall, Barron, and Baltimore, which said if the original framers had wanted to restrain the states, they would have said no state shall. Bingham said that's exactly what I was trying to do. But didn't it take a while for the Supreme Court to interpret the 14th Amendment to affect the states that way?"}, {"video_title": "Reconstruction Amendments 14th Amendment.mp3", "Sentence": "It took the 14th Amendment proposed by John Bingham, who was the James Madison of Reconstruction, to bind the states from abridging basic civil rights in the same way that the original Bill of Rights had bound the federal government. And Bingham said that he took those words, no state shall, from an opinion by John Marshall, Barron, and Baltimore, which said if the original framers had wanted to restrain the states, they would have said no state shall. Bingham said that's exactly what I was trying to do. But didn't it take a while for the Supreme Court to interpret the 14th Amendment to affect the states that way? It absolutely did. It wasn't until the 1920s that the Supreme Court began incorporating basic rights, like the First Amendment, against the states, and that process really wasn't completed until the 1960s. So it was almost a century after the 14th Amendment was passed that John Bingham's original intention, namely to bind the states as well as the federal government, was finally vindicated."}, {"video_title": "Reconstruction Amendments 14th Amendment.mp3", "Sentence": "But didn't it take a while for the Supreme Court to interpret the 14th Amendment to affect the states that way? It absolutely did. It wasn't until the 1920s that the Supreme Court began incorporating basic rights, like the First Amendment, against the states, and that process really wasn't completed until the 1960s. So it was almost a century after the 14th Amendment was passed that John Bingham's original intention, namely to bind the states as well as the federal government, was finally vindicated. Did all of the framers of that 14th Amendment and all who voted for it, did they all intend to force the states to respect the Bill of Rights? Probably not. There was a lot of disagreement about what the 14th Amendment was trying to do."}, {"video_title": "Reconstruction Amendments 14th Amendment.mp3", "Sentence": "So it was almost a century after the 14th Amendment was passed that John Bingham's original intention, namely to bind the states as well as the federal government, was finally vindicated. Did all of the framers of that 14th Amendment and all who voted for it, did they all intend to force the states to respect the Bill of Rights? Probably not. There was a lot of disagreement about what the 14th Amendment was trying to do. And of course, since the amendment was ratified at gunpoint, basically the southern states were told, you can't come back to the Union unless you ratify this amendment. Those legislators probably didn't agree that they would be bound in this way. The remarkable thing is that the Supreme Court eviscerated the amendment and essentially, ignoring John Bingham's original intention, read it out of the Constitution."}, {"video_title": "Reconstruction Amendments 14th Amendment.mp3", "Sentence": "There was a lot of disagreement about what the 14th Amendment was trying to do. And of course, since the amendment was ratified at gunpoint, basically the southern states were told, you can't come back to the Union unless you ratify this amendment. Those legislators probably didn't agree that they would be bound in this way. The remarkable thing is that the Supreme Court eviscerated the amendment and essentially, ignoring John Bingham's original intention, read it out of the Constitution. And it got read back into the Constitution in the 20s, is what you're saying. It did, but through a different clause. And this may sound legalistic."}, {"video_title": "Reconstruction Amendments 14th Amendment.mp3", "Sentence": "The remarkable thing is that the Supreme Court eviscerated the amendment and essentially, ignoring John Bingham's original intention, read it out of the Constitution. And it got read back into the Constitution in the 20s, is what you're saying. It did, but through a different clause. And this may sound legalistic. Which clause? John Bingham had intended that first clause, the Privileges or Immunities Clause, to incorporate the Bill of Rights against the states. But the Supreme Court, in a famous or infamous case called the Slaughterhouse Decision, read the Privileges or Immunities Clause out of the Constitution and basically said it didn't mean anything at all."}, {"video_title": "Reconstruction Amendments 14th Amendment.mp3", "Sentence": "And this may sound legalistic. Which clause? John Bingham had intended that first clause, the Privileges or Immunities Clause, to incorporate the Bill of Rights against the states. But the Supreme Court, in a famous or infamous case called the Slaughterhouse Decision, read the Privileges or Immunities Clause out of the Constitution and basically said it didn't mean anything at all. It was the Due Process Clause that the Supreme Court began to use to incorporate the Bill of Rights against the states. And that's the one that has been used today. The problem is, much of our current constitutional controversies arise over what the meaning of due process is and some of the most controversial decisions of the 20th century, from those recognizing economic liberties to reproductive freedom, have been read in through the liberty part of the Due Process Clause."}, {"video_title": "Reconstruction Amendments 14th Amendment.mp3", "Sentence": "But the Supreme Court, in a famous or infamous case called the Slaughterhouse Decision, read the Privileges or Immunities Clause out of the Constitution and basically said it didn't mean anything at all. It was the Due Process Clause that the Supreme Court began to use to incorporate the Bill of Rights against the states. And that's the one that has been used today. The problem is, much of our current constitutional controversies arise over what the meaning of due process is and some of the most controversial decisions of the 20th century, from those recognizing economic liberties to reproductive freedom, have been read in through the liberty part of the Due Process Clause. But the main linchpin I think we should focus on, right, is that for the first time, all of these rights, whether it was equal protection of the laws or due process or whatever, applies to every state, not just to the laws that Congress passes. That's exactly right. You know, the first words of the First Amendment, Congress shall make no law, just binds Congress."}, {"video_title": "Reconstruction Amendments 14th Amendment.mp3", "Sentence": "The problem is, much of our current constitutional controversies arise over what the meaning of due process is and some of the most controversial decisions of the 20th century, from those recognizing economic liberties to reproductive freedom, have been read in through the liberty part of the Due Process Clause. But the main linchpin I think we should focus on, right, is that for the first time, all of these rights, whether it was equal protection of the laws or due process or whatever, applies to every state, not just to the laws that Congress passes. That's exactly right. You know, the first words of the First Amendment, Congress shall make no law, just binds Congress. But most of the infringements of rights took place at the state level. They were the ones that passed these black codes. They were the ones who denied African Americans the right to vote and rights of free speech."}, {"video_title": "Reconstruction Amendments 14th Amendment.mp3", "Sentence": "You know, the first words of the First Amendment, Congress shall make no law, just binds Congress. But most of the infringements of rights took place at the state level. They were the ones that passed these black codes. They were the ones who denied African Americans the right to vote and rights of free speech. So that's why most constitutional litigation only began after the 14th Amendment began to apply the Bill of Rights against the states. And so we can say that both the Civil War and the 14th Amendment is what made us one national country as opposed to a collection of federation of states. That's beautifully said."}, {"video_title": "Reconstruction Amendments 14th Amendment.mp3", "Sentence": "They were the ones who denied African Americans the right to vote and rights of free speech. So that's why most constitutional litigation only began after the 14th Amendment began to apply the Bill of Rights against the states. And so we can say that both the Civil War and the 14th Amendment is what made us one national country as opposed to a collection of federation of states. That's beautifully said. There was a debate at the time of the original framing about who shall be sovereign, the people of each state or the people of the United States. And James Wilson and other framers believed it was the people of the United States, but it took the Civil War to make that a reality. And then it took the 14th Amendment to write that vision into the Constitution."}, {"video_title": "Reconstruction Amendments 14th Amendment.mp3", "Sentence": "That's beautifully said. There was a debate at the time of the original framing about who shall be sovereign, the people of each state or the people of the United States. And James Wilson and other framers believed it was the people of the United States, but it took the Civil War to make that a reality. And then it took the 14th Amendment to write that vision into the Constitution. And a living Constitution that took through the 1920s and even to this day to apply it. That's true, although there's a big debate about whether, you know, the Constitution is supposed to be living or interpreted as originally intended. I think nowadays most liberals and conservatives agree that the 14th Amendment originally intended to apply the Bill of Rights against the states."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "He's not inaugurated until we get into 1861. Shortly after his inauguration, you have the whole situation at Fort Sumter, which is really the start of the Civil War. We don't have the first major battle until we get to Bull Run. And the overall, I guess you could say, theaters of war, we have this corridor here in the Northeast in Virginia and Maryland, and you also have it in the West along the Mississippi. And the North, the strategy is, well, let's use our industrial base, let's use our larger population, let's use our navy to see if we can stop, if we can essentially blockade the South, while the South says, hey, we have the home court, we have better leadership. We just need to outlast the North. And so what happens as we get started?"}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "And the overall, I guess you could say, theaters of war, we have this corridor here in the Northeast in Virginia and Maryland, and you also have it in the West along the Mississippi. And the North, the strategy is, well, let's use our industrial base, let's use our larger population, let's use our navy to see if we can stop, if we can essentially blockade the South, while the South says, hey, we have the home court, we have better leadership. We just need to outlast the North. And so what happens as we get started? We talked about Bull Run being the first major battle. Who kind of comes out better in some of these first engagements? Well, I think it's a surprise to everyone when the South does much better in the first year of the war than the North, knowing the major advantages that the North has in industrial power, in railroads, and just in the sheer number of people."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "And so what happens as we get started? We talked about Bull Run being the first major battle. Who kind of comes out better in some of these first engagements? Well, I think it's a surprise to everyone when the South does much better in the first year of the war than the North, knowing the major advantages that the North has in industrial power, in railroads, and just in the sheer number of people. It's very surprising that the leadership in the South does such an incredible job of really blocking the North's advances. The North is attempting to take Richmond, and Lee repeatedly keeps General McClellan from getting to Richmond. And then Lee actually goes on the offensive to some degree."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "Well, I think it's a surprise to everyone when the South does much better in the first year of the war than the North, knowing the major advantages that the North has in industrial power, in railroads, and just in the sheer number of people. It's very surprising that the leadership in the South does such an incredible job of really blocking the North's advances. The North is attempting to take Richmond, and Lee repeatedly keeps General McClellan from getting to Richmond. And then Lee actually goes on the offensive to some degree. I mean, the South essentially wins Bull Run, and they have a series of victories, as you mentioned, in year one. Right, so one problem that the North has is that Lincoln's generals are just not nearly as skilled. George B. McClellan that we've talked about, his idea of the South's power is perhaps considerably greater than the South's actual power is."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "And then Lee actually goes on the offensive to some degree. I mean, the South essentially wins Bull Run, and they have a series of victories, as you mentioned, in year one. Right, so one problem that the North has is that Lincoln's generals are just not nearly as skilled. George B. McClellan that we've talked about, his idea of the South's power is perhaps considerably greater than the South's actual power is. He is forever telling Lincoln, I need more troops, I need more supplies, send me more things. He loves parading his army, but I think he was actually a little too close to the troops himself. He was really afraid to lose anyone, which made him very popular with the army, but drove Lincoln crazy, because the North comes out with this really strong numeric and industrial advantage, and as McClellan delays, it gives the South time to build things up over and over again."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "George B. McClellan that we've talked about, his idea of the South's power is perhaps considerably greater than the South's actual power is. He is forever telling Lincoln, I need more troops, I need more supplies, send me more things. He loves parading his army, but I think he was actually a little too close to the troops himself. He was really afraid to lose anyone, which made him very popular with the army, but drove Lincoln crazy, because the North comes out with this really strong numeric and industrial advantage, and as McClellan delays, it gives the South time to build things up over and over again. In fact, Lincoln, who we often think of as being sort of this great grandfatherly, sweet character who has so many words of wisdom, his letters to McClellan are downright snarky. He says to McClellan, if you're not using the army, could I borrow it? Is that what historians believe too?"}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "He was really afraid to lose anyone, which made him very popular with the army, but drove Lincoln crazy, because the North comes out with this really strong numeric and industrial advantage, and as McClellan delays, it gives the South time to build things up over and over again. In fact, Lincoln, who we often think of as being sort of this great grandfatherly, sweet character who has so many words of wisdom, his letters to McClellan are downright snarky. He says to McClellan, if you're not using the army, could I borrow it? Is that what historians believe too? I mean, it looks like Lincoln felt that the reason why year one went in favor of the South, and we talked about in previous videos, everyone thought this was gonna be a fast engagement, the North had all of these advantages. Lincoln believed that maybe it was McClellan wasn't being aggressive enough. Yes, absolutely."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "Is that what historians believe too? I mean, it looks like Lincoln felt that the reason why year one went in favor of the South, and we talked about in previous videos, everyone thought this was gonna be a fast engagement, the North had all of these advantages. Lincoln believed that maybe it was McClellan wasn't being aggressive enough. Yes, absolutely. Do historians believe that too? Yeah, no, I think that's true. It's really borne out by the numbers that in many cases where McClellan thought he was facing just thousands of troops, he was really only facing a fraction of that."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "Yes, absolutely. Do historians believe that too? Yeah, no, I think that's true. It's really borne out by the numbers that in many cases where McClellan thought he was facing just thousands of troops, he was really only facing a fraction of that. And so that made him be a little bit more cautious. He was very cautious. And so at what point is a turning point, at least in these early stages of the Civil War, as we have here on this timeline, we go from April 1861 to roughly April 1865."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "It's really borne out by the numbers that in many cases where McClellan thought he was facing just thousands of troops, he was really only facing a fraction of that. And so that made him be a little bit more cautious. He was very cautious. And so at what point is a turning point, at least in these early stages of the Civil War, as we have here on this timeline, we go from April 1861 to roughly April 1865. The first year, so I could draw that. So the first year would be roughly this. So then we've had several battles after Bull Run, but then we get to Antietam."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "And so at what point is a turning point, at least in these early stages of the Civil War, as we have here on this timeline, we go from April 1861 to roughly April 1865. The first year, so I could draw that. So the first year would be roughly this. So then we've had several battles after Bull Run, but then we get to Antietam. Right, so Lee, since he's done so well in Virginia, he decides that he's gonna take the army to the North. This is the first time that he heads up into the border state of Maryland, and he meets at Antietam Creek with McClellan. And this goes back to the naming conventions between the North and the South."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "So then we've had several battles after Bull Run, but then we get to Antietam. Right, so Lee, since he's done so well in Virginia, he decides that he's gonna take the army to the North. This is the first time that he heads up into the border state of Maryland, and he meets at Antietam Creek with McClellan. And this goes back to the naming conventions between the North and the South. It's called Antietam, that's the body of water, which the North does, this Antietam right there. Right, well, the South refers to it as the nearby town, which is Sharpsburg, Maryland. I see."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "And this goes back to the naming conventions between the North and the South. It's called Antietam, that's the body of water, which the North does, this Antietam right there. Right, well, the South refers to it as the nearby town, which is Sharpsburg, Maryland. I see. Well, once again, this is a big deal. This is the South invading the North now, taking the offensive. Right, and this is the bloodiest day in American history when... Let me make sure I digested what you just said."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "I see. Well, once again, this is a big deal. This is the South invading the North now, taking the offensive. Right, and this is the bloodiest day in American history when... Let me make sure I digested what you just said. The bloodiest day. So even, I imagine things like Pearl Harbor and D-Day. Right, so 4,000 Americans died on a single day, September 17th, 1862, when these two armies meet at Antietam."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "Right, and this is the bloodiest day in American history when... Let me make sure I digested what you just said. The bloodiest day. So even, I imagine things like Pearl Harbor and D-Day. Right, so 4,000 Americans died on a single day, September 17th, 1862, when these two armies meet at Antietam. And on no other day in American history have so many Americans died, not even on September 11th. Did that many Americans die? And was this a surprise to folks?"}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "Right, so 4,000 Americans died on a single day, September 17th, 1862, when these two armies meet at Antietam. And on no other day in American history have so many Americans died, not even on September 11th. Did that many Americans die? And was this a surprise to folks? Yeah, well, I think one of the truisms, perhaps, about military strategy in general is that people are always planning for the last war. They're not planning for the next war. And so they learn from their mistakes, but what they don't know how to do always is anticipate what's going to be new about this war."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "And was this a surprise to folks? Yeah, well, I think one of the truisms, perhaps, about military strategy in general is that people are always planning for the last war. They're not planning for the next war. And so they learn from their mistakes, but what they don't know how to do always is anticipate what's going to be new about this war. And there were so many new inventions during this time period that really made the Civil War an incredibly deadly war. Yeah, and you can see, I mean, these are pictures. These are Antietam right here?"}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "And so they learn from their mistakes, but what they don't know how to do always is anticipate what's going to be new about this war. And there were so many new inventions during this time period that really made the Civil War an incredibly deadly war. Yeah, and you can see, I mean, these are pictures. These are Antietam right here? This is Antietam, yes. And this is actually, looks like Lincoln and McClellan. Right, meeting at Antietam."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "These are Antietam right here? This is Antietam, yes. And this is actually, looks like Lincoln and McClellan. Right, meeting at Antietam. Which is incredibly bloody. And you talk about new technologies or new weapons. This rifle here looks like one of them."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "Right, meeting at Antietam. Which is incredibly bloody. And you talk about new technologies or new weapons. This rifle here looks like one of them. Yes, so this is a war where there's a transition from the musket to the rifle. And what's different about a rifle is that inside the barrel of a rifle, there is a sort of spiral-shaped groove. And this spiral-shaped groove makes the rifle much more accurate at a much farther distance."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "This rifle here looks like one of them. Yes, so this is a war where there's a transition from the musket to the rifle. And what's different about a rifle is that inside the barrel of a rifle, there is a sort of spiral-shaped groove. And this spiral-shaped groove makes the rifle much more accurate at a much farther distance. It's sort of the distance, the difference between just hurling a football end over end and throwing a spiral. So you can hit a target at 600 yards, which is much, much greater. Unheard of for a musket, or hard, very hard with a musket."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "And this spiral-shaped groove makes the rifle much more accurate at a much farther distance. It's sort of the distance, the difference between just hurling a football end over end and throwing a spiral. So you can hit a target at 600 yards, which is much, much greater. Unheard of for a musket, or hard, very hard with a musket. So it gets the bullet spinning, which keeps it on its trajectory better. Exactly. So we have much more accurate technology and old military strategy, if you see paintings of, for example, the Napoleonic Wars, just involved a whole bunch of soldiers lining up and going toward each other."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "Unheard of for a musket, or hard, very hard with a musket. So it gets the bullet spinning, which keeps it on its trajectory better. Exactly. So we have much more accurate technology and old military strategy, if you see paintings of, for example, the Napoleonic Wars, just involved a whole bunch of soldiers lining up and going toward each other. Well, when you've got soldiers in a line and very accurate weapons. I never got why that ever made sense. I am not sure I do either, to be perfectly honest."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "So we have much more accurate technology and old military strategy, if you see paintings of, for example, the Napoleonic Wars, just involved a whole bunch of soldiers lining up and going toward each other. Well, when you've got soldiers in a line and very accurate weapons. I never got why that ever made sense. I am not sure I do either, to be perfectly honest. I don't consider myself a great military strategist, but wearing these bright uniforms and marching in step, and these kind of. Yeah, it does seem to make you a very good target. Yes, yes."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "I am not sure I do either, to be perfectly honest. I don't consider myself a great military strategist, but wearing these bright uniforms and marching in step, and these kind of. Yeah, it does seem to make you a very good target. Yes, yes. But anyway, you have the rifle now, much more accurate, and you end up with scenes like this. So what was the outcome at Antietam? Well, there are two very major outcomes of Antietam, I would say."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "Yes, yes. But anyway, you have the rifle now, much more accurate, and you end up with scenes like this. So what was the outcome at Antietam? Well, there are two very major outcomes of Antietam, I would say. One, on the negative side for the North, is this is a battle that is widely photographed, as you can see. Matthew Brady, who was the leading photography studio owner of his time, and it's 1T. Matthew, okay."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "Well, there are two very major outcomes of Antietam, I would say. One, on the negative side for the North, is this is a battle that is widely photographed, as you can see. Matthew Brady, who was the leading photography studio owner of his time, and it's 1T. Matthew, okay. Yeah, very important, only 1T. Yes, a non-traditional spelling of Matthew. Yes, he sends out his photographer that works for him named Alexander Gardner, and they have roving photographers for the first time."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "Matthew, okay. Yeah, very important, only 1T. Yes, a non-traditional spelling of Matthew. Yes, he sends out his photographer that works for him named Alexander Gardner, and they have roving photographers for the first time. They have wagons, and they take. Because photography's just becoming a used technology at this time. Right, and so they have Alexander Gardner photograph the battlefields at Antietam, and as you can see."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "Yes, he sends out his photographer that works for him named Alexander Gardner, and they have roving photographers for the first time. They have wagons, and they take. Because photography's just becoming a used technology at this time. Right, and so they have Alexander Gardner photograph the battlefields at Antietam, and as you can see. Alexander, E-R? That's right, yes. Gardner."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "Right, and so they have Alexander Gardner photograph the battlefields at Antietam, and as you can see. Alexander, E-R? That's right, yes. Gardner. As you can see, this is just about as far away from the kind of heroic paintings of what battles looked like that people had been used to seeing up until this point. These don't look like the sort of heroes of the Revolutionary War, like George Washington. This is."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "Gardner. As you can see, this is just about as far away from the kind of heroic paintings of what battles looked like that people had been used to seeing up until this point. These don't look like the sort of heroes of the Revolutionary War, like George Washington. This is. Gruesome. This is gruesome. This is really fascinating, because we take it for granted in today's day and age, is that the effect of media on people's perception of things like war."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "This is. Gruesome. This is gruesome. This is really fascinating, because we take it for granted in today's day and age, is that the effect of media on people's perception of things like war. Before the camera, before photographs, if I'm a civilian, I just hear about these great stories, and I see these paintings that look very valiant and very heroic, but now with photographs, you see the grim reality of war. I mean, people just shot in their tracks, and young men just kind of just piled up. It's just very dark, and a lot of the."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "This is really fascinating, because we take it for granted in today's day and age, is that the effect of media on people's perception of things like war. Before the camera, before photographs, if I'm a civilian, I just hear about these great stories, and I see these paintings that look very valiant and very heroic, but now with photographs, you see the grim reality of war. I mean, people just shot in their tracks, and young men just kind of just piled up. It's just very dark, and a lot of the. Yeah, and it's a real PR problem for the North, because this is before we can really put photography in newspapers. They don't have that technology yet, but these photographs were put on display in Brady's studios. He had one in Washington, D.C., and one in New York City, and people would go and look at these photographs, and it was very shocking to them."}, {"video_title": "Early phases of Civil War and Antietam   US History   Khan Academy.mp3", "Sentence": "It's just very dark, and a lot of the. Yeah, and it's a real PR problem for the North, because this is before we can really put photography in newspapers. They don't have that technology yet, but these photographs were put on display in Brady's studios. He had one in Washington, D.C., and one in New York City, and people would go and look at these photographs, and it was very shocking to them. It was a level of detail that they had never seen. In some cases, they could make out the faces of individual men who were dead on the battlefield, and that just seemed beyond what was imaginable to these people, to think of some poor person going into one of these studios and seeing their son dead there on the battlefield made it very difficult for the North to keep up morale. Fascinating."}, {"video_title": "Comparing the effects of the Civil War on American national identity   US history   Khan Academy.mp3", "Sentence": "After the Civil War, the United States was well on its way toward becoming a modern country with a strong central government and a thriving industrial economy that was soon to make it into a serious world power. The Civil War is seen as such an enormous turning point in US history that most colleges split courses into US history before 1865 and US history after 1865. But was the United States really that different before and after the Civil War? As historians, we could tackle that question from a lot of different angles. We could look at the role of the federal government in American life before and after the war. We could look at changes in the economy. I'm curious about changes in American national identity during this period."}, {"video_title": "Comparing the effects of the Civil War on American national identity   US history   Khan Academy.mp3", "Sentence": "As historians, we could tackle that question from a lot of different angles. We could look at the role of the federal government in American life before and after the war. We could look at changes in the economy. I'm curious about changes in American national identity during this period. What do I mean by national identity? National identity encompasses things like core beliefs about democracy, citizenship, and America's proper role in the world. We can identify these beliefs in different time periods by looking at practices like who gets to vote, which groups are defined as a part of the American people versus which groups are defined as aliens or others, and whether the American public is expressing lots of national pride or lots of doubt about the way things are going."}, {"video_title": "Comparing the effects of the Civil War on American national identity   US history   Khan Academy.mp3", "Sentence": "I'm curious about changes in American national identity during this period. What do I mean by national identity? National identity encompasses things like core beliefs about democracy, citizenship, and America's proper role in the world. We can identify these beliefs in different time periods by looking at practices like who gets to vote, which groups are defined as a part of the American people versus which groups are defined as aliens or others, and whether the American public is expressing lots of national pride or lots of doubt about the way things are going. So now we've got a historical question that we're curious about. If we saw a question like this on an exam, it might say something like, compare the relative significance of the effects of the Civil War on American values. Okay, well, what we're really doing is asking how much did the Civil War change the core beliefs around American national identity?"}, {"video_title": "Comparing the effects of the Civil War on American national identity   US history   Khan Academy.mp3", "Sentence": "We can identify these beliefs in different time periods by looking at practices like who gets to vote, which groups are defined as a part of the American people versus which groups are defined as aliens or others, and whether the American public is expressing lots of national pride or lots of doubt about the way things are going. So now we've got a historical question that we're curious about. If we saw a question like this on an exam, it might say something like, compare the relative significance of the effects of the Civil War on American values. Okay, well, what we're really doing is asking how much did the Civil War change the core beliefs around American national identity? Did it change some more than others? To answer this question, first we need to decide which core beliefs we wanna track. I'm gonna choose ideas around democracy, so who gets to vote, whether Americans believe that democracy is something everyone should participate in or just a select few."}, {"video_title": "Comparing the effects of the Civil War on American national identity   US history   Khan Academy.mp3", "Sentence": "Okay, well, what we're really doing is asking how much did the Civil War change the core beliefs around American national identity? Did it change some more than others? To answer this question, first we need to decide which core beliefs we wanna track. I'm gonna choose ideas around democracy, so who gets to vote, whether Americans believe that democracy is something everyone should participate in or just a select few. Second, let's look at ideas around citizenship. Who is defined as an American or as part of the American people and entitled to the privileges and immunities of citizenship? Last, let's look at ideas about America's role in the world, whether or how the United States should be involved in world affairs or extending its influence beyond the boundaries of the United States."}, {"video_title": "Comparing the effects of the Civil War on American national identity   US history   Khan Academy.mp3", "Sentence": "I'm gonna choose ideas around democracy, so who gets to vote, whether Americans believe that democracy is something everyone should participate in or just a select few. Second, let's look at ideas around citizenship. Who is defined as an American or as part of the American people and entitled to the privileges and immunities of citizenship? Last, let's look at ideas about America's role in the world, whether or how the United States should be involved in world affairs or extending its influence beyond the boundaries of the United States. Now, you might wanna look at different core beliefs than I've chosen here, like maybe whether people saw their regional identity as more important than their national identity. And if you wanna do that, that's totally okay. I'm gonna go with these three themes for now."}, {"video_title": "Comparing the effects of the Civil War on American national identity   US history   Khan Academy.mp3", "Sentence": "Last, let's look at ideas about America's role in the world, whether or how the United States should be involved in world affairs or extending its influence beyond the boundaries of the United States. Now, you might wanna look at different core beliefs than I've chosen here, like maybe whether people saw their regional identity as more important than their national identity. And if you wanna do that, that's totally okay. I'm gonna go with these three themes for now. So let's brainstorm some of the major trends that occur in each of these themes before and after the Civil War, in between 1844 and 1877. I've got our timeline here with the big dividing line at the end of the Civil War. Now, we're looking at this from a bird's eye view of the whole era, so I'm not gonna go into much detail about the events we're talking about."}, {"video_title": "Comparing the effects of the Civil War on American national identity   US history   Khan Academy.mp3", "Sentence": "I'm gonna go with these three themes for now. So let's brainstorm some of the major trends that occur in each of these themes before and after the Civil War, in between 1844 and 1877. I've got our timeline here with the big dividing line at the end of the Civil War. Now, we're looking at this from a bird's eye view of the whole era, so I'm not gonna go into much detail about the events we're talking about. If something sounds unfamiliar to you, just make a note of it, and you can go back to review that concept when you have time. All right, first, democracy. In the years before the Civil War, what were the prevailing ideas about who should be able to vote and who actually could vote in practice?"}, {"video_title": "Comparing the effects of the Civil War on American national identity   US history   Khan Academy.mp3", "Sentence": "Now, we're looking at this from a bird's eye view of the whole era, so I'm not gonna go into much detail about the events we're talking about. If something sounds unfamiliar to you, just make a note of it, and you can go back to review that concept when you have time. All right, first, democracy. In the years before the Civil War, what were the prevailing ideas about who should be able to vote and who actually could vote in practice? Well, by 1844, most states had extended voting rights to all white men, regardless of property ownership. Women couldn't vote, and neither could enslaved Africans in the South. And voting rights for free African American men in the North were pretty limited."}, {"video_title": "Comparing the effects of the Civil War on American national identity   US history   Khan Academy.mp3", "Sentence": "In the years before the Civil War, what were the prevailing ideas about who should be able to vote and who actually could vote in practice? Well, by 1844, most states had extended voting rights to all white men, regardless of property ownership. Women couldn't vote, and neither could enslaved Africans in the South. And voting rights for free African American men in the North were pretty limited. How about after the Civil War? Well, the biggest change there was the ratification of the 15th Amendment in 1870, which granted all men the right to vote, enfranchising African American men. It did not, to the disappointment of the women's suffrage movement, enfranchise women."}, {"video_title": "Comparing the effects of the Civil War on American national identity   US history   Khan Academy.mp3", "Sentence": "And voting rights for free African American men in the North were pretty limited. How about after the Civil War? Well, the biggest change there was the ratification of the 15th Amendment in 1870, which granted all men the right to vote, enfranchising African American men. It did not, to the disappointment of the women's suffrage movement, enfranchise women. But by 1877, the end of Reconstruction, when the federal government stopped enforcing the rights of black citizens in the South, Jim Crow laws would make voting all but impossible for black men. Okay, now let's look at how values around citizenship changed before and after the Civil War. Who was a citizen before the Civil War, and who was considered eligible to be part of the American people?"}, {"video_title": "Comparing the effects of the Civil War on American national identity   US history   Khan Academy.mp3", "Sentence": "It did not, to the disappointment of the women's suffrage movement, enfranchise women. But by 1877, the end of Reconstruction, when the federal government stopped enforcing the rights of black citizens in the South, Jim Crow laws would make voting all but impossible for black men. Okay, now let's look at how values around citizenship changed before and after the Civil War. Who was a citizen before the Civil War, and who was considered eligible to be part of the American people? Well, white men, definitely, and white women. Free people of color in the North, with some limitations depending on their state of residence, immigrants arriving from Ireland and Germany were eligible for citizenship. But Native Americans were considered to be members of separate nations, not Americans."}, {"video_title": "Comparing the effects of the Civil War on American national identity   US history   Khan Academy.mp3", "Sentence": "Who was a citizen before the Civil War, and who was considered eligible to be part of the American people? Well, white men, definitely, and white women. Free people of color in the North, with some limitations depending on their state of residence, immigrants arriving from Ireland and Germany were eligible for citizenship. But Native Americans were considered to be members of separate nations, not Americans. Mexican Americans in the territories acquired in the Mexican Cession were technically American citizens, but had few legal protections. And enslaved people in the South were still considered property, not citizens. How did that change after the Civil War?"}, {"video_title": "Comparing the effects of the Civil War on American national identity   US history   Khan Academy.mp3", "Sentence": "But Native Americans were considered to be members of separate nations, not Americans. Mexican Americans in the territories acquired in the Mexican Cession were technically American citizens, but had few legal protections. And enslaved people in the South were still considered property, not citizens. How did that change after the Civil War? Well, the Emancipation Proclamation in 1863 and the 13th Amendment in 1865 ended slavery. The 14th Amendment in 1868 made all people born or naturalized in the United States citizens, granting citizenship to African American men and women in the South. But again, the end of Reconstruction and the rise of Jim Crow made it difficult for them to access the rights of citizenship after 1877."}, {"video_title": "Comparing the effects of the Civil War on American national identity   US history   Khan Academy.mp3", "Sentence": "How did that change after the Civil War? Well, the Emancipation Proclamation in 1863 and the 13th Amendment in 1865 ended slavery. The 14th Amendment in 1868 made all people born or naturalized in the United States citizens, granting citizenship to African American men and women in the South. But again, the end of Reconstruction and the rise of Jim Crow made it difficult for them to access the rights of citizenship after 1877. White men and women and immigrants were still citizens. The US government began to stop treating Native Americans as members of separate nations, but started classifying them as wards of the state rather than citizens. In the West, Chinese immigrants were looked upon as too different to become citizens, and they would soon be forbidden from entering the United States at all."}, {"video_title": "Comparing the effects of the Civil War on American national identity   US history   Khan Academy.mp3", "Sentence": "But again, the end of Reconstruction and the rise of Jim Crow made it difficult for them to access the rights of citizenship after 1877. White men and women and immigrants were still citizens. The US government began to stop treating Native Americans as members of separate nations, but started classifying them as wards of the state rather than citizens. In the West, Chinese immigrants were looked upon as too different to become citizens, and they would soon be forbidden from entering the United States at all. Mexican Americans saw little change in their precarious status. Finally, how did Americans view the proper role of the United States in the world before and after the Civil War? In 1844, the US was still practicing isolationism to avoid entangling alliances abroad."}, {"video_title": "Comparing the effects of the Civil War on American national identity   US history   Khan Academy.mp3", "Sentence": "In the West, Chinese immigrants were looked upon as too different to become citizens, and they would soon be forbidden from entering the United States at all. Mexican Americans saw little change in their precarious status. Finally, how did Americans view the proper role of the United States in the world before and after the Civil War? In 1844, the US was still practicing isolationism to avoid entangling alliances abroad. But the ideas of manifest destiny led to a general sense that the United States had a divine mission to occupy North America from coast to coast, which provided the impetus for the Mexican War and for Indian removal. After the Civil War, both isolationism as a foreign policy outside North America and manifest destiny as a foreign policy within North America continued on as before. So now let's return to our question."}, {"video_title": "Comparing the effects of the Civil War on American national identity   US history   Khan Academy.mp3", "Sentence": "In 1844, the US was still practicing isolationism to avoid entangling alliances abroad. But the ideas of manifest destiny led to a general sense that the United States had a divine mission to occupy North America from coast to coast, which provided the impetus for the Mexican War and for Indian removal. After the Civil War, both isolationism as a foreign policy outside North America and manifest destiny as a foreign policy within North America continued on as before. So now let's return to our question. How much did the Civil War change American national identity? In terms of ideas about democracy, there was definitely a big expansion of the franchise due to the Civil War, with the addition of two million African American men as new voters in the South after the ratification of the 15th Amendment. But that was short-lived."}, {"video_title": "Comparing the effects of the Civil War on American national identity   US history   Khan Academy.mp3", "Sentence": "So now let's return to our question. How much did the Civil War change American national identity? In terms of ideas about democracy, there was definitely a big expansion of the franchise due to the Civil War, with the addition of two million African American men as new voters in the South after the ratification of the 15th Amendment. But that was short-lived. The Jim Crow system would effectively prevent black voters in the South from casting ballots until the 1960s. In terms of citizenship, that too was altered by the passage of a constitutional amendment, in this case, the 14th Amendment. Those citizenship guarantees were also short-lived."}, {"video_title": "Comparing the effects of the Civil War on American national identity   US history   Khan Academy.mp3", "Sentence": "But that was short-lived. The Jim Crow system would effectively prevent black voters in the South from casting ballots until the 1960s. In terms of citizenship, that too was altered by the passage of a constitutional amendment, in this case, the 14th Amendment. Those citizenship guarantees were also short-lived. But let's not forget the long-term importance of the 14th and 15th Amendments for securing equal rights in the 20th century. Even though those rights were only on paper during the Jim Crow era, that paper would eventually be very important for expanding voting and citizenship rights after World War II. As for ideas about America's role in the world, those didn't change much at all."}, {"video_title": "Comparing the effects of the Civil War on American national identity   US history   Khan Academy.mp3", "Sentence": "Those citizenship guarantees were also short-lived. But let's not forget the long-term importance of the 14th and 15th Amendments for securing equal rights in the 20th century. Even though those rights were only on paper during the Jim Crow era, that paper would eventually be very important for expanding voting and citizenship rights after World War II. As for ideas about America's role in the world, those didn't change much at all. The drive to expand the borders of the United States all the way to the Pacific only intensified after the Civil War. So we might answer our question with the following thesis statement. The Civil War brought on some immediate short-term changes in American ideals of democracy and citizenship, which would fade after the end of Reconstruction."}, {"video_title": "Comparing the effects of the Civil War on American national identity   US history   Khan Academy.mp3", "Sentence": "As for ideas about America's role in the world, those didn't change much at all. The drive to expand the borders of the United States all the way to the Pacific only intensified after the Civil War. So we might answer our question with the following thesis statement. The Civil War brought on some immediate short-term changes in American ideals of democracy and citizenship, which would fade after the end of Reconstruction. While the belief in the divine mission of the United States to spread across North America only intensified in this time period, even though there was little change in the 19th century, the seeds planted immediately after the Civil War would sprout into major changes in the 20th century. What do you think? How would you weigh these pieces of evidence to draw conclusions about how the Civil War changed American values?"}, {"video_title": "French and Dutch colonization   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "Although the Spanish were the first European colonists in the New World, they didn't remain alone in the Americas for very long. Just three years after Hernan Cortes captured Tenochtitlan, the French government sent its first explorer to poke around North America and look for what many European explorers had searched for from the beginning, a passage to the east. Now, although the explorers never found this Northwest passage, because it didn't exist, they, like the Spanish, quickly learned that there were quite a lot of riches to be had in the Americas themselves. In this video, I'd like to take some time to talk about two of the lesser-known European colonies in the New World, New France, up here in pink, and New Netherland, this little orange dot right here. Now, you can see that compared to the extent of New Spain, here in the Caribbean and Mexico, and expanding in South America, these colonial exploits were pretty small indeed, but I think it's important to learn a little bit about them because they help us see the ways in which the different goals of colonial powers led to very different types of settlement in the New World and very different relationships between Europeans and Native Americans. Now, though it's a little bit hard to see on this map, these two colonies focused their efforts around two rivers, the St. Lawrence River and the Hudson River, which runs along this little orange strip here. That's the Hudson."}, {"video_title": "French and Dutch colonization   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "In this video, I'd like to take some time to talk about two of the lesser-known European colonies in the New World, New France, up here in pink, and New Netherland, this little orange dot right here. Now, you can see that compared to the extent of New Spain, here in the Caribbean and Mexico, and expanding in South America, these colonial exploits were pretty small indeed, but I think it's important to learn a little bit about them because they help us see the ways in which the different goals of colonial powers led to very different types of settlement in the New World and very different relationships between Europeans and Native Americans. Now, though it's a little bit hard to see on this map, these two colonies focused their efforts around two rivers, the St. Lawrence River and the Hudson River, which runs along this little orange strip here. That's the Hudson. And along these rivers, you can still see the cities that were founded by these colonial ventures, like Quebec City, up in Canada, and later Montreal, and down here, of course, the most famous, which started as New Amsterdam and later became the city of New York, right about here. It's the island of Manhattan on which New York City, formerly New Amsterdam, is located. Now, looking at this map, you might wonder, why was it that Spain had these giant swaths of territory, really from coast to coast, where New France and New Netherland really only followed along these rivers, at least to start with?"}, {"video_title": "French and Dutch colonization   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "That's the Hudson. And along these rivers, you can still see the cities that were founded by these colonial ventures, like Quebec City, up in Canada, and later Montreal, and down here, of course, the most famous, which started as New Amsterdam and later became the city of New York, right about here. It's the island of Manhattan on which New York City, formerly New Amsterdam, is located. Now, looking at this map, you might wonder, why was it that Spain had these giant swaths of territory, really from coast to coast, where New France and New Netherland really only followed along these rivers, at least to start with? And the answer really lies in this idea of goals. And New France and New Netherland sat on the rivers, rivers being the highways of the world, really up until the invention of the railroad, because they were primarily interested in trade. So let's talk a little bit more about that."}, {"video_title": "French and Dutch colonization   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "Now, looking at this map, you might wonder, why was it that Spain had these giant swaths of territory, really from coast to coast, where New France and New Netherland really only followed along these rivers, at least to start with? And the answer really lies in this idea of goals. And New France and New Netherland sat on the rivers, rivers being the highways of the world, really up until the invention of the railroad, because they were primarily interested in trade. So let's talk a little bit more about that. French and Dutch explorers were particularly interested in gaining valuable furs to trade from Native Americans living in the northern part of North America that they could then sell in Europe. Long before European colonization began, beavers had been hunted pretty much to extinction in Europe, while beaver pelts themselves were usually used to create fancy hats. This is a hat from a slightly later era, but you can get the sense here that Europeans met on something of an equal basis with Native Americans in the process of the fur trade."}, {"video_title": "French and Dutch colonization   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "So let's talk a little bit more about that. French and Dutch explorers were particularly interested in gaining valuable furs to trade from Native Americans living in the northern part of North America that they could then sell in Europe. Long before European colonization began, beavers had been hunted pretty much to extinction in Europe, while beaver pelts themselves were usually used to create fancy hats. This is a hat from a slightly later era, but you can get the sense here that Europeans met on something of an equal basis with Native Americans in the process of the fur trade. So Europeans wanted beaver pelts, and also the pelts of other animals, and often fish, another thing that was in great supply in this northern region, which is today the Northeast United States and Canada. So how did this focus on trade affect the relationships between Europeans and Native Americans in the area? Well, primarily they made relationships between them considerably friendlier and more cooperative than the relationships between the Spanish and Native Americans, for example."}, {"video_title": "French and Dutch colonization   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "This is a hat from a slightly later era, but you can get the sense here that Europeans met on something of an equal basis with Native Americans in the process of the fur trade. So Europeans wanted beaver pelts, and also the pelts of other animals, and often fish, another thing that was in great supply in this northern region, which is today the Northeast United States and Canada. So how did this focus on trade affect the relationships between Europeans and Native Americans in the area? Well, primarily they made relationships between them considerably friendlier and more cooperative than the relationships between the Spanish and Native Americans, for example. Now, Europeans quickly discovered that it made a lot more sense to, instead of sending hundreds upon hundreds of French men to Canada to hunt beavers themselves, they could instead pay Native Americans to hunt the beavers for them. And consequently, there were considerably fewer French and Dutch settlers in New Netherland and New France than there were in New Spain. And because there were fewer of them, they generally ended up doing things more on the terms of Native Americans."}, {"video_title": "French and Dutch colonization   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "Well, primarily they made relationships between them considerably friendlier and more cooperative than the relationships between the Spanish and Native Americans, for example. Now, Europeans quickly discovered that it made a lot more sense to, instead of sending hundreds upon hundreds of French men to Canada to hunt beavers themselves, they could instead pay Native Americans to hunt the beavers for them. And consequently, there were considerably fewer French and Dutch settlers in New Netherland and New France than there were in New Spain. And because there were fewer of them, they generally ended up doing things more on the terms of Native Americans. So whereas the Spanish might have used their guns and their war dogs to force Native Americans to labor for them, the French and the Dutch were more likely to observe trading rituals, like giving gifts and also fostering trade relationships through intermarriage. French traders learned the Algonquian language and married Native women and had children with them so that they could be considered part of the family. They even allied with Native American tribes against their own enemies and went to war with them, as was in the case in 1609 when French explorer Samuel de Champlain helped Algonquians in their war against the Iroquois."}, {"video_title": "French and Dutch colonization   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "And because there were fewer of them, they generally ended up doing things more on the terms of Native Americans. So whereas the Spanish might have used their guns and their war dogs to force Native Americans to labor for them, the French and the Dutch were more likely to observe trading rituals, like giving gifts and also fostering trade relationships through intermarriage. French traders learned the Algonquian language and married Native women and had children with them so that they could be considered part of the family. They even allied with Native American tribes against their own enemies and went to war with them, as was in the case in 1609 when French explorer Samuel de Champlain helped Algonquians in their war against the Iroquois. And like New France, New Netherland, situated as it was in this very good harbor, the island of Manhattan, was likewise very focused on trade. In fact, New Amsterdam was a little bit of a company town. Controlled."}, {"video_title": "French and Dutch colonization   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "They even allied with Native American tribes against their own enemies and went to war with them, as was in the case in 1609 when French explorer Samuel de Champlain helped Algonquians in their war against the Iroquois. And like New France, New Netherland, situated as it was in this very good harbor, the island of Manhattan, was likewise very focused on trade. In fact, New Amsterdam was a little bit of a company town. Controlled. Controlled by the Dutch West India Company. Which sought to make the most of all of the goodies that could be brought from North America and then shipped to Europe. In fact, you can kind of get a sense of what the major concerns of the Europeans settling in this area were from this map."}, {"video_title": "French and Dutch colonization   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "Controlled. Controlled by the Dutch West India Company. Which sought to make the most of all of the goodies that could be brought from North America and then shipped to Europe. In fact, you can kind of get a sense of what the major concerns of the Europeans settling in this area were from this map. You can see that they point out where beavers, turkeys, foxes, and bears can be found, all with their valuable pelts. But you also see that there's a extremely detailed rendering of where many Native American tribes lived. Like this detailed rendering of what I believe is a Mohican village."}, {"video_title": "French and Dutch colonization   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "In fact, you can kind of get a sense of what the major concerns of the Europeans settling in this area were from this map. You can see that they point out where beavers, turkeys, foxes, and bears can be found, all with their valuable pelts. But you also see that there's a extremely detailed rendering of where many Native American tribes lived. Like this detailed rendering of what I believe is a Mohican village. The French and Dutch bothered to learn all of these names and map all of this territory because they cooperated with the Native Americans to get these pelts. It's hard to imagine a Spanish map that would go into such detail about Native villages. It's important to remember that Europeans were competing with each other for resources in the New World, hoping that they could secure the best trade deals for furs with Native Americans and prevent other nations from securing those furs."}, {"video_title": "French and Dutch colonization   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "Like this detailed rendering of what I believe is a Mohican village. The French and Dutch bothered to learn all of these names and map all of this territory because they cooperated with the Native Americans to get these pelts. It's hard to imagine a Spanish map that would go into such detail about Native villages. It's important to remember that Europeans were competing with each other for resources in the New World, hoping that they could secure the best trade deals for furs with Native Americans and prevent other nations from securing those furs. For example, the Dutch allied with the Iroquois in the New World as trading partners because the Iroquois were the longtime enemies of the Algonquians, who were allied with the French. So just as the Europeans recruited Native Americans into their competitions to supply Europe with furs, Native Americans recruited Europeans into their intertribal feuds to supply the Americas with European goods. I wanna finish by just briefly comparing each nation's colonial goals with their outcomes and what sorts of people settled, what their relationships were like with Native Americans, and even how they attempted or didn't attempt to convert Native Americans to a form of Christianity."}, {"video_title": "French and Dutch colonization   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "It's important to remember that Europeans were competing with each other for resources in the New World, hoping that they could secure the best trade deals for furs with Native Americans and prevent other nations from securing those furs. For example, the Dutch allied with the Iroquois in the New World as trading partners because the Iroquois were the longtime enemies of the Algonquians, who were allied with the French. So just as the Europeans recruited Native Americans into their competitions to supply Europe with furs, Native Americans recruited Europeans into their intertribal feuds to supply the Americas with European goods. I wanna finish by just briefly comparing each nation's colonial goals with their outcomes and what sorts of people settled, what their relationships were like with Native Americans, and even how they attempted or didn't attempt to convert Native Americans to a form of Christianity. Now, as we saw with Spain, their goal was to quickly extract natural resources from the Americas and to set up plantations for tobacco and later sugar, plus to convert as many of the Native people to Catholicism as possible by force if necessary, and it was frequently necessary. Consequently, most of the Spanish settlers who came to the New World were men and adventurers who treated Native people with violence and enslaved them in the encomienda system, and in some cases had relationships with Native women and African women that resulted in that very complex set of racial designations we see in the caste system. But France and the Netherlands, by contrast, came for trade."}, {"video_title": "French and Dutch colonization   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "I wanna finish by just briefly comparing each nation's colonial goals with their outcomes and what sorts of people settled, what their relationships were like with Native Americans, and even how they attempted or didn't attempt to convert Native Americans to a form of Christianity. Now, as we saw with Spain, their goal was to quickly extract natural resources from the Americas and to set up plantations for tobacco and later sugar, plus to convert as many of the Native people to Catholicism as possible by force if necessary, and it was frequently necessary. Consequently, most of the Spanish settlers who came to the New World were men and adventurers who treated Native people with violence and enslaved them in the encomienda system, and in some cases had relationships with Native women and African women that resulted in that very complex set of racial designations we see in the caste system. But France and the Netherlands, by contrast, came for trade. They wanted furs and fish, and so they were very careful to cultivate very friendly relationships with Native Americans, including by intermarrying with them in a deliberate and formal way so that they could take advantage of having Natives do the hunting for them rather than having to do it themselves, so that really only a few men came to New France and New Netherland, nothing like the numbers of Spain. And unlike the Spanish, although the French did attempt to convert Natives to Catholicism, they rarely did so by force. Now, going forward, as we talk about British colonization in the next few lessons, I want you to keep both the Spanish and the French and Dutch modes of colonization in your mind so you can compare and contrast English colonization with both of them."}, {"video_title": "Beginning of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "And so you can imagine it is quite complex. My goal in this video is to start giving us a survey, an overview of the war, and I won't even be able to cover it all in this video. It's really just to think about how did things get started or what happened in the lead up. And to start, I'm actually going to focus on Asia and the Pacific, which probably doesn't get enough attention when we look at things from a Western point of view. But if we go back even to the early 1900s, Japan is becoming more and more militaristic, more and more nationalistic. In the early 1900s, it had already occupied Korea as of 1910. And in 1931, it invades Manchuria."}, {"video_title": "Beginning of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "And to start, I'm actually going to focus on Asia and the Pacific, which probably doesn't get enough attention when we look at things from a Western point of view. But if we go back even to the early 1900s, Japan is becoming more and more militaristic, more and more nationalistic. In the early 1900s, it had already occupied Korea as of 1910. And in 1931, it invades Manchuria. It invades Manchuria. So this right over here, this is in 1931, and it installs a puppet state, the puppet state of Manchukuo. And when we call something a puppet state, it means that there's a government there and they kind of pretend to be in charge, but they're really controlled like a puppet by someone else."}, {"video_title": "Beginning of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "And in 1931, it invades Manchuria. It invades Manchuria. So this right over here, this is in 1931, and it installs a puppet state, the puppet state of Manchukuo. And when we call something a puppet state, it means that there's a government there and they kind of pretend to be in charge, but they're really controlled like a puppet by someone else. And in this case, it is the Empire of Japan. And we need to remember what is happening in China in the 1930s. China is embroiled in a civil war."}, {"video_title": "Beginning of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "And when we call something a puppet state, it means that there's a government there and they kind of pretend to be in charge, but they're really controlled like a puppet by someone else. And in this case, it is the Empire of Japan. And we need to remember what is happening in China in the 1930s. China is embroiled in a civil war. So there is a civil war going on in China. And that civil war is between the nationalists, the Kuomintang, and the communists versus the communists. The communists led by Mao Tse-Tung, the Kuomintang led by General Chiang Kai-shek."}, {"video_title": "Beginning of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "China is embroiled in a civil war. So there is a civil war going on in China. And that civil war is between the nationalists, the Kuomintang, and the communists versus the communists. The communists led by Mao Tse-Tung, the Kuomintang led by General Chiang Kai-shek. And so they're in the midst of the civil war, and so you can imagine Imperial Japan is taking advantage of this to take more and more control over parts of China. And that continues through the 30s until we get to 1937. And in 1937, the Japanese use some pretext with kind of a false flag, kind of a, well, I won't go into the depths of what started it, kind of this Marco Polo Bridge incident."}, {"video_title": "Beginning of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "The communists led by Mao Tse-Tung, the Kuomintang led by General Chiang Kai-shek. And so they're in the midst of the civil war, and so you can imagine Imperial Japan is taking advantage of this to take more and more control over parts of China. And that continues through the 30s until we get to 1937. And in 1937, the Japanese use some pretext with kind of a false flag, kind of a, well, I won't go into the depths of what started it, kind of this Marco Polo Bridge incident. But it uses that as justifications to kind of have an all-out war with China. So in 1937, you have all-out war, and this is often referred to as the Second Sino-Japanese War. Sino-Japanese War."}, {"video_title": "Beginning of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "And in 1937, the Japanese use some pretext with kind of a false flag, kind of a, well, I won't go into the depths of what started it, kind of this Marco Polo Bridge incident. But it uses that as justifications to kind of have an all-out war with China. So in 1937, you have all-out war, and this is often referred to as the Second Sino-Japanese War. Sino-Japanese War. Many historians actually would even consider this the beginning of World War II, while some of them say, okay, this is the beginning of the Asian theater of World War II, of the all-out war between Japan and China, but it isn't until Germany invades Poland in 1939 that you truly have the formal beginning, so to speak, of World War II. Regardless of whether you consider this a formal beginning or not, the Second Sino-Japanese War, it's called the Second because there was another Sino-Japanese War in the late 1800s that was called the First Sino-Japanese War. This is incredibly, incredibly brutal and incredibly bloody, a lot of civilians affected."}, {"video_title": "Beginning of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "Sino-Japanese War. Many historians actually would even consider this the beginning of World War II, while some of them say, okay, this is the beginning of the Asian theater of World War II, of the all-out war between Japan and China, but it isn't until Germany invades Poland in 1939 that you truly have the formal beginning, so to speak, of World War II. Regardless of whether you consider this a formal beginning or not, the Second Sino-Japanese War, it's called the Second because there was another Sino-Japanese War in the late 1800s that was called the First Sino-Japanese War. This is incredibly, incredibly brutal and incredibly bloody, a lot of civilians affected. We could do a whole series of videos just on that. But at this point, it does become all-out war, and this causes the Civil War to take a back seat to fighting off the aggressor of Japan in 1937. So that lays a foundation for what's happening in the Pacific in the run-up to World War II."}, {"video_title": "Beginning of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "This is incredibly, incredibly brutal and incredibly bloody, a lot of civilians affected. We could do a whole series of videos just on that. But at this point, it does become all-out war, and this causes the Civil War to take a back seat to fighting off the aggressor of Japan in 1937. So that lays a foundation for what's happening in the Pacific in the run-up to World War II. And let's also remind ourselves what's happening in Europe. As we go through the 1930s, Hitler's Germany, the Nazi Party, is getting more and more militaristic. So this is Nazi Germany, Nazi Germany right over here."}, {"video_title": "Beginning of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "So that lays a foundation for what's happening in the Pacific in the run-up to World War II. And let's also remind ourselves what's happening in Europe. As we go through the 1930s, Hitler's Germany, the Nazi Party, is getting more and more militaristic. So this is Nazi Germany, Nazi Germany right over here. They're allied with Benito Mussolini's Italy. They're both extremely nationalistic. They both do not like the communists at all."}, {"video_title": "Beginning of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "So this is Nazi Germany, Nazi Germany right over here. They're allied with Benito Mussolini's Italy. They're both extremely nationalistic. They both do not like the communists at all. You might remember that in 1938, 1938, you have the Anschluss, which I'm sure I'm mispronouncing, and you also have the takeover of the Sudetenland in Czechoslovakia. So the Anschluss was the unification with Austria. And then you have the Germans taking over the Sudetenland in Czechoslovakia."}, {"video_title": "Beginning of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "They both do not like the communists at all. You might remember that in 1938, 1938, you have the Anschluss, which I'm sure I'm mispronouncing, and you also have the takeover of the Sudetenland in Czechoslovakia. So the Anschluss was the unification with Austria. And then you have the Germans taking over the Sudetenland in Czechoslovakia. And this is kind of the famous, the rest of what will be called the Allied Powers kind of say, okay, yeah, okay, maybe Hitler's just gonna do that. Well, we don't want to start another war. We still all remember World War I."}, {"video_title": "Beginning of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "And then you have the Germans taking over the Sudetenland in Czechoslovakia. And this is kind of the famous, the rest of what will be called the Allied Powers kind of say, okay, yeah, okay, maybe Hitler's just gonna do that. Well, we don't want to start another war. We still all remember World War I. It was really horrible. And so they kind of appease Hitler, and he's able to kind of satisfy his aggression. So in 1938, you have Austria, Austria and the Sudetenland, and the Sudetenland are taken over by Germany."}, {"video_title": "Beginning of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "We still all remember World War I. It was really horrible. And so they kind of appease Hitler, and he's able to kind of satisfy his aggression. So in 1938, you have Austria, Austria and the Sudetenland, and the Sudetenland are taken over by Germany. And then as you go into 1939, as you go into 1939, in March, they're able to take over all of Czechoslovakia. They're able to take over all of Czechoslovakia. And once again, the Allies are kind of, they're feeling very uncomfortable."}, {"video_title": "Beginning of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "So in 1938, you have Austria, Austria and the Sudetenland, and the Sudetenland are taken over by Germany. And then as you go into 1939, as you go into 1939, in March, they're able to take over all of Czechoslovakia. They're able to take over all of Czechoslovakia. And once again, the Allies are kind of, they're feeling very uncomfortable. They kind of have seen something like this before. They would like to push back, but they still are kind of, are not feeling good about starting another world war. So they're hoping that maybe Germany stops there."}, {"video_title": "Beginning of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "And once again, the Allies are kind of, they're feeling very uncomfortable. They kind of have seen something like this before. They would like to push back, but they still are kind of, are not feeling good about starting another world war. So they're hoping that maybe Germany stops there. So let me write this down. So all of Czechoslovakia, Czechoslovakia is taken over by the Germans. This is in March of 1939."}, {"video_title": "Beginning of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "So they're hoping that maybe Germany stops there. So let me write this down. So all of Czechoslovakia, Czechoslovakia is taken over by the Germans. This is in March of 1939. And then in August, in August, you have the Germans, and this is really in preparation for what you could guess is about to happen, for the all-out war that's about to happen. The Germans don't want to fight the Soviets right out the gate, as we will see, and as you might know, they do eventually take on the Soviet Union. But in 1939, they get into a pact with the Soviet Union."}, {"video_title": "Beginning of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "This is in March of 1939. And then in August, in August, you have the Germans, and this is really in preparation for what you could guess is about to happen, for the all-out war that's about to happen. The Germans don't want to fight the Soviets right out the gate, as we will see, and as you might know, they do eventually take on the Soviet Union. But in 1939, they get into a pact with the Soviet Union. And so this is, they sign the Molotov-Ribbentrop, Ribbentrop, Ribbentrop Pact with the Soviet Union. This is in August, which is essentially mutual non-aggression. Hey, you know, you do what you need to do, we know what we need to do."}, {"video_title": "Beginning of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "But in 1939, they get into a pact with the Soviet Union. And so this is, they sign the Molotov-Ribbentrop, Ribbentrop, Ribbentrop Pact with the Soviet Union. This is in August, which is essentially mutual non-aggression. Hey, you know, you do what you need to do, we know what we need to do. And they secretly started saying, okay, we're gonna, you know, all of these countries out here, we're gonna create these spheres of influence where Germany can take control of part of it and the Soviet Union, and Stalin is in charge of the Soviet Union at this point, can take over other parts of it. And then that leads us to the formal start, where in September, let me write this in a different color. So September of 1939, on September 1st, Germany invades Poland."}, {"video_title": "Beginning of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "Hey, you know, you do what you need to do, we know what we need to do. And they secretly started saying, okay, we're gonna, you know, all of these countries out here, we're gonna create these spheres of influence where Germany can take control of part of it and the Soviet Union, and Stalin is in charge of the Soviet Union at this point, can take over other parts of it. And then that leads us to the formal start, where in September, let me write this in a different color. So September of 1939, on September 1st, Germany invades Poland. Germany invades Poland on September 1st, which is generally considered the beginning of World War II. And then you have the Great Britain and France declares war on Germany. So let me write this, World War II, World War II, World War II starts."}, {"video_title": "Beginning of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "So September of 1939, on September 1st, Germany invades Poland. Germany invades Poland on September 1st, which is generally considered the beginning of World War II. And then you have the Great Britain and France declares war on Germany. So let me write this, World War II, World War II, World War II starts. Everyone is declaring war on each other. Germany invades Poland. Great Britain and France declare war on Germany."}, {"video_title": "Beginning of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "So let me write this, World War II, World War II, World War II starts. Everyone is declaring war on each other. Germany invades Poland. Great Britain and France declare war on Germany. And you have to remember at this point, Stalin isn't so concerned about Hitler. He's just signed the Molotov-Ribbentrop Pact. And so in mid-September, Stalin himself invades Poland as well."}, {"video_title": "Beginning of World War II   The 20th century   World history   Khan Academy.mp3", "Sentence": "Great Britain and France declare war on Germany. And you have to remember at this point, Stalin isn't so concerned about Hitler. He's just signed the Molotov-Ribbentrop Pact. And so in mid-September, Stalin himself invades Poland as well. So they both can kind of carve out, they both can carve out their spheres of influence. So you can definitely sense that things are not looking good for the world at this point. You already have Asia in the Second Sino-Japanese War, incredibly bloody war, and now you have kind of a lot of very similar actors that you had in World War I, and they're starting to get into a fairly extensive engagement."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "You also have the fall of the Russian Empire. You have essentially the revolution that overthrows the Tsar in February-March of 1917, and then in October, you have the Bolsheviks take over in a coup. Now, this essentially, the Bolsheviks, once they take over, they have no interest in terms of continuing the war with Germany. So you have an armistice declared, and the Russians are in the process of negotiating the terms of a treaty with the central powers. So they're kind of negotiating the Brest-Litovsk Treaty as we speak. Now, on top of that, you have, because the central powers don't have to focus on Russia on the Eastern Front anymore, they're trying to bring their, especially Germany is trying to bring its troops back to the Western Front, and they want to do it before the U.S. can mobilize in any significant way. So race on Western Front."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "So you have an armistice declared, and the Russians are in the process of negotiating the terms of a treaty with the central powers. So they're kind of negotiating the Brest-Litovsk Treaty as we speak. Now, on top of that, you have, because the central powers don't have to focus on Russia on the Eastern Front anymore, they're trying to bring their, especially Germany is trying to bring its troops back to the Western Front, and they want to do it before the U.S. can mobilize in any significant way. So race on Western Front. Essentially, can Germany get its troops and do an offensive that can put probably France out of the war before the U.S. has a chance to significantly reinforce the Western Front? So this is essentially between German redeployed troops from the Eastern Front versus new American troops. So this is the backdrop."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "So race on Western Front. Essentially, can Germany get its troops and do an offensive that can put probably France out of the war before the U.S. has a chance to significantly reinforce the Western Front? So this is essentially between German redeployed troops from the Eastern Front versus new American troops. So this is the backdrop. No one really knew what exactly was going to happen on the Western Front. Certain military analysts would say, well, Germany was able to prosecute this two-front war against a major empire in Russia. Now that they're going to be able to focus completely on the Western Front, Germany might be able to kind of deal the decisive blow."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "So this is the backdrop. No one really knew what exactly was going to happen on the Western Front. Certain military analysts would say, well, Germany was able to prosecute this two-front war against a major empire in Russia. Now that they're going to be able to focus completely on the Western Front, Germany might be able to kind of deal the decisive blow. Others would say, well, look, the U.S., it's this emerging power. It's bringing fresh troops in. It has a major industrial capacity."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "Now that they're going to be able to focus completely on the Western Front, Germany might be able to kind of deal the decisive blow. Others would say, well, look, the U.S., it's this emerging power. It's bringing fresh troops in. It has a major industrial capacity. The U.S. could, especially if the war were to last a good bit, the U.S. might be the decisive element for the Allies. So that's the background in which President Woodrow Wilson, on January of 1918, January 8th, gives a speech to the joint sessions of Congress. This is a part of the text of the speech."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "It has a major industrial capacity. The U.S. could, especially if the war were to last a good bit, the U.S. might be the decisive element for the Allies. So that's the background in which President Woodrow Wilson, on January of 1918, January 8th, gives a speech to the joint sessions of Congress. This is a part of the text of the speech. I'm just going to read through it. I'm not going to read the entire speech. He talks about many things, essentially why are we in World War I, what is the moral causes of World War I."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "This is a part of the text of the speech. I'm just going to read through it. I'm not going to read the entire speech. He talks about many things, essentially why are we in World War I, what is the moral causes of World War I. The speech is most famous for his articulation of the 14 points. So let's just read into it because it really informs a lot of what happened in the Treaty of Versailles, which is essentially the peace treaty with Germany, which the U.S., ironically, did not ratify. But it also kind of lays out the tension in the Paris Peace Conferences after World War I between those who were more idealistic, like Woodrow Wilson, and those who might have been a little bit more vengeful, especially against the central powers."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "He talks about many things, essentially why are we in World War I, what is the moral causes of World War I. The speech is most famous for his articulation of the 14 points. So let's just read into it because it really informs a lot of what happened in the Treaty of Versailles, which is essentially the peace treaty with Germany, which the U.S., ironically, did not ratify. But it also kind of lays out the tension in the Paris Peace Conferences after World War I between those who were more idealistic, like Woodrow Wilson, and those who might have been a little bit more vengeful, especially against the central powers. So here we go. This is part of the speech. We entered this war because violations of right had occurred, which touched us to the quick and made the life of our own people impossible, unless they were corrected and the world secured once for all against their occurrence."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "But it also kind of lays out the tension in the Paris Peace Conferences after World War I between those who were more idealistic, like Woodrow Wilson, and those who might have been a little bit more vengeful, especially against the central powers. So here we go. This is part of the speech. We entered this war because violations of right had occurred, which touched us to the quick and made the life of our own people impossible, unless they were corrected and the world secured once for all against their occurrence. What we demand in this war, therefore, is nothing peculiar to ourselves. It is that the world be made fit and safe to live in. This is very idealistic."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "We entered this war because violations of right had occurred, which touched us to the quick and made the life of our own people impossible, unless they were corrected and the world secured once for all against their occurrence. What we demand in this war, therefore, is nothing peculiar to ourselves. It is that the world be made fit and safe to live in. This is very idealistic. Remember, all these other, especially these European powers, are all about who gets what land, who gets what empire, who gets to kind of take advantage of whatever colony, and particularly that it be made safe for every peace-loving nation, which, like our own, wishes to live its own life, determine its own institutions, and be assured of justice and fair dealing by the other peoples of the world, as against force and selfish aggression. All the peoples of the world are, in effect, partners in this interest, and for our own part, we see very clearly that unless justice be done to others, it will not be done to us. The program of the world's peace, therefore, is our program."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "This is very idealistic. Remember, all these other, especially these European powers, are all about who gets what land, who gets what empire, who gets to kind of take advantage of whatever colony, and particularly that it be made safe for every peace-loving nation, which, like our own, wishes to live its own life, determine its own institutions, and be assured of justice and fair dealing by the other peoples of the world, as against force and selfish aggression. All the peoples of the world are, in effect, partners in this interest, and for our own part, we see very clearly that unless justice be done to others, it will not be done to us. The program of the world's peace, therefore, is our program. And that program, the only possible program, all we see it is this. And these are his 14 points, and I'll try to kind of give some context for each of them. So the first is open covenants of peace, openly arrived at, after which there shall be no private international understandings of any kind, and diplomacy shall proceed always frankly and in the public view."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "The program of the world's peace, therefore, is our program. And that program, the only possible program, all we see it is this. And these are his 14 points, and I'll try to kind of give some context for each of them. So the first is open covenants of peace, openly arrived at, after which there shall be no private international understandings of any kind, and diplomacy shall proceed always frankly and in the public view. And the context here is actually after the Bolsheviks took over, they started releasing all these secret covenants and understandings that the Russian Empire had been getting into, and a lot of, we've already talked about all the entanglements and the alliances that led to World War I, and so this is Wilson's attempt to say, hey, look, let's just do everything out in the open. That'll let everyone kind of know, give more transparency, what may or may not occur based on their actions. Number two, absolute freedom of navigation upon the seas, outside territorial waters alike in peace and in war, except as the seas may be closed in whole or in part by international action for the enforcement of international covenants."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "So the first is open covenants of peace, openly arrived at, after which there shall be no private international understandings of any kind, and diplomacy shall proceed always frankly and in the public view. And the context here is actually after the Bolsheviks took over, they started releasing all these secret covenants and understandings that the Russian Empire had been getting into, and a lot of, we've already talked about all the entanglements and the alliances that led to World War I, and so this is Wilson's attempt to say, hey, look, let's just do everything out in the open. That'll let everyone kind of know, give more transparency, what may or may not occur based on their actions. Number two, absolute freedom of navigation upon the seas, outside territorial waters alike in peace and in war, except as the seas may be closed in whole or in part by international action for the enforcement of international covenants. So no more of these British blockades, no more of this unrestricted submarine warfare. The only time we could kind of dictate what happens in open waters is if it's the international community trying to decide that it wants to enforce international covenants. Number three, the removal of all economic barriers and the establishment of equality of trade conditions among all the nations consenting to the peace and associating themselves for its maintenance."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "Number two, absolute freedom of navigation upon the seas, outside territorial waters alike in peace and in war, except as the seas may be closed in whole or in part by international action for the enforcement of international covenants. So no more of these British blockades, no more of this unrestricted submarine warfare. The only time we could kind of dictate what happens in open waters is if it's the international community trying to decide that it wants to enforce international covenants. Number three, the removal of all economic barriers and the establishment of equality of trade conditions among all the nations consenting to the peace and associating themselves for its maintenance. So essentially free trade. Number four, adequate guarantees given and taken that national armaments will be reduced to the lowest point consistent with domestic safety. So he's trying to undo some of this militarism, this buildup of arms that helped start the world, essentially allowed World War I to happen with the ferocity that it did and the quickness with which it did."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "Number three, the removal of all economic barriers and the establishment of equality of trade conditions among all the nations consenting to the peace and associating themselves for its maintenance. So essentially free trade. Number four, adequate guarantees given and taken that national armaments will be reduced to the lowest point consistent with domestic safety. So he's trying to undo some of this militarism, this buildup of arms that helped start the world, essentially allowed World War I to happen with the ferocity that it did and the quickness with which it did. Number five, a free, open-minded and absolutely impartial adjustment of all colonial claims based upon a strict observance of the principle that in determining all such questions of sovereignty, the interests of the populations concerned must have equal weight with the equitable claims of the government whose title is to be determined. So this is a big deal that probably did not make the British or the French happy. This is essentially saying, look, self-determination, the people who are in those nations, in those states, their interests matter just as much."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "So he's trying to undo some of this militarism, this buildup of arms that helped start the world, essentially allowed World War I to happen with the ferocity that it did and the quickness with which it did. Number five, a free, open-minded and absolutely impartial adjustment of all colonial claims based upon a strict observance of the principle that in determining all such questions of sovereignty, the interests of the populations concerned must have equal weight with the equitable claims of the government whose title is to be determined. So this is a big deal that probably did not make the British or the French happy. This is essentially saying, look, self-determination, the people who are in those nations, in those states, their interests matter just as much. So a free, open-minded, absolutely impartial adjustment of all colonial claims. So this is a pretty big deal. Remember, we're kind of exiting this period of empires."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "This is essentially saying, look, self-determination, the people who are in those nations, in those states, their interests matter just as much. So a free, open-minded, absolutely impartial adjustment of all colonial claims. So this is a pretty big deal. Remember, we're kind of exiting this period of empires. Most of the European powers still think that these international empires are essentially part of their prestige. Number six, the evacuation of all Russian territory and such a settlement of all questions affecting Russia as will secure the best and freest cooperation of the other nations of the world in obtaining for her an unhampered and unembarrassed opportunity for the independent determination of her own political development and national policy and assure her of a sincere welcome into the society of free nations under institutions of her own choosing. This is still one sentence, and then he doesn't even put a period there, semicolon, and I guess he had to read it himself."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "Remember, we're kind of exiting this period of empires. Most of the European powers still think that these international empires are essentially part of their prestige. Number six, the evacuation of all Russian territory and such a settlement of all questions affecting Russia as will secure the best and freest cooperation of the other nations of the world in obtaining for her an unhampered and unembarrassed opportunity for the independent determination of her own political development and national policy and assure her of a sincere welcome into the society of free nations under institutions of her own choosing. This is still one sentence, and then he doesn't even put a period there, semicolon, and I guess he had to read it himself. And more than a welcome, assistance also of every kind that she may need and may herself desire. The treatment accorded Russia by her sister nations in the months to come, remember, they're negotiating with the central powers on Brest-Litovsk, to come will be the acid test of their goodwill, of their comprehension of her needs as distinguished from her own interests and of their intelligent and unselfish sympathy. So it's saying, look, I mean, Wilson doesn't know whether the allies or the central powers are going to win on the Western front, but they know that the central powers are dictating terms to Russia with Brest-Litovsk."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "This is still one sentence, and then he doesn't even put a period there, semicolon, and I guess he had to read it himself. And more than a welcome, assistance also of every kind that she may need and may herself desire. The treatment accorded Russia by her sister nations in the months to come, remember, they're negotiating with the central powers on Brest-Litovsk, to come will be the acid test of their goodwill, of their comprehension of her needs as distinguished from her own interests and of their intelligent and unselfish sympathy. So it's saying, look, I mean, Wilson doesn't know whether the allies or the central powers are going to win on the Western front, but they know that the central powers are dictating terms to Russia with Brest-Litovsk. It's like, look, this is going to be a test of your goodwill, of your comprehension of the needs of this kind of newly emerging state now that the Bolsheviks have taken over. Obviously at this point you don't have the antagonism between the U.S. and the future Soviet Union that is going to emerge. They're saying, look, give Russia a chance to kind of be herself."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "So it's saying, look, I mean, Wilson doesn't know whether the allies or the central powers are going to win on the Western front, but they know that the central powers are dictating terms to Russia with Brest-Litovsk. It's like, look, this is going to be a test of your goodwill, of your comprehension of the needs of this kind of newly emerging state now that the Bolsheviks have taken over. Obviously at this point you don't have the antagonism between the U.S. and the future Soviet Union that is going to emerge. They're saying, look, give Russia a chance to kind of be herself. Number seven, Belgium, the whole world will agree, must be evacuated and restored without any attempt to limit the sovereignty which she enjoys in common with all other free nations. And so this is kind of obvious, Belgium, when the Germans rolled through Belgium, that's how they got to France. It was a justification that Great Britain used for entering the war."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "They're saying, look, give Russia a chance to kind of be herself. Number seven, Belgium, the whole world will agree, must be evacuated and restored without any attempt to limit the sovereignty which she enjoys in common with all other free nations. And so this is kind of obvious, Belgium, when the Germans rolled through Belgium, that's how they got to France. It was a justification that Great Britain used for entering the war. So look, get out of Belgium. Number eight, all French territory should be freed and the invaded portions restored, and the wrong done to France by Prussia in 1871 in the matter of Alsace-Lorraine, which has unsettled the peace of the world for nearly 50 years, should be righted in order that peace may once more be made secure in the interest of all. So Alsace-Lorraine, we've touched on it several times."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "It was a justification that Great Britain used for entering the war. So look, get out of Belgium. Number eight, all French territory should be freed and the invaded portions restored, and the wrong done to France by Prussia in 1871 in the matter of Alsace-Lorraine, which has unsettled the peace of the world for nearly 50 years, should be righted in order that peace may once more be made secure in the interest of all. So Alsace-Lorraine, we've touched on it several times. That's this region right over here. It was taken by Germany, essentially the unification of Germany during the Franco-Prussian War. This was a mineral-rich region."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "So Alsace-Lorraine, we've touched on it several times. That's this region right over here. It was taken by Germany, essentially the unification of Germany during the Franco-Prussian War. This was a mineral-rich region. This was one of the justifications. This was why France might have gone into a war with Germany and why Germany almost wanted to be preemptive against France because they said, hey, France might want to take some of that territory back. Nine, a readjustment of the frontiers of Italy should be effected along clearly recognizable lines of nationality."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "This was a mineral-rich region. This was one of the justifications. This was why France might have gone into a war with Germany and why Germany almost wanted to be preemptive against France because they said, hey, France might want to take some of that territory back. Nine, a readjustment of the frontiers of Italy should be effected along clearly recognizable lines of nationality. Hey, where do people speak Italian? Number 10, the peoples of Austria-Hungary, whose place among the nations we wish to see safeguarded and assured, should be accorded the freest opportunity to autonomous development. So this is another big deal."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "Nine, a readjustment of the frontiers of Italy should be effected along clearly recognizable lines of nationality. Hey, where do people speak Italian? Number 10, the peoples of Austria-Hungary, whose place among the nations we wish to see safeguarded and assured, should be accorded the freest opportunity to autonomous development. So this is another big deal. It's another breaking up of an empire. It's another self-determination point of the 14 points. Austria-Hungary, we've already said it was an empire."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "So this is another big deal. It's another breaking up of an empire. It's another self-determination point of the 14 points. Austria-Hungary, we've already said it was an empire. It included many, many, many nationalities. You have the Czechs right around there. You have the Slovaks right around there."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "Austria-Hungary, we've already said it was an empire. It included many, many, many nationalities. You have the Czechs right around there. You have the Slovaks right around there. You have the Austrians, German-speaking people, right over there. You have the Hungarians roughly over there. You have the Slovenians roughly over there."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "You have the Slovaks right around there. You have the Austrians, German-speaking people, right over there. You have the Hungarians roughly over there. You have the Slovenians roughly over there. You have the Croatians roughly over there. You have the Bosnians roughly over there. And you have many, many other nationalities, especially as you get closer to the border with Romania and the border with the Ukraine."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "You have the Slovenians roughly over there. You have the Croatians roughly over there. You have the Bosnians roughly over there. And you have many, many other nationalities, especially as you get closer to the border with Romania and the border with the Ukraine. It's like let these people determine, let them determine their own fate to some degree. There are all these nationalities. So that was number 10, the freest opportunity to autonomous development."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "And you have many, many other nationalities, especially as you get closer to the border with Romania and the border with the Ukraine. It's like let these people determine, let them determine their own fate to some degree. There are all these nationalities. So that was number 10, the freest opportunity to autonomous development. And he's not saying that they necessarily need their own states but that they should have the opportunity to kind of self-govern in some way. Number 11, Romania, Serbia, and Montenegro should be evacuated, occupied territories restored. Serbia accorded free and secure access to the sea and the relations of the several Balkan states to one another determined by friendly council along historically established lines of allegiance and nationality."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "So that was number 10, the freest opportunity to autonomous development. And he's not saying that they necessarily need their own states but that they should have the opportunity to kind of self-govern in some way. Number 11, Romania, Serbia, and Montenegro should be evacuated, occupied territories restored. Serbia accorded free and secure access to the sea and the relations of the several Balkan states to one another determined by friendly council along historically established lines of allegiance and nationality. And international guarantees of the political and economic independence and territorial integrity of the several Balkan states should be entered to. And so this is kind of laying the groundwork for the future state of Yugoslavia, which is going to be roughly over there. This is kind of the state of the southern Slavs, which was the whole motivation by Gravillo Princip for kind of assassinating Archduke Ferdinand, which some would argue was kind of the spark that lit World War I."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "Serbia accorded free and secure access to the sea and the relations of the several Balkan states to one another determined by friendly council along historically established lines of allegiance and nationality. And international guarantees of the political and economic independence and territorial integrity of the several Balkan states should be entered to. And so this is kind of laying the groundwork for the future state of Yugoslavia, which is going to be roughly over there. This is kind of the state of the southern Slavs, which was the whole motivation by Gravillo Princip for kind of assassinating Archduke Ferdinand, which some would argue was kind of the spark that lit World War I. The Turkish portion of the present Ottoman Empire should be assured a secure sovereignty, but the other nationalities, which are now under Turkish rule, should be assured an undoubted security of life and an absolutely unmolested opportunity of autonomous development. Once again, self-determination. And the Dardanelles should be permanently opened as a free passage to the ships and commerce of all nations under international guarantees."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "This is kind of the state of the southern Slavs, which was the whole motivation by Gravillo Princip for kind of assassinating Archduke Ferdinand, which some would argue was kind of the spark that lit World War I. The Turkish portion of the present Ottoman Empire should be assured a secure sovereignty, but the other nationalities, which are now under Turkish rule, should be assured an undoubted security of life and an absolutely unmolested opportunity of autonomous development. Once again, self-determination. And the Dardanelles should be permanently opened as a free passage to the ships and commerce of all nations under international guarantees. So the Dardanelles, we've talked about it before. That's this right over here, so that you have access between the Aegean Sea and the Black Sea. And we are almost there."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "And the Dardanelles should be permanently opened as a free passage to the ships and commerce of all nations under international guarantees. So the Dardanelles, we've talked about it before. That's this right over here, so that you have access between the Aegean Sea and the Black Sea. And we are almost there. So then you have an independent Polish state should be erected, which should include the territories inhabited by the indisputably Polish populations, which should be assured a free and secure access to the sea and whose political and economic independence and territorial integrity should be guaranteed by international covenant. So Poland did not exist as its own state prior to World War I. Now you have Woodrow Wilson is advocating it, and it will be carved out roughly of this area right over there."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "And we are almost there. So then you have an independent Polish state should be erected, which should include the territories inhabited by the indisputably Polish populations, which should be assured a free and secure access to the sea and whose political and economic independence and territorial integrity should be guaranteed by international covenant. So Poland did not exist as its own state prior to World War I. Now you have Woodrow Wilson is advocating it, and it will be carved out roughly of this area right over there. Then finally, finally, point 14. A general association of nations must be formed under specific covenants for the purpose of affording mutual guarantees of political independence and territorial integrity to great and small states alike. So this is essentially the point that leads to the formation of the League of Nations."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "Now you have Woodrow Wilson is advocating it, and it will be carved out roughly of this area right over there. Then finally, finally, point 14. A general association of nations must be formed under specific covenants for the purpose of affording mutual guarantees of political independence and territorial integrity to great and small states alike. So this is essentially the point that leads to the formation of the League of Nations. And this is a, when we talk about big ideas, this is a big idea, especially back then. You have this Europe that keeps getting into wars with each other. Hey, why don't we all cooperate at this kind of meta level, and we have this club of all of the nations to kind of resolve disputes and make sure that we don't have another World War I."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "So this is essentially the point that leads to the formation of the League of Nations. And this is a, when we talk about big ideas, this is a big idea, especially back then. You have this Europe that keeps getting into wars with each other. Hey, why don't we all cooperate at this kind of meta level, and we have this club of all of the nations to kind of resolve disputes and make sure that we don't have another World War I. So very, very, very big, very, very big idealistic idea. It gets formed during the treaty or as an outcome of the Treaty of Versailles, which is drafted during the Paris Peace Conferences after World War I. The unfortunate thing of the League of Nations is that even though this was kind of the idea, it was coming from Woodrow Wilson, the Treaty of Versailles and the League of Nations was not ratified by the U.S."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "Hey, why don't we all cooperate at this kind of meta level, and we have this club of all of the nations to kind of resolve disputes and make sure that we don't have another World War I. So very, very, very big, very, very big idealistic idea. It gets formed during the treaty or as an outcome of the Treaty of Versailles, which is drafted during the Paris Peace Conferences after World War I. The unfortunate thing of the League of Nations is that even though this was kind of the idea, it was coming from Woodrow Wilson, the Treaty of Versailles and the League of Nations was not ratified by the U.S. So the U.S. never entered the League of Nations, which kind of made it a little bit hollow. And the League of Nations did not have the power to stop World War II from happening only a few decades later, and it would later be replaced by the United Nations. But this is a really, really, really, really, really big idea."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "The unfortunate thing of the League of Nations is that even though this was kind of the idea, it was coming from Woodrow Wilson, the Treaty of Versailles and the League of Nations was not ratified by the U.S. So the U.S. never entered the League of Nations, which kind of made it a little bit hollow. And the League of Nations did not have the power to stop World War II from happening only a few decades later, and it would later be replaced by the United Nations. But this is a really, really, really, really, really big idea. And because of these big ideas, Woodrow Wilson, these very idealistic ideas, I mean, everyone in Europe is talking about territory and imperialism and how do they take control of other people, take control of their resources. And now you have the American president say, look, it's all about self-determination. It's about making the world safe for democracy, safe for commerce, about open agreement."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "But this is a really, really, really, really, really big idea. And because of these big ideas, Woodrow Wilson, these very idealistic ideas, I mean, everyone in Europe is talking about territory and imperialism and how do they take control of other people, take control of their resources. And now you have the American president say, look, it's all about self-determination. It's about making the world safe for democracy, safe for commerce, about open agreement. So it's a very powerful idea, and this would kind of form the basis, kind of the more idealistic side of American foreign policy over the 20th century. Some would say that there's another very cynical side that takes into account self-interest. But this is the idealistic side of American foreign policy, especially through the 20th century."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "It's about making the world safe for democracy, safe for commerce, about open agreement. So it's a very powerful idea, and this would kind of form the basis, kind of the more idealistic side of American foreign policy over the 20th century. Some would say that there's another very cynical side that takes into account self-interest. But this is the idealistic side of American foreign policy, especially through the 20th century. And for this, for his work in this area, Woodrow Wilson wins the Nobel Prize a few years later. So this right here is a picture of what the Nobel Prize looks like, both sides of it. Now, and just to kind of foreshadow some of the tension as we get into the Paris Peace Conference, not everyone was as idealistic."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "But this is the idealistic side of American foreign policy, especially through the 20th century. And for this, for his work in this area, Woodrow Wilson wins the Nobel Prize a few years later. So this right here is a picture of what the Nobel Prize looks like, both sides of it. Now, and just to kind of foreshadow some of the tension as we get into the Paris Peace Conference, not everyone was as idealistic. You obviously have these European powers who bled much harder than the Americans did, although the Americans did contribute significant cost or troops to the effort, and they lost many, many, many folks. But obviously, if you're French, you had these Germans on your territory. You lost a significant fraction of your population, a huge fraction of your male population."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "Now, and just to kind of foreshadow some of the tension as we get into the Paris Peace Conference, not everyone was as idealistic. You obviously have these European powers who bled much harder than the Americans did, although the Americans did contribute significant cost or troops to the effort, and they lost many, many, many folks. But obviously, if you're French, you had these Germans on your territory. You lost a significant fraction of your population, a huge fraction of your male population. You might be a little bit angrier. And so, of course, you have Georges Clemenceau, who was the prime minister of France, and he was a little bit more skeptical of the 14 points. This is a quote from him."}, {"video_title": "Woodrow Wilson's Fourteen Points   The 20th century   World history   Khan Academy.mp3", "Sentence": "You lost a significant fraction of your population, a huge fraction of your male population. You might be a little bit angrier. And so, of course, you have Georges Clemenceau, who was the prime minister of France, and he was a little bit more skeptical of the 14 points. This is a quote from him. He actually has many slightly entertaining quotes. Mr. Wilson bores me with his 14 points. Why God Almighty has only 10."}, {"video_title": "Effects of transatlantic voyages, 1492-1607   Khan Academy   AP US History.mp3", "Sentence": "When Christopher Columbus first arrived in the Americas, he had no way of knowing that he had set off a complex chain of events that would lead to everything from humanity's largest demographic disaster to the founding of a new nation nearly 300 years later, to you watching a video about the history of that nation right at this very moment. It's strange, right? Columbus's voyages to the New World and those of the navigators and settlers who came after him changed the world to an extent rarely seen in human history. Let's briefly review the effects of these transatlantic voyages on Europe, Africa, and the Americas between 1492 and 1607, the period between first contact and the establishment of the first permanent English settlement in the Americas at Jamestown. So you might call this the pre-British era of colonization in the Americas. So what changes did these voyages cause? Well, there were demographic changes, and by demographic, I mean shifts in the structure of populations."}, {"video_title": "Effects of transatlantic voyages, 1492-1607   Khan Academy   AP US History.mp3", "Sentence": "Let's briefly review the effects of these transatlantic voyages on Europe, Africa, and the Americas between 1492 and 1607, the period between first contact and the establishment of the first permanent English settlement in the Americas at Jamestown. So you might call this the pre-British era of colonization in the Americas. So what changes did these voyages cause? Well, there were demographic changes, and by demographic, I mean shifts in the structure of populations. The indigenous populations of the Americas faced a catastrophic decline in numbers as a result of diseases carried by Europeans. On the flip side, the populations of Africa and Europe grew with the introduction of nutritious foods found in the Americas, like potatoes and corn. Contact also led to the creation of new cultural groups as indigenous people, Europeans, and Africans mixed in the New World and had children together."}, {"video_title": "Effects of transatlantic voyages, 1492-1607   Khan Academy   AP US History.mp3", "Sentence": "Well, there were demographic changes, and by demographic, I mean shifts in the structure of populations. The indigenous populations of the Americas faced a catastrophic decline in numbers as a result of diseases carried by Europeans. On the flip side, the populations of Africa and Europe grew with the introduction of nutritious foods found in the Americas, like potatoes and corn. Contact also led to the creation of new cultural groups as indigenous people, Europeans, and Africans mixed in the New World and had children together. The transatlantic voyages also led to economic changes, including shifts in the systems of money and labor. Spain extracted gold and silver from the New World by force, compelling indigenous people, and then later enslaved Africans, to labor in mines. These riches flooded into Europe and caused a huge increase in prices, which may have led to the development of banking and capitalism there."}, {"video_title": "Effects of transatlantic voyages, 1492-1607   Khan Academy   AP US History.mp3", "Sentence": "Contact also led to the creation of new cultural groups as indigenous people, Europeans, and Africans mixed in the New World and had children together. The transatlantic voyages also led to economic changes, including shifts in the systems of money and labor. Spain extracted gold and silver from the New World by force, compelling indigenous people, and then later enslaved Africans, to labor in mines. These riches flooded into Europe and caused a huge increase in prices, which may have led to the development of banking and capitalism there. And European demand for laborers in New World mines and plantations led to the expansion of the slave trade, resulting in the forced migration of millions of African people to the Americas. Columbus's discovery also fostered political changes in Europe and the New World, as other European countries wanted to claim colonies of their own, and the power structure among indigenous nations changed too, with the addition of European allies and the destruction of large portions of the population, leading to the downfall of powerful empires like the Aztecs. The cultures of indigenous people changed as Europeans introduced new material goods and animals into their environment."}, {"video_title": "Effects of transatlantic voyages, 1492-1607   Khan Academy   AP US History.mp3", "Sentence": "These riches flooded into Europe and caused a huge increase in prices, which may have led to the development of banking and capitalism there. And European demand for laborers in New World mines and plantations led to the expansion of the slave trade, resulting in the forced migration of millions of African people to the Americas. Columbus's discovery also fostered political changes in Europe and the New World, as other European countries wanted to claim colonies of their own, and the power structure among indigenous nations changed too, with the addition of European allies and the destruction of large portions of the population, leading to the downfall of powerful empires like the Aztecs. The cultures of indigenous people changed as Europeans introduced new material goods and animals into their environment. For example, the Spanish brought horses to North America, changing the society of plains people, who could now hunt and follow herds of bison on horseback. And new religious practices also emerged in the Americas, as indigenous peoples combined their own beliefs with those of Catholicism. By examining the effects of transatlantic voyages, what we're really doing is practicing the skill of causation."}, {"video_title": "Effects of transatlantic voyages, 1492-1607   Khan Academy   AP US History.mp3", "Sentence": "The cultures of indigenous people changed as Europeans introduced new material goods and animals into their environment. For example, the Spanish brought horses to North America, changing the society of plains people, who could now hunt and follow herds of bison on horseback. And new religious practices also emerged in the Americas, as indigenous peoples combined their own beliefs with those of Catholicism. By examining the effects of transatlantic voyages, what we're really doing is practicing the skill of causation. This is probably the most important skill in the historian's toolbox. Understanding and arguing about what caused an event to happen, or what consequences an event had on society later on. Now, this seems pretty straightforward."}, {"video_title": "Effects of transatlantic voyages, 1492-1607   Khan Academy   AP US History.mp3", "Sentence": "By examining the effects of transatlantic voyages, what we're really doing is practicing the skill of causation. This is probably the most important skill in the historian's toolbox. Understanding and arguing about what caused an event to happen, or what consequences an event had on society later on. Now, this seems pretty straightforward. For example, a cause and effect statement might be, I slept through my alarm this morning, so I missed the bus. Cause, oversleeping. Effect, missed bus."}, {"video_title": "Effects of transatlantic voyages, 1492-1607   Khan Academy   AP US History.mp3", "Sentence": "Now, this seems pretty straightforward. For example, a cause and effect statement might be, I slept through my alarm this morning, so I missed the bus. Cause, oversleeping. Effect, missed bus. Notice that the effect has to happen after the cause. Missing the bus didn't cause me to oversleep. So until we invent the time machine, effects must happen later than causes."}, {"video_title": "Effects of transatlantic voyages, 1492-1607   Khan Academy   AP US History.mp3", "Sentence": "Effect, missed bus. Notice that the effect has to happen after the cause. Missing the bus didn't cause me to oversleep. So until we invent the time machine, effects must happen later than causes. But there can be a few pitfalls to watch out for when we try to determine causes and effects. First, not everything has just one cause and one effect. For example, maybe I slept through my alarm because I stayed up too late last night watching TV."}, {"video_title": "Effects of transatlantic voyages, 1492-1607   Khan Academy   AP US History.mp3", "Sentence": "So until we invent the time machine, effects must happen later than causes. But there can be a few pitfalls to watch out for when we try to determine causes and effects. First, not everything has just one cause and one effect. For example, maybe I slept through my alarm because I stayed up too late last night watching TV. That's another cause for missing the bus. And there could be more than one effect of sleeping through the alarm. Not just missing the bus, but also missing my test in first period."}, {"video_title": "Effects of transatlantic voyages, 1492-1607   Khan Academy   AP US History.mp3", "Sentence": "For example, maybe I slept through my alarm because I stayed up too late last night watching TV. That's another cause for missing the bus. And there could be more than one effect of sleeping through the alarm. Not just missing the bus, but also missing my test in first period. Which was the most important cause of missing the bus? Oversleeping or watching too much TV? And which was the more important effect of sleeping through my alarm?"}, {"video_title": "Effects of transatlantic voyages, 1492-1607   Khan Academy   AP US History.mp3", "Sentence": "Not just missing the bus, but also missing my test in first period. Which was the most important cause of missing the bus? Oversleeping or watching too much TV? And which was the more important effect of sleeping through my alarm? Missing the bus or missing the test? These kinds of questions are what historians argue about. Which was the most important cause of Atlantic exploration?"}, {"video_title": "Effects of transatlantic voyages, 1492-1607   Khan Academy   AP US History.mp3", "Sentence": "And which was the more important effect of sleeping through my alarm? Missing the bus or missing the test? These kinds of questions are what historians argue about. Which was the most important cause of Atlantic exploration? Competition between European countries or the desire to convert new people to Catholicism? Another potential pitfall is one you might have seen in a science class or in statistics, which is correlation does not imply causation. In other words, two events aren't necessarily related just because they happen close together in time or space."}, {"video_title": "Effects of transatlantic voyages, 1492-1607   Khan Academy   AP US History.mp3", "Sentence": "Which was the most important cause of Atlantic exploration? Competition between European countries or the desire to convert new people to Catholicism? Another potential pitfall is one you might have seen in a science class or in statistics, which is correlation does not imply causation. In other words, two events aren't necessarily related just because they happen close together in time or space. For example, although epidemic diseases led to the deaths of indigenous people in the New World, at the same time that the discovery of new foodstuffs increased the population of Europe and Africa, the introduction of diseases didn't cause those populations to increase. Those were just two things that happened simultaneously. One way you can check whether one event was caused by an earlier one is to ask whether event B would have happened, whether or not event A happened."}, {"video_title": "Effects of transatlantic voyages, 1492-1607   Khan Academy   AP US History.mp3", "Sentence": "In other words, two events aren't necessarily related just because they happen close together in time or space. For example, although epidemic diseases led to the deaths of indigenous people in the New World, at the same time that the discovery of new foodstuffs increased the population of Europe and Africa, the introduction of diseases didn't cause those populations to increase. Those were just two things that happened simultaneously. One way you can check whether one event was caused by an earlier one is to ask whether event B would have happened, whether or not event A happened. The populations of Europe and Africa would likely have increased with the addition of those new foods, even if there hadn't been any epidemic diseases at all. The last thing that we wanna take into account while we're thinking about causation is the difference between short and long-term effects of an event. Missing my first period test might be a short-term effect of oversleeping, but failing the class because I missed tests would be a long-term effect."}, {"video_title": "Effects of transatlantic voyages, 1492-1607   Khan Academy   AP US History.mp3", "Sentence": "One way you can check whether one event was caused by an earlier one is to ask whether event B would have happened, whether or not event A happened. The populations of Europe and Africa would likely have increased with the addition of those new foods, even if there hadn't been any epidemic diseases at all. The last thing that we wanna take into account while we're thinking about causation is the difference between short and long-term effects of an event. Missing my first period test might be a short-term effect of oversleeping, but failing the class because I missed tests would be a long-term effect. And maybe because I failed that test, I ended up focusing on a different subject in school and heading into a different career. That would be a really long-term effect. Think about the effects of transatlantic voyages that we've discussed and see if you can categorize them into short-term effects and long-term effects."}, {"video_title": "Effects of transatlantic voyages, 1492-1607   Khan Academy   AP US History.mp3", "Sentence": "Missing my first period test might be a short-term effect of oversleeping, but failing the class because I missed tests would be a long-term effect. And maybe because I failed that test, I ended up focusing on a different subject in school and heading into a different career. That would be a really long-term effect. Think about the effects of transatlantic voyages that we've discussed and see if you can categorize them into short-term effects and long-term effects. You might find that some things fit into both categories as processes that started immediately but then went on for a long time, like the epidemic diseases that immediately affected indigenous people but then continued to reshape the demographic composition of the Americas for hundreds of years. So let's recap what we've learned about causation. First, historians argue about causation as they try to pin down the reason an event happened."}, {"video_title": "Effects of transatlantic voyages, 1492-1607   Khan Academy   AP US History.mp3", "Sentence": "Think about the effects of transatlantic voyages that we've discussed and see if you can categorize them into short-term effects and long-term effects. You might find that some things fit into both categories as processes that started immediately but then went on for a long time, like the epidemic diseases that immediately affected indigenous people but then continued to reshape the demographic composition of the Americas for hundreds of years. So let's recap what we've learned about causation. First, historians argue about causation as they try to pin down the reason an event happened. Second, causes must happen before effects. Third, a single event might have more than one cause or more than one effect, and some causes and effects may be more important than others. Fourth, events that happen near to each other in time or space aren't necessarily related by a cause and effect relationship."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "So Kim, we've been talking about the run up to the Civil War. We talked about the Compromise of 1850, which angered a lot of anti-slave and abolitionist folks in the North. As we get to the election of 1860, you have Abraham Lincoln getting elected. A lot of folks view that as a bit of the final catalyst for the Civil War. What's happening, and is that accurate? So Lincoln is elected as a Republican Party president. This is the first Republican Party president ever."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "A lot of folks view that as a bit of the final catalyst for the Civil War. What's happening, and is that accurate? So Lincoln is elected as a Republican Party president. This is the first Republican Party president ever. And the real basis of the Republican Party is an anti-slavery platform. They really don't want slavery to extend into the Western territories that have been acquired through the Mexican War. And so they have been making both sort of an economic and to some extent moral argument against slavery."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "This is the first Republican Party president ever. And the real basis of the Republican Party is an anti-slavery platform. They really don't want slavery to extend into the Western territories that have been acquired through the Mexican War. And so they have been making both sort of an economic and to some extent moral argument against slavery. So when Lincoln becomes president, the states of the South, particularly the Deep South or this Cotton Belt area, whose entire economic system relies on slavery, they think that they are under attack, that Lincoln is going to be coming for slavery as soon as he gets a chance as president. And we're talking about these states down here. This is Texas, Louisiana, Mississippi, Alabama, Georgia, South Carolina, and Florida."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "And so they have been making both sort of an economic and to some extent moral argument against slavery. So when Lincoln becomes president, the states of the South, particularly the Deep South or this Cotton Belt area, whose entire economic system relies on slavery, they think that they are under attack, that Lincoln is going to be coming for slavery as soon as he gets a chance as president. And we're talking about these states down here. This is Texas, Louisiana, Mississippi, Alabama, Georgia, South Carolina, and Florida. Right, so these are the real cotton states where slavery is highly entrenched. More than 50% of the population is enslaved working on cotton plantations. It's making the elite people, elite whites in the South, very wealthy."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "This is Texas, Louisiana, Mississippi, Alabama, Georgia, South Carolina, and Florida. Right, so these are the real cotton states where slavery is highly entrenched. More than 50% of the population is enslaved working on cotton plantations. It's making the elite people, elite whites in the South, very wealthy. Cotton is just the backbone of their economy. And so Lincoln gets elected. This is November of 1860."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "It's making the elite people, elite whites in the South, very wealthy. Cotton is just the backbone of their economy. And so Lincoln gets elected. This is November of 1860. That's right. And so what do they do about it? They're afraid."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "This is November of 1860. That's right. And so what do they do about it? They're afraid. They're afraid that Lincoln is going to do something about slavery. So over the course of this winter period, this is in a period before we moved the inauguration up to January. So it used to be that presidents would be elected in November and not take office until March."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "They're afraid. They're afraid that Lincoln is going to do something about slavery. So over the course of this winter period, this is in a period before we moved the inauguration up to January. So it used to be that presidents would be elected in November and not take office until March. Yeah, we have here this, Lincoln gets elected in November, but then he doesn't get inaugurated until March over here. So there's this long lame duck period where everyone knows that a new political party is going to be in power, a new president is in power, but he's not in office yet. And so you have James Buchanan sitting around."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "So it used to be that presidents would be elected in November and not take office until March. Yeah, we have here this, Lincoln gets elected in November, but then he doesn't get inaugurated until March over here. So there's this long lame duck period where everyone knows that a new political party is going to be in power, a new president is in power, but he's not in office yet. And so you have James Buchanan sitting around. He's still the president, but. But yeah, his days are numbered and his power is pretty limited. So over the course of what they call this secession winter, the seven states of the deep South get together and they secede from the Union one after another."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "And so you have James Buchanan sitting around. He's still the president, but. But yeah, his days are numbered and his power is pretty limited. So over the course of what they call this secession winter, the seven states of the deep South get together and they secede from the Union one after another. And this includes South Carolina, Mississippi, Florida, Alabama, Georgia, Louisiana, and Texas. They secede from the Union and they form what they call the Confederate States of America, which is basically almost exactly the same as the United States of America. Their constitution is based very closely on the US Constitution, but it guarantees the existence of slavery."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "So over the course of what they call this secession winter, the seven states of the deep South get together and they secede from the Union one after another. And this includes South Carolina, Mississippi, Florida, Alabama, Georgia, Louisiana, and Texas. They secede from the Union and they form what they call the Confederate States of America, which is basically almost exactly the same as the United States of America. Their constitution is based very closely on the US Constitution, but it guarantees the existence of slavery. It explicitly says that slavery is allowed and protected forever. And they elect Jefferson Davis as their president. And so when they seceded, it was, for them it was clearly about slavery."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "Their constitution is based very closely on the US Constitution, but it guarantees the existence of slavery. It explicitly says that slavery is allowed and protected forever. And they elect Jefferson Davis as their president. And so when they seceded, it was, for them it was clearly about slavery. Right, everything is about slavery. They are concerned that Lincoln is going to interfere with slavery. They are afraid that because slavery is being outlawed many other places in the world, particularly in the Western Hemisphere, that one way or another, slavery's days are numbered."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "And so when they seceded, it was, for them it was clearly about slavery. Right, everything is about slavery. They are concerned that Lincoln is going to interfere with slavery. They are afraid that because slavery is being outlawed many other places in the world, particularly in the Western Hemisphere, that one way or another, slavery's days are numbered. And if they're going to protect their livelihood as slave owners and as cotton planters, they're going to have to form their own nation to make sure that it's protected. And James Buchanan is officially president when all of this has happened. You have seven states of the United States, I guess they're not so united anymore, leaving, I mean is he just powerless to do anything?"}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "They are afraid that because slavery is being outlawed many other places in the world, particularly in the Western Hemisphere, that one way or another, slavery's days are numbered. And if they're going to protect their livelihood as slave owners and as cotton planters, they're going to have to form their own nation to make sure that it's protected. And James Buchanan is officially president when all of this has happened. You have seven states of the United States, I guess they're not so united anymore, leaving, I mean is he just powerless to do anything? Well he tries a few things. You know, he was a very ineffective president to begin with. It's hard to be an effective president when Congress is so divided over issues."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "You have seven states of the United States, I guess they're not so united anymore, leaving, I mean is he just powerless to do anything? Well he tries a few things. You know, he was a very ineffective president to begin with. It's hard to be an effective president when Congress is so divided over issues. One thing that Congress actually does before Lincoln is in office, and before these states officially secede, is they try what's called the Crittenden Plan, proposed by John Crittenden of Kentucky, saying we will officially protect slavery in the Constitution. We will say that you can't outlaw slavery in the South, and we'll even extend this Missouri Compromise Line, which was sort of the official line between North and South, between free states and slave states, all the way to the Pacific. So just so you know, Southern states, we'll make sure that we won't get rid of slavery."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "It's hard to be an effective president when Congress is so divided over issues. One thing that Congress actually does before Lincoln is in office, and before these states officially secede, is they try what's called the Crittenden Plan, proposed by John Crittenden of Kentucky, saying we will officially protect slavery in the Constitution. We will say that you can't outlaw slavery in the South, and we'll even extend this Missouri Compromise Line, which was sort of the official line between North and South, between free states and slave states, all the way to the Pacific. So just so you know, Southern states, we'll make sure that we won't get rid of slavery. So this Crittenden Compromise, this was kind of a last-ditch effort. Everyone started to see the writing on the wall that these seven states especially were very loose in the socket. Right."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "So just so you know, Southern states, we'll make sure that we won't get rid of slavery. So this Crittenden Compromise, this was kind of a last-ditch effort. Everyone started to see the writing on the wall that these seven states especially were very loose in the socket. Right. And this was a last-ditch effort to keep them in the Union, perhaps. Yeah, and it's really, I don't wanna say it's too little too late, but for the South, you know, they have seen the writing on the wall. They have seen that this is gonna be their only opportunity to secede."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "Right. And this was a last-ditch effort to keep them in the Union, perhaps. Yeah, and it's really, I don't wanna say it's too little too late, but for the South, you know, they have seen the writing on the wall. They have seen that this is gonna be their only opportunity to secede. Lincoln got elected, and his whole party is based on being anti-slavery. Right. So they wanna get out while the getting is good so that they can make sure that slavery remains in their states."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "They have seen that this is gonna be their only opportunity to secede. Lincoln got elected, and his whole party is based on being anti-slavery. Right. So they wanna get out while the getting is good so that they can make sure that slavery remains in their states. All right, so during the Slam Dunk period, the seven states, these deep-slut states, they secede. Then Lincoln gets inaugurated. He is now president."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "So they wanna get out while the getting is good so that they can make sure that slavery remains in their states. All right, so during the Slam Dunk period, the seven states, these deep-slut states, they secede. Then Lincoln gets inaugurated. He is now president. And we're not really in the Civil War yet. No, in fact, Lincoln's inaugural address is very conciliatory. We think of Lincoln as being a really great orator, and he certainly was, but his first inaugural address, if you read it, is very much a plea to the South, saying, hey, I really am not planning on outlawing slavery."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "He is now president. And we're not really in the Civil War yet. No, in fact, Lincoln's inaugural address is very conciliatory. We think of Lincoln as being a really great orator, and he certainly was, but his first inaugural address, if you read it, is very much a plea to the South, saying, hey, I really am not planning on outlawing slavery. Right, so the anti-slavery platform that Lincoln ascribes to is specifically about not extending slavery to the West. So he's saying, I am not in favor of getting rid of slavery where it is, so there's no reason for you all to secede. Come back, everything will be situation normal."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "We think of Lincoln as being a really great orator, and he certainly was, but his first inaugural address, if you read it, is very much a plea to the South, saying, hey, I really am not planning on outlawing slavery. Right, so the anti-slavery platform that Lincoln ascribes to is specifically about not extending slavery to the West. So he's saying, I am not in favor of getting rid of slavery where it is, so there's no reason for you all to secede. Come back, everything will be situation normal. And they don't. No, as I said, they've already seen that this is their opportunity to make sure that slavery continues. By creating their own nation."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "Come back, everything will be situation normal. And they don't. No, as I said, they've already seen that this is their opportunity to make sure that slavery continues. By creating their own nation. So in the South, there are a bunch of arsenals and forts that belong to the United States, and most of these are taken over by the Confederacy when it becomes its own nation. And this is a picture of one right here. This is Fort Sumter."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "By creating their own nation. So in the South, there are a bunch of arsenals and forts that belong to the United States, and most of these are taken over by the Confederacy when it becomes its own nation. And this is a picture of one right here. This is Fort Sumter. Right, so Fort Sumter is right in Charleston Harbor, and this is a Union Fort, or a United States Fort, that's holding out, basically. They're running out of supplies. They have tried to have supplies brought in to them before, which have been repelled."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "This is Fort Sumter. Right, so Fort Sumter is right in Charleston Harbor, and this is a Union Fort, or a United States Fort, that's holding out, basically. They're running out of supplies. They have tried to have supplies brought in to them before, which have been repelled. And so holding out, they're well in Confederate territory, but they are still controlled by, I guess you could say, United States soldiers. Right, so they do not want to surrender this fort, and Lincoln lets the Confederates, the rebels, know that he wants to resupply this fort. And the Confederates instead fire on Fort Sumter."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "They have tried to have supplies brought in to them before, which have been repelled. And so holding out, they're well in Confederate territory, but they are still controlled by, I guess you could say, United States soldiers. Right, so they do not want to surrender this fort, and Lincoln lets the Confederates, the rebels, know that he wants to resupply this fort. And the Confederates instead fire on Fort Sumter. They start lobbing artillery at it, and over the course of a day, they force the Union forces in Fort Sumter to surrender. I guess this was the real matchstick for the war, but this wasn't the first tension. No, obviously, this had been going on for some time."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "And the Confederates instead fire on Fort Sumter. They start lobbing artillery at it, and over the course of a day, they force the Union forces in Fort Sumter to surrender. I guess this was the real matchstick for the war, but this wasn't the first tension. No, obviously, this had been going on for some time. So even into Buchanan's, in his lame duck period, there's probably a little bit of tension. Yeah, I mean, if you want to be expansive, you could say that this tension is almost built into the Constitution when they don't. Oh yes, you're really caught up."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "No, obviously, this had been going on for some time. So even into Buchanan's, in his lame duck period, there's probably a little bit of tension. Yeah, I mean, if you want to be expansive, you could say that this tension is almost built into the Constitution when they don't. Oh yes, you're really caught up. But especially even post-secession of these first seven states, there are already some tensions, especially if they're taking over these forts. Former United States soldiers are now thinking about cutting off supplies to other former United States, or to current United States soldiers, and then Fort Sumter sounds like this was definitely the straw that breaks the camel's back, so to speak. This is the tinderbox, and I think it's maybe intended to be a tinderbox on both sides, because Lincoln wants to be sure that if there's going to be a war, the North isn't going to fire the first shot."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "Oh yes, you're really caught up. But especially even post-secession of these first seven states, there are already some tensions, especially if they're taking over these forts. Former United States soldiers are now thinking about cutting off supplies to other former United States, or to current United States soldiers, and then Fort Sumter sounds like this was definitely the straw that breaks the camel's back, so to speak. This is the tinderbox, and I think it's maybe intended to be a tinderbox on both sides, because Lincoln wants to be sure that if there's going to be a war, the North isn't going to fire the first shot. They want to make sure that this is the South's decision. It can be blamed on them if it needs to be. And this is a pattern you see throughout history, is that no one, at least, wants to officially be the person to fire the first shot."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "This is the tinderbox, and I think it's maybe intended to be a tinderbox on both sides, because Lincoln wants to be sure that if there's going to be a war, the North isn't going to fire the first shot. They want to make sure that this is the South's decision. It can be blamed on them if it needs to be. And this is a pattern you see throughout history, is that no one, at least, wants to officially be the person to fire the first shot. They often look for a good reason to fire the first shot, because they want to get into war, but everyone wants to have the moral high ground. Right, and in the South, they are looking to make sure that this is kind of a morale-building moment. When they fire on Fort Sumter, they're firing on federal fort, in any circumstances that's going to bring on war."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "And this is a pattern you see throughout history, is that no one, at least, wants to officially be the person to fire the first shot. They often look for a good reason to fire the first shot, because they want to get into war, but everyone wants to have the moral high ground. Right, and in the South, they are looking to make sure that this is kind of a morale-building moment. When they fire on Fort Sumter, they're firing on federal fort, in any circumstances that's going to bring on war. And they're hoping that if they can kind of get this fire started, then these four other slave-holding states, or actually, eight other slave-holding states in the South are going to join the effort. And that's pretty much exactly what happens. So after they fire on Fort Sumter, the fort is surrendered to the Confederacy."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "When they fire on Fort Sumter, they're firing on federal fort, in any circumstances that's going to bring on war. And they're hoping that if they can kind of get this fire started, then these four other slave-holding states, or actually, eight other slave-holding states in the South are going to join the effort. And that's pretty much exactly what happens. So after they fire on Fort Sumter, the fort is surrendered to the Confederacy. Lincoln says, okay, you want to start a war? We got a war. He calls for 75,000 troops, volunteers, to put down the insurrection."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "So after they fire on Fort Sumter, the fort is surrendered to the Confederacy. Lincoln says, okay, you want to start a war? We got a war. He calls for 75,000 troops, volunteers, to put down the insurrection. And he calls them for a 90-day service period, which tells you how long they thought this was gonna last. And after Lincoln has asked for this army, four more slave-holding states in the South secede. And that's Virginia, the most important of these, is gonna be the real battleground of the Civil War."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "He calls for 75,000 troops, volunteers, to put down the insurrection. And he calls them for a 90-day service period, which tells you how long they thought this was gonna last. And after Lincoln has asked for this army, four more slave-holding states in the South secede. And that's Virginia, the most important of these, is gonna be the real battleground of the Civil War. That was, today we consider that West Virginia and Virginia. But that was Virginia back then. Right."}, {"video_title": "Start of the Civil War   The Civil War era (1844-1877)   US History   Khan Academy.mp3", "Sentence": "And that's Virginia, the most important of these, is gonna be the real battleground of the Civil War. That was, today we consider that West Virginia and Virginia. But that was Virginia back then. Right. Virginia, Arkansas, Tennessee, and North Carolina also join the Confederate States of America. And the war is on. Fascinating."}, {"video_title": "The Market Revolution - part 1.mp3", "Sentence": "Which was more revolutionary, the American revolution or the market revolution? But how could something actually be more revolutionary than the American revolution? Well, it's because the market revolution was a confluence of inventions, changes in the way that the American people did business and changes in the way that people got goods to market that happened in this period from about 1790 to 1850. So this is kind of a large period of history and I don't think it's really important for you to have a laundry list of dates of exactly when what thing was invented, but just kind of take in the idea that in the first half or so of the early 19th century, there were many new inventions in both factory work and in transportation and communication and that how people did business changed a lot. So I wanna take some time to look into all three of these revolutions, the Industrial Revolution, the revolution in transportation and communication and just the broader market revolution. So I know this is a subset of itself, but I'll get to that. And in this video, I wanna start out by talking about the Industrial Revolution."}, {"video_title": "The Market Revolution - part 1.mp3", "Sentence": "So this is kind of a large period of history and I don't think it's really important for you to have a laundry list of dates of exactly when what thing was invented, but just kind of take in the idea that in the first half or so of the early 19th century, there were many new inventions in both factory work and in transportation and communication and that how people did business changed a lot. So I wanna take some time to look into all three of these revolutions, the Industrial Revolution, the revolution in transportation and communication and just the broader market revolution. So I know this is a subset of itself, but I'll get to that. And in this video, I wanna start out by talking about the Industrial Revolution. Okay, so what was the Industrial Revolution? This was, broadly speaking, a revolution in the kinds of machinery that people used to make finished goods. Now, if you think about the early republic in the United States, you often think of kind of an agrarian society and that was how Thomas Jefferson, the author of the Declaration of Independence, really imagined the United States as a nation of small farmers."}, {"video_title": "The Market Revolution - part 1.mp3", "Sentence": "And in this video, I wanna start out by talking about the Industrial Revolution. Okay, so what was the Industrial Revolution? This was, broadly speaking, a revolution in the kinds of machinery that people used to make finished goods. Now, if you think about the early republic in the United States, you often think of kind of an agrarian society and that was how Thomas Jefferson, the author of the Declaration of Independence, really imagined the United States as a nation of small farmers. But Thomas Jefferson didn't necessarily see all of these revolutions in industry coming. He couldn't anticipate that. And so in the 1790s, early 1800s, a bunch of new inventions came to the United States that completely revolutionized how things were made."}, {"video_title": "The Market Revolution - part 1.mp3", "Sentence": "Now, if you think about the early republic in the United States, you often think of kind of an agrarian society and that was how Thomas Jefferson, the author of the Declaration of Independence, really imagined the United States as a nation of small farmers. But Thomas Jefferson didn't necessarily see all of these revolutions in industry coming. He couldn't anticipate that. And so in the 1790s, early 1800s, a bunch of new inventions came to the United States that completely revolutionized how things were made. So in this time period, the United States kinda slowly begins its transformation from being a nation of farmers to a nation of people who worked for wages by the hour and then used the money that they made from that hourly labor to buy the things that they need. So how did this happen? One event that historians often point to is the introduction of the textile mill to the United States."}, {"video_title": "The Market Revolution - part 1.mp3", "Sentence": "And so in the 1790s, early 1800s, a bunch of new inventions came to the United States that completely revolutionized how things were made. So in this time period, the United States kinda slowly begins its transformation from being a nation of farmers to a nation of people who worked for wages by the hour and then used the money that they made from that hourly labor to buy the things that they need. So how did this happen? One event that historians often point to is the introduction of the textile mill to the United States. So this fellow here was named Samuel Slater and Samuel Slater was an Englishman who worked in a textile mill. And remember that the United Kingdom was the world's capital of textile production in this time. And they were so jealous of their position as the world's leading textile producer that they even made it illegal to export the plans for a textile mill."}, {"video_title": "The Market Revolution - part 1.mp3", "Sentence": "One event that historians often point to is the introduction of the textile mill to the United States. So this fellow here was named Samuel Slater and Samuel Slater was an Englishman who worked in a textile mill. And remember that the United Kingdom was the world's capital of textile production in this time. And they were so jealous of their position as the world's leading textile producer that they even made it illegal to export the plans for a textile mill. Samuel Slater decided that even if it was illegal to export actual plans, it wasn't necessarily illegal to export his brain. So he decided to memorize how these textile looms worked, and this is powered by a water wheel. And then he actually got in disguise, put himself on a ship, and came to Rhode Island to set up a textile mill."}, {"video_title": "The Market Revolution - part 1.mp3", "Sentence": "And they were so jealous of their position as the world's leading textile producer that they even made it illegal to export the plans for a textile mill. Samuel Slater decided that even if it was illegal to export actual plans, it wasn't necessarily illegal to export his brain. So he decided to memorize how these textile looms worked, and this is powered by a water wheel. And then he actually got in disguise, put himself on a ship, and came to Rhode Island to set up a textile mill. In fact, people were so angry that he did this that in his hometown, he's actually known as Slater the Traitor. So what was new about this? Well, I think the water wheel aspect is really one of the key innovations here."}, {"video_title": "The Market Revolution - part 1.mp3", "Sentence": "And then he actually got in disguise, put himself on a ship, and came to Rhode Island to set up a textile mill. In fact, people were so angry that he did this that in his hometown, he's actually known as Slater the Traitor. So what was new about this? Well, I think the water wheel aspect is really one of the key innovations here. So instead of being powered by humans or perhaps being powered by animals, now American machinery can be powered by an outside source, so water or steam. And that means that these mills and factories later are going to kind of congregate around sources of power like rivers, for example. So if you've ever wondered why so many American cities are next to rivers, it's usually because they needed them to power mills."}, {"video_title": "The Market Revolution - part 1.mp3", "Sentence": "Well, I think the water wheel aspect is really one of the key innovations here. So instead of being powered by humans or perhaps being powered by animals, now American machinery can be powered by an outside source, so water or steam. And that means that these mills and factories later are going to kind of congregate around sources of power like rivers, for example. So if you've ever wondered why so many American cities are next to rivers, it's usually because they needed them to power mills. So starting in the 1790s and really into the early 19th century, there's this slow transformation toward factory labor. And you can see in this image here that a lot of the people actually laboring in these factories were women because young men kind of had a pretty good path forward in life at this time period. They could be farmers like their fathers."}, {"video_title": "The Market Revolution - part 1.mp3", "Sentence": "So if you've ever wondered why so many American cities are next to rivers, it's usually because they needed them to power mills. So starting in the 1790s and really into the early 19th century, there's this slow transformation toward factory labor. And you can see in this image here that a lot of the people actually laboring in these factories were women because young men kind of had a pretty good path forward in life at this time period. They could be farmers like their fathers. Maybe they could learn a trade. But for young women, there wasn't necessarily a form of income outside the house. And so a man named Charles Lowell decided to set up a whole series of textile mills in what will be called Lowell, Massachusetts."}, {"video_title": "The Market Revolution - part 1.mp3", "Sentence": "They could be farmers like their fathers. Maybe they could learn a trade. But for young women, there wasn't necessarily a form of income outside the house. And so a man named Charles Lowell decided to set up a whole series of textile mills in what will be called Lowell, Massachusetts. It's just outside of Boston. And then he primarily employed young women to work in these textile mills, I think partly because young women were associated with working with fabric. Women frequently did the spinning and the sewing in the household."}, {"video_title": "The Market Revolution - part 1.mp3", "Sentence": "And so a man named Charles Lowell decided to set up a whole series of textile mills in what will be called Lowell, Massachusetts. It's just outside of Boston. And then he primarily employed young women to work in these textile mills, I think partly because young women were associated with working with fabric. Women frequently did the spinning and the sewing in the household. But also because young women, you could probably pay a little bit less than young men for the same kind of labor. So this is kind of a very slow revolution toward individual work. Right?"}, {"video_title": "The Market Revolution - part 1.mp3", "Sentence": "Women frequently did the spinning and the sewing in the household. But also because young women, you could probably pay a little bit less than young men for the same kind of labor. So this is kind of a very slow revolution toward individual work. Right? Because as a nation of farmers, most people would have worked in a family unit. And even some of the very earliest factories in the United States would hire family units. That was known as the Rhode Island system."}, {"video_title": "The Market Revolution - part 1.mp3", "Sentence": "Right? Because as a nation of farmers, most people would have worked in a family unit. And even some of the very earliest factories in the United States would hire family units. That was known as the Rhode Island system. By this time, by Lowell's Mills, he started hiring individual workers for individual wages. And the working conditions were pretty brutal. Most women at the Lowell Mills worked 12 hour days with no air conditioning."}, {"video_title": "The Market Revolution - part 1.mp3", "Sentence": "That was known as the Rhode Island system. By this time, by Lowell's Mills, he started hiring individual workers for individual wages. And the working conditions were pretty brutal. Most women at the Lowell Mills worked 12 hour days with no air conditioning. Remember, this was long before there's air conditioning, for pretty low wages. I'd say probably about $3 a week. But despite the pretty harsh conditions, for many of them, this was a really good opportunity."}, {"video_title": "The Market Revolution - part 1.mp3", "Sentence": "Most women at the Lowell Mills worked 12 hour days with no air conditioning. Remember, this was long before there's air conditioning, for pretty low wages. I'd say probably about $3 a week. But despite the pretty harsh conditions, for many of them, this was a really good opportunity. Because this was the first time in their lives they'd ever had any chance to make money of their own, to be away from their families. It's kind of expected that if you were a young woman in Massachusetts, you wanted to go work in the Lowell Mills, you could go there for a few years of your life, make a little bit of money, and then go back to your hometown, meet someone, get married, start a family of your own. So it kind of makes work for women outside the home respectable."}, {"video_title": "The Market Revolution - part 1.mp3", "Sentence": "But despite the pretty harsh conditions, for many of them, this was a really good opportunity. Because this was the first time in their lives they'd ever had any chance to make money of their own, to be away from their families. It's kind of expected that if you were a young woman in Massachusetts, you wanted to go work in the Lowell Mills, you could go there for a few years of your life, make a little bit of money, and then go back to your hometown, meet someone, get married, start a family of your own. So it kind of makes work for women outside the home respectable. And textile production is going to continue to ramp up in the United States. In the late 1840s, a man named Elias Howe invents a really excellent sewing machine. Now he's not the first man ever to invent a sewing machine."}, {"video_title": "The Market Revolution - part 1.mp3", "Sentence": "So it kind of makes work for women outside the home respectable. And textile production is going to continue to ramp up in the United States. In the late 1840s, a man named Elias Howe invents a really excellent sewing machine. Now he's not the first man ever to invent a sewing machine. There were versions of them stretching back to I think even the 1750s. But Howe's sewing machine brought together a lot of different capacities that made it kind of the best sewing machine. And it will be even further refined by Isaac Singer, who we associate today with the Singer sewing machine."}, {"video_title": "The Market Revolution - part 1.mp3", "Sentence": "Now he's not the first man ever to invent a sewing machine. There were versions of them stretching back to I think even the 1750s. But Howe's sewing machine brought together a lot of different capacities that made it kind of the best sewing machine. And it will be even further refined by Isaac Singer, who we associate today with the Singer sewing machine. And so these massive textile mills really become the backbone of New England commerce. But they never would have gotten started without another invention, which was the cotton gin. And the cotton gin was invented by Eli Whitney in 1793."}, {"video_title": "The Market Revolution - part 1.mp3", "Sentence": "And it will be even further refined by Isaac Singer, who we associate today with the Singer sewing machine. And so these massive textile mills really become the backbone of New England commerce. But they never would have gotten started without another invention, which was the cotton gin. And the cotton gin was invented by Eli Whitney in 1793. And what's important about the cotton gin, so here's the gin, and basically it's kind of a box with some spikes on it that allows you to take these balls of cotton and separate them from the seeds. And separating cotton from the seeds is an extremely labor-intensive process. If you've never held a ball of cotton, it's extremely sticky, so you kind of have to wade through the little bits of cotton, pull out these seeds."}, {"video_title": "The Market Revolution - part 1.mp3", "Sentence": "And the cotton gin was invented by Eli Whitney in 1793. And what's important about the cotton gin, so here's the gin, and basically it's kind of a box with some spikes on it that allows you to take these balls of cotton and separate them from the seeds. And separating cotton from the seeds is an extremely labor-intensive process. If you've never held a ball of cotton, it's extremely sticky, so you kind of have to wade through the little bits of cotton, pull out these seeds. It takes forever, and so an average day's work would not produce all that much cotton that was ready for market. Well, Whitney completely revolutionizes this with the cotton gin. These little spikes help separate the cotton seeds from the cotton ball, and revolutionizes how much cotton can be produced by a single person in a single day."}, {"video_title": "The Market Revolution - part 1.mp3", "Sentence": "If you've never held a ball of cotton, it's extremely sticky, so you kind of have to wade through the little bits of cotton, pull out these seeds. It takes forever, and so an average day's work would not produce all that much cotton that was ready for market. Well, Whitney completely revolutionizes this with the cotton gin. These little spikes help separate the cotton seeds from the cotton ball, and revolutionizes how much cotton can be produced by a single person in a single day. Whitney's cotton gin made it possible for a single person to process 50 pounds of cotton in a single day, which is just an order of magnitude more than they were able to do beforehand. This is really interesting, because it had kind of a massive human cost in the form of really bolstering the institution of slavery in the American South. Because when farming cotton was so labor-intensive, it really wasn't very profitable."}, {"video_title": "The Market Revolution - part 1.mp3", "Sentence": "These little spikes help separate the cotton seeds from the cotton ball, and revolutionizes how much cotton can be produced by a single person in a single day. Whitney's cotton gin made it possible for a single person to process 50 pounds of cotton in a single day, which is just an order of magnitude more than they were able to do beforehand. This is really interesting, because it had kind of a massive human cost in the form of really bolstering the institution of slavery in the American South. Because when farming cotton was so labor-intensive, it really wasn't very profitable. And so the institution of slavery was actually starting to die out a little bit before the 1790s. People were saying, eh, I don't know if it's actually worth it to keep slaves. So if it weren't for the cotton gin, the United States might actually have outlawed slavery considerably earlier than it ended up doing in the 1860s."}, {"video_title": "1940 - Axis gains momentum in World War II    The 20th century   World history   Khan Academy.mp3", "Sentence": "where we left off in the last video, World War II had begun. In September of 1939, Germany invades Poland, followed shortly by France and Great Britain declaring war on Germany, followed shortly by the Soviet Union themselves under Stalin's leadership, also invading Poland and laying claim to their sphere of influence. And so now we are going to enter into 1940, and we're gonna see that in 1940 and 1941, things only start to accelerate in the Nazis, and as we'll soon call them, the Axis Powers Favor. So in April, in April, in April, you have the Germans invade Denmark, Denmark, and Norway, Denmark and Norway. Let me make sure I spell that right. So Germany invades Denmark and Norway. This is April of 1940."}, {"video_title": "1940 - Axis gains momentum in World War II    The 20th century   World history   Khan Academy.mp3", "Sentence": "So in April, in April, in April, you have the Germans invade Denmark, Denmark, and Norway, Denmark and Norway. Let me make sure I spell that right. So Germany invades Denmark and Norway. This is April of 1940. And then you have May of 1940. Germany invades the Netherlands in Belgium. So Netherlands, let me just write, let me write the Low Countries, it's sometimes called, because this place, the land in the Netherlands right over here is very close to sea level or sometimes even below sea level."}, {"video_title": "1940 - Axis gains momentum in World War II    The 20th century   World history   Khan Academy.mp3", "Sentence": "This is April of 1940. And then you have May of 1940. Germany invades the Netherlands in Belgium. So Netherlands, let me just write, let me write the Low Countries, it's sometimes called, because this place, the land in the Netherlands right over here is very close to sea level or sometimes even below sea level. Low Countries, the Low Countries. So invades Netherlands, invades Belgium, kind of very similar to what happened in World War I, where that's kind of how Germany gets to France. And then in June, in June, Italy enters the fray."}, {"video_title": "1940 - Axis gains momentum in World War II    The 20th century   World history   Khan Academy.mp3", "Sentence": "So Netherlands, let me just write, let me write the Low Countries, it's sometimes called, because this place, the land in the Netherlands right over here is very close to sea level or sometimes even below sea level. Low Countries, the Low Countries. So invades Netherlands, invades Belgium, kind of very similar to what happened in World War I, where that's kind of how Germany gets to France. And then in June, in June, Italy enters the fray. Italy, which we've seen before, Italy declares war. Italy in the war. Benito Mussolini in the run up to World War II was getting closer and closer to Adolf Hitler."}, {"video_title": "1940 - Axis gains momentum in World War II    The 20th century   World history   Khan Academy.mp3", "Sentence": "And then in June, in June, Italy enters the fray. Italy, which we've seen before, Italy declares war. Italy in the war. Benito Mussolini in the run up to World War II was getting closer and closer to Adolf Hitler. And so in June, Italy declares war on the Allies, on Great Britain and France. And so now Italy, so now Italy is formally in World War II. And as soon as Italy joins World War II, you start having all of these skirmishes out here between Italy's colonies, and it's kind of where they're ruling colonially, in Libya, and in Egypt, where the British are essentially in control."}, {"video_title": "1940 - Axis gains momentum in World War II    The 20th century   World history   Khan Academy.mp3", "Sentence": "Benito Mussolini in the run up to World War II was getting closer and closer to Adolf Hitler. And so in June, Italy declares war on the Allies, on Great Britain and France. And so now Italy, so now Italy is formally in World War II. And as soon as Italy joins World War II, you start having all of these skirmishes out here between Italy's colonies, and it's kind of where they're ruling colonially, in Libya, and in Egypt, where the British are essentially in control. So you start having all of these skirmishes across the border, the Egyptian and Libyan border. So that was June, and actually June, Italy's into the war. And then shortly thereafter, France falls to Germany."}, {"video_title": "1940 - Axis gains momentum in World War II    The 20th century   World history   Khan Academy.mp3", "Sentence": "And as soon as Italy joins World War II, you start having all of these skirmishes out here between Italy's colonies, and it's kind of where they're ruling colonially, in Libya, and in Egypt, where the British are essentially in control. So you start having all of these skirmishes across the border, the Egyptian and Libyan border. So that was June, and actually June, Italy's into the war. And then shortly thereafter, France falls to Germany. So this wasn't like World War I, where we get kind of embroiled in all of this trench warfare that lasts over the duration of most of the war. Very quickly, think about it, this is only, we're only, what, eight, nine months into the war. France falls, a major power."}, {"video_title": "1940 - Axis gains momentum in World War II    The 20th century   World history   Khan Academy.mp3", "Sentence": "And then shortly thereafter, France falls to Germany. So this wasn't like World War I, where we get kind of embroiled in all of this trench warfare that lasts over the duration of most of the war. Very quickly, think about it, this is only, we're only, what, eight, nine months into the war. France falls, a major power. France falls to Germany. And they install Vichy France, which at first is in control for the part of France, roughly the part of France that I'm highlighting. This is the town of Vichy, which was the capital of Vichy France, which is why it's called that."}, {"video_title": "1940 - Axis gains momentum in World War II    The 20th century   World history   Khan Academy.mp3", "Sentence": "France falls, a major power. France falls to Germany. And they install Vichy France, which at first is in control for the part of France, roughly the part of France that I'm highlighting. This is the town of Vichy, which was the capital of Vichy France, which is why it's called that. And then later, the rest of what's called Free France falls to Germany later in the war in 1942. But things are really, are really not looking good. Things are really not looking good for, looking good for the Allies."}, {"video_title": "1940 - Axis gains momentum in World War II    The 20th century   World history   Khan Academy.mp3", "Sentence": "This is the town of Vichy, which was the capital of Vichy France, which is why it's called that. And then later, the rest of what's called Free France falls to Germany later in the war in 1942. But things are really, are really not looking good. Things are really not looking good for, looking good for the Allies. So France falls. France falls, falls to Germany, the establishment of Vichy France, which is essentially controlled by the Germans. And then, then in July, Germany begins bombing Britain."}, {"video_title": "1940 - Axis gains momentum in World War II    The 20th century   World history   Khan Academy.mp3", "Sentence": "Things are really not looking good for, looking good for the Allies. So France falls. France falls, falls to Germany, the establishment of Vichy France, which is essentially controlled by the Germans. And then, then in July, Germany begins bombing Britain. So bombing, bombing Britain. The famous Battle of Britain, which was actually called the Battle of Britain even before it began. Winston Churchill said, hey, we have to prepare for the upcoming Battle of Britain."}, {"video_title": "1940 - Axis gains momentum in World War II    The 20th century   World history   Khan Academy.mp3", "Sentence": "And then, then in July, Germany begins bombing Britain. So bombing, bombing Britain. The famous Battle of Britain, which was actually called the Battle of Britain even before it began. Winston Churchill said, hey, we have to prepare for the upcoming Battle of Britain. And Germany starts bombing Great Britain. And then things get only worse from there. So in September, in September, the Axis forms with Japan forming, with Japan joining."}, {"video_title": "1940 - Axis gains momentum in World War II    The 20th century   World history   Khan Academy.mp3", "Sentence": "Winston Churchill said, hey, we have to prepare for the upcoming Battle of Britain. And Germany starts bombing Great Britain. And then things get only worse from there. So in September, in September, the Axis forms with Japan forming, with Japan joining. Japan signs the Tripartite Pact. And so it becomes, the Axis forms between Japan, Italy, and Germany. Signs, signs Tripartite, Tripartite, part, Tripartite Pact."}, {"video_title": "1940 - Axis gains momentum in World War II    The 20th century   World history   Khan Academy.mp3", "Sentence": "So in September, in September, the Axis forms with Japan forming, with Japan joining. Japan signs the Tripartite Pact. And so it becomes, the Axis forms between Japan, Italy, and Germany. Signs, signs Tripartite, Tripartite, part, Tripartite Pact. So now Japan's in the mix. And since France has already fallen to Germany, so Japan is now formally part of the Axis with Italy and Germany. And since France has fallen to Germany, Japan says, hey, maybe we can go after some of France's colonies, in particular French Indochina, which we now refer to as Vietnam and Cambodia."}, {"video_title": "1940 - Axis gains momentum in World War II    The 20th century   World history   Khan Academy.mp3", "Sentence": "Signs, signs Tripartite, Tripartite, part, Tripartite Pact. So now Japan's in the mix. And since France has already fallen to Germany, so Japan is now formally part of the Axis with Italy and Germany. And since France has fallen to Germany, Japan says, hey, maybe we can go after some of France's colonies, in particular French Indochina, which we now refer to as Vietnam and Cambodia. And so shortly thereafter, Japan attacks French Indochina. So things are not really looking good at all. And it only gets worse from there."}, {"video_title": "1940 - Axis gains momentum in World War II    The 20th century   World history   Khan Academy.mp3", "Sentence": "And since France has fallen to Germany, Japan says, hey, maybe we can go after some of France's colonies, in particular French Indochina, which we now refer to as Vietnam and Cambodia. And so shortly thereafter, Japan attacks French Indochina. So things are not really looking good at all. And it only gets worse from there. In November, so once again, we're a little over a year into the war now. We're entering the end of 1940. In November, Hungary and Romania are pressured to join the Axis."}, {"video_title": "1940 - Axis gains momentum in World War II    The 20th century   World history   Khan Academy.mp3", "Sentence": "And it only gets worse from there. In November, so once again, we're a little over a year into the war now. We're entering the end of 1940. In November, Hungary and Romania are pressured to join the Axis. So Hungary and Romania join the Axis. So as we see, as we kind of are leaving 1940, things are not looking good at all for the Allied powers. You see this map, and I apologize for my messiness."}, {"video_title": "1940 - Axis gains momentum in World War II    The 20th century   World history   Khan Academy.mp3", "Sentence": "In November, Hungary and Romania are pressured to join the Axis. So Hungary and Romania join the Axis. So as we see, as we kind of are leaving 1940, things are not looking good at all for the Allied powers. You see this map, and I apologize for my messiness. It's looking more and more and more red. The only slightly, you know, kind of saving grace for the Allied powers is what's happening over here in North Africa, is that eventually at the end of 1940, the British are able to drive the Libyans, are able to drive the Italians back into Libya. So let me do this in a different color."}, {"video_title": "1940 - Axis gains momentum in World War II    The 20th century   World history   Khan Academy.mp3", "Sentence": "You see this map, and I apologize for my messiness. It's looking more and more and more red. The only slightly, you know, kind of saving grace for the Allied powers is what's happening over here in North Africa, is that eventually at the end of 1940, the British are able to drive the Libyans, are able to drive the Italians back into Libya. So let me do this in a different color. I'll do blue for the Allies. So the British are able to drive the Italian forces back into Libya, and they essentially are able to defeat the Italians in Libya, but that's only going to take us into 1941, which I'll talk about in the next video, where the Germans send reinforcements under the command of Romulan. They're able to drive the British back again into Egypt, and we'll see in 1941, Germany and the Axis powers only become more and more and more aggressive."}, {"video_title": "The Articles of Confederation   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "Welcome, Leah. How's it going? Alright, so we're talking about the Articles of Confederation, which I think many people don't realize was the first constitution of the United States, before the one that we have now, since 1789. So, could you take us through a little bit what the Articles of Confederation were and the context in which we first brought them on as a governmental system? Sure, so I think the most important thing to understand about the Articles of Confederation and why we would talk about this is because one of the biggest debates that we have in our history is about the balance of power between the federal government and state governments. When the Articles of Confederation were first created, it was in the middle of the American Revolution. They were created in 1777."}, {"video_title": "The Articles of Confederation   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "So, could you take us through a little bit what the Articles of Confederation were and the context in which we first brought them on as a governmental system? Sure, so I think the most important thing to understand about the Articles of Confederation and why we would talk about this is because one of the biggest debates that we have in our history is about the balance of power between the federal government and state governments. When the Articles of Confederation were first created, it was in the middle of the American Revolution. They were created in 1777. And so the question becomes, well, how can we run a government that looks as different from monarchy as possible? So they're trying to run away from the past that they're getting away from in the Revolutionary War and trying to create a separate government that doesn't have any of those abuses that they are rebelling against. If they're running away from a monarchy, what they're running towards is what we would call a limited government."}, {"video_title": "The Articles of Confederation   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "They were created in 1777. And so the question becomes, well, how can we run a government that looks as different from monarchy as possible? So they're trying to run away from the past that they're getting away from in the Revolutionary War and trying to create a separate government that doesn't have any of those abuses that they are rebelling against. If they're running away from a monarchy, what they're running towards is what we would call a limited government. So their central government, which is synonymous with a federal government, the central government is actually really, really, really small. They don't have an executive branch. They only have Congress."}, {"video_title": "The Articles of Confederation   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "If they're running away from a monarchy, what they're running towards is what we would call a limited government. So their central government, which is synonymous with a federal government, the central government is actually really, really, really small. They don't have an executive branch. They only have Congress. They don't even have a judicial branch. So Congress is made up of all 13 states. Every state had one representative."}, {"video_title": "The Articles of Confederation   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "They only have Congress. They don't even have a judicial branch. So Congress is made up of all 13 states. Every state had one representative. In order to change the Articles of Confederation, if they wanted to pass an amendment, they had to get unanimous consent from all 13 states. Okay, so they're trying to make sure that all of the states are represented equally, but that also sounds like it would have a lot of hurdles to overcome when it comes to getting consensus. Yeah, for laws, you had to get nine out of 13 states to actually pass a law."}, {"video_title": "The Articles of Confederation   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "Every state had one representative. In order to change the Articles of Confederation, if they wanted to pass an amendment, they had to get unanimous consent from all 13 states. Okay, so they're trying to make sure that all of the states are represented equally, but that also sounds like it would have a lot of hurdles to overcome when it comes to getting consensus. Yeah, for laws, you had to get nine out of 13 states to actually pass a law. So if you can imagine, if you're in a room of 13 people and you all have to agree on one pizza topping for the rest of your lives, it would be almost impossible, right? Wow, okay. All right, so it sounds like there are some problems with the Articles of Confederation, but did they do anything good for us in this early period?"}, {"video_title": "The Articles of Confederation   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "Yeah, for laws, you had to get nine out of 13 states to actually pass a law. So if you can imagine, if you're in a room of 13 people and you all have to agree on one pizza topping for the rest of your lives, it would be almost impossible, right? Wow, okay. All right, so it sounds like there are some problems with the Articles of Confederation, but did they do anything good for us in this early period? Yeah, so the biggest thing is that it unites all 13 colonies who are now states under one government. This government is able to pass a really favorable treaty with Britain and end the Revolutionary War in 1783, the Treaty of Paris. Okay, so this is kind of the government that gets us through the Revolutionary War and is with us when we first start in the 1780s."}, {"video_title": "The Articles of Confederation   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "All right, so it sounds like there are some problems with the Articles of Confederation, but did they do anything good for us in this early period? Yeah, so the biggest thing is that it unites all 13 colonies who are now states under one government. This government is able to pass a really favorable treaty with Britain and end the Revolutionary War in 1783, the Treaty of Paris. Okay, so this is kind of the government that gets us through the Revolutionary War and is with us when we first start in the 1780s. Yeah, and one other specific law that they pass is the Northwest Ordinance of 1787. And this Northwest Ordinance kind of tells us how we are going to expand as we move west and what are we gonna do with that land. And that's a really important idea when we're moving forward with our country."}, {"video_title": "The Articles of Confederation   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "Okay, so this is kind of the government that gets us through the Revolutionary War and is with us when we first start in the 1780s. Yeah, and one other specific law that they pass is the Northwest Ordinance of 1787. And this Northwest Ordinance kind of tells us how we are going to expand as we move west and what are we gonna do with that land. And that's a really important idea when we're moving forward with our country. The only problem is, with the Articles of Confederation, is there is a lot of things that we still have to figure out as we're growing, there's a lot of growing pains. So what led the early government of the United States to realize that they wanted to abandon these Articles of Confederation in favor of a different constitution? So the inciting incident is Shays' Rebellion."}, {"video_title": "The Articles of Confederation   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "And that's a really important idea when we're moving forward with our country. The only problem is, with the Articles of Confederation, is there is a lot of things that we still have to figure out as we're growing, there's a lot of growing pains. So what led the early government of the United States to realize that they wanted to abandon these Articles of Confederation in favor of a different constitution? So the inciting incident is Shays' Rebellion. It happens in Massachusetts and it's a group of farmers led by this guy named Daniel Shays. What's happening is that we had just gotten out of the Revolutionary War and a lot of the people who had fought in the Revolutionary War still hadn't gotten payment for their duty. They also were experiencing really high state taxes."}, {"video_title": "The Articles of Confederation   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "So the inciting incident is Shays' Rebellion. It happens in Massachusetts and it's a group of farmers led by this guy named Daniel Shays. What's happening is that we had just gotten out of the Revolutionary War and a lot of the people who had fought in the Revolutionary War still hadn't gotten payment for their duty. They also were experiencing really high state taxes. So Daniel Shays and these farmers are very upset, obviously, and they're wanting their money and so they start a rebellion. But the problem is, with the way that the central government that was built, first, Congress had no ability to levy or collect taxes. If they couldn't collect taxes, they had no ability to actually pay back their farmers."}, {"video_title": "The Articles of Confederation   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "They also were experiencing really high state taxes. So Daniel Shays and these farmers are very upset, obviously, and they're wanting their money and so they start a rebellion. But the problem is, with the way that the central government that was built, first, Congress had no ability to levy or collect taxes. If they couldn't collect taxes, they had no ability to actually pay back their farmers. Along with that, they didn't have any money to create a military. So each state had their own militia, but the United States as a whole, as a country, did not have a military to suppress this rebellion. So on both ends, we are in a really bad situation politically."}, {"video_title": "The Articles of Confederation   Period 3 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "If they couldn't collect taxes, they had no ability to actually pay back their farmers. Along with that, they didn't have any money to create a military. So each state had their own militia, but the United States as a whole, as a country, did not have a military to suppress this rebellion. So on both ends, we are in a really bad situation politically. Wow, so there's this moment where you find armed rebellion against the United States for a lack of money and the U.S. government finds that it can't raise money and it can't raise an army to put down this rebellion. Exactly, and so there is this fear immediately. And what we see is a lot of the founding fathers that we know and really respect today, like George Washington and Ben Franklin and Alexander Hamilton and James Madison, they get together and they say, this is a problem, we need to change what we have."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "So in our last video, we started looking at this speech by Franklin Delano Roosevelt, which he gave at his inauguration in March of 1933. And we took some time to just identify what was happening in this speech and also the context of this speech coming at the height of the Great Depression. So now we're going to dive deeper into our textual analysis and explore the source, figure out what is going on with Roosevelt's language and what he's trying to say and what his biases are. So let's get a little more into what else goes on in this speech, not just the very famous opening paragraph. So we start here with saying people are facing the grim problem of existence and a foolish optimist can deny the dark realities of the moment. And then what comes next? Well, so let's hear all of this in context."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "So let's get a little more into what else goes on in this speech, not just the very famous opening paragraph. So we start here with saying people are facing the grim problem of existence and a foolish optimist can deny the dark realities of the moment. And then what comes next? Well, so let's hear all of this in context. Yet our distress comes from no failure of substance. We are stricken by no plague of locusts. Compared with the perils which our forefathers conquered because they believed and were not afraid, we still have much to be thankful for."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Well, so let's hear all of this in context. Yet our distress comes from no failure of substance. We are stricken by no plague of locusts. Compared with the perils which our forefathers conquered because they believed and were not afraid, we still have much to be thankful for. Nature still offers her bounty and human efforts have multiplied it. Plenty is at our doorstep, but a generous use of it languishes in the very sight of the supply. Primarily, this is because the rulers of the exchange of mankind's goods have failed through their own stubbornness and their own incompetence, have admitted their failure and abdicated."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Compared with the perils which our forefathers conquered because they believed and were not afraid, we still have much to be thankful for. Nature still offers her bounty and human efforts have multiplied it. Plenty is at our doorstep, but a generous use of it languishes in the very sight of the supply. Primarily, this is because the rulers of the exchange of mankind's goods have failed through their own stubbornness and their own incompetence, have admitted their failure and abdicated. Practices of the unscrupulous money changers stand indicted in the court of public opinion, rejected by the hearts and minds of men. Restoration calls, however, not for changes in ethics alone. This nation asks for action and action now."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Primarily, this is because the rulers of the exchange of mankind's goods have failed through their own stubbornness and their own incompetence, have admitted their failure and abdicated. Practices of the unscrupulous money changers stand indicted in the court of public opinion, rejected by the hearts and minds of men. Restoration calls, however, not for changes in ethics alone. This nation asks for action and action now. What's interesting about this paragraph is that there's a lot of Bible stuff going on in here. There's a lot of biblical references that serve to do, I think, a lot of work for Roosevelt in this inaugural address. As you talked, I just underlined the things that really stood out to me as maybe kind of the heart of what he was saying."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "This nation asks for action and action now. What's interesting about this paragraph is that there's a lot of Bible stuff going on in here. There's a lot of biblical references that serve to do, I think, a lot of work for Roosevelt in this inaugural address. As you talked, I just underlined the things that really stood out to me as maybe kind of the heart of what he was saying. And you're saying these are like biblical references. So what do you mean by that? Some of them are."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "As you talked, I just underlined the things that really stood out to me as maybe kind of the heart of what he was saying. And you're saying these are like biblical references. So what do you mean by that? Some of them are. So when we're talking about plague of locusts and money changers specifically, we're looking at Old and New Testament references, respectively. In fact, later in the speech, he refers to money changers being chased out of our nation's temple, which is a deliberate reference to the New Testament. OK."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Some of them are. So when we're talking about plague of locusts and money changers specifically, we're looking at Old and New Testament references, respectively. In fact, later in the speech, he refers to money changers being chased out of our nation's temple, which is a deliberate reference to the New Testament. OK. So this is very grand. We love to hear this speech so much because it has that kind of ringing of authenticity in a way that maybe a modern speech does not. Well, some of that authenticity comes through association with epic literature and the Bible."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "OK. So this is very grand. We love to hear this speech so much because it has that kind of ringing of authenticity in a way that maybe a modern speech does not. Well, some of that authenticity comes through association with epic literature and the Bible. So he's making these allusions to great biblical events, right, like the plague of locusts being visited upon Egypt, which was like a great and terrible plague. And he's using that as a counterpoint to the misery of the present moment. He's saying, look, things could be worse."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Well, some of that authenticity comes through association with epic literature and the Bible. So he's making these allusions to great biblical events, right, like the plague of locusts being visited upon Egypt, which was like a great and terrible plague. And he's using that as a counterpoint to the misery of the present moment. He's saying, look, things could be worse. We could be ancient Egypt in the Bible, and locusts could be eating all of our crops. Things are bad, but it's not like God himself is willing destruction upon us. OK, yeah."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "He's saying, look, things could be worse. We could be ancient Egypt in the Bible, and locusts could be eating all of our crops. Things are bad, but it's not like God himself is willing destruction upon us. OK, yeah. I think this is also another one of the really interesting things about the Great Depression. I mean, it's true that there were farm failures during the Dust Bowl. But on the whole, it's not like people stopped producing food."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "OK, yeah. I think this is also another one of the really interesting things about the Great Depression. I mean, it's true that there were farm failures during the Dust Bowl. But on the whole, it's not like people stopped producing food. This wasn't a famine. What it was was a crisis of confidence where prices went down significantly. And so farmers could not make a living on their crops."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "But on the whole, it's not like people stopped producing food. This wasn't a famine. What it was was a crisis of confidence where prices went down significantly. And so farmers could not make a living on their crops. It's not that they didn't have food. It's that they didn't have money. I also feel like there's a different aspect to the reason that he uses this biblical language here."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "And so farmers could not make a living on their crops. It's not that they didn't have food. It's that they didn't have money. I also feel like there's a different aspect to the reason that he uses this biblical language here. And I think that's because it's very authoritative, right? When you stand up in front of a group of people, and Roosevelt has this powerful voice which really resonates with people, and you speak like a preacher would speak, it says this is a man of authority. This is a man who perhaps is in touch with the moral authority associated with the Christian Bible."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "I also feel like there's a different aspect to the reason that he uses this biblical language here. And I think that's because it's very authoritative, right? When you stand up in front of a group of people, and Roosevelt has this powerful voice which really resonates with people, and you speak like a preacher would speak, it says this is a man of authority. This is a man who perhaps is in touch with the moral authority associated with the Christian Bible. Sure, I mean, for a very long time, authority was kind of correlated with your ability to quote chapter and verse. I mean, we're talking about a man who has just put his hand on a Bible in order to swear himself in. So it really makes him seem not only like he knows what he's talking about, but also that he's got a handle on the situation."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "This is a man who perhaps is in touch with the moral authority associated with the Christian Bible. Sure, I mean, for a very long time, authority was kind of correlated with your ability to quote chapter and verse. I mean, we're talking about a man who has just put his hand on a Bible in order to swear himself in. So it really makes him seem not only like he knows what he's talking about, but also that he's got a handle on the situation. So what we're saying is that by harnessing this language, he's trying to harness the authority that people have invested in the church by using the language of the church. So what we're doing here I might call step three, which is to identify how an argument is made, right? So we're looking at his rhetorical strategies and seeing how they're effective or, in perhaps another case, not effective in conveying his opinion."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "So it really makes him seem not only like he knows what he's talking about, but also that he's got a handle on the situation. So what we're saying is that by harnessing this language, he's trying to harness the authority that people have invested in the church by using the language of the church. So what we're doing here I might call step three, which is to identify how an argument is made, right? So we're looking at his rhetorical strategies and seeing how they're effective or, in perhaps another case, not effective in conveying his opinion. And I say opinion. At this point, what would we say that his opinion of the Great Depression is? That it's specific people's fault, that it is at the fault of not just this wave of panic, but on account of some greedy people, the unscrupulous money changers, and the rulers of the exchanges."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "So we're looking at his rhetorical strategies and seeing how they're effective or, in perhaps another case, not effective in conveying his opinion. And I say opinion. At this point, what would we say that his opinion of the Great Depression is? That it's specific people's fault, that it is at the fault of not just this wave of panic, but on account of some greedy people, the unscrupulous money changers, and the rulers of the exchanges. So he's blaming bankers for the Great Depression, which I think is fair. I mean, there's very little regulation in the 1920s that would prevent the kind of fraud that could lead to a collapse of banking. For example, insider trading is not illegal."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "That it's specific people's fault, that it is at the fault of not just this wave of panic, but on account of some greedy people, the unscrupulous money changers, and the rulers of the exchanges. So he's blaming bankers for the Great Depression, which I think is fair. I mean, there's very little regulation in the 1920s that would prevent the kind of fraud that could lead to a collapse of banking. For example, insider trading is not illegal. And most people bought stocks on margin, which is a terrible idea, which means you only have to put 10% of the value of a bond down before you buy it, which means that there's a lot of theoretical money floating around out there that's not backed by much real money. Oh, that sounds like a terrible idea. It was a terrible idea."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "For example, insider trading is not illegal. And most people bought stocks on margin, which is a terrible idea, which means you only have to put 10% of the value of a bond down before you buy it, which means that there's a lot of theoretical money floating around out there that's not backed by much real money. Oh, that sounds like a terrible idea. It was a terrible idea. So it's like buying stocks on credit? Exactly. Oh, man."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "It was a terrible idea. So it's like buying stocks on credit? Exactly. Oh, man. His argument is that, first, things could be worse. Second of all, the reason things are bad is because of these people. Thing number three, here's how we're going to get back on track."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Oh, man. His argument is that, first, things could be worse. Second of all, the reason things are bad is because of these people. Thing number three, here's how we're going to get back on track. All right, so this is where we get here at the end. So the nation asks for action, and action now, which I'd say is not only a mention of how he's going to get things done, but a covert poke at Herbert Hoover for not doing much. And then he says, our greatest primary task is to put people to work."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Thing number three, here's how we're going to get back on track. All right, so this is where we get here at the end. So the nation asks for action, and action now, which I'd say is not only a mention of how he's going to get things done, but a covert poke at Herbert Hoover for not doing much. And then he says, our greatest primary task is to put people to work. Remember, there's an unemployment rate of 25%. That is so many people. Our current unemployment rate is less than 5%, to give you an idea."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "And then he says, our greatest primary task is to put people to work. Remember, there's an unemployment rate of 25%. That is so many people. Our current unemployment rate is less than 5%, to give you an idea. This is no unsolvable problem if we face it wisely and courageously. It can be accomplished in part by direct recruiting by the government itself, treating the task as we would treat the emergency of a war, but at the same time, through this employment, accomplishing greatly needed projects to stimulate and reorganize the use of our natural resources. This is a radical idea."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Our current unemployment rate is less than 5%, to give you an idea. This is no unsolvable problem if we face it wisely and courageously. It can be accomplished in part by direct recruiting by the government itself, treating the task as we would treat the emergency of a war, but at the same time, through this employment, accomplishing greatly needed projects to stimulate and reorganize the use of our natural resources. This is a radical idea. It is a really radical idea. And this is one reason why historians love to study the Great Depression and the administration of Franklin Delano Roosevelt, because this is kind of the decade where we threw out the rule book. And I think what Roosevelt is saying here is that he was willing to try anything to conquer the Great Depression."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "This is a radical idea. It is a really radical idea. And this is one reason why historians love to study the Great Depression and the administration of Franklin Delano Roosevelt, because this is kind of the decade where we threw out the rule book. And I think what Roosevelt is saying here is that he was willing to try anything to conquer the Great Depression. And one of the things he tries is bringing the government into the process of giving people work. OK, so we've got a sense of what he's arguing and how he's arguing it. But let's take a higher level look now."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "And I think what Roosevelt is saying here is that he was willing to try anything to conquer the Great Depression. And one of the things he tries is bringing the government into the process of giving people work. OK, so we've got a sense of what he's arguing and how he's arguing it. But let's take a higher level look now. So I would say step four is seeing if you can analyze the potential bias of a source. And I want to be clear that all sources are biased. I think a common misconception is that if you're looking at a source, it's either biased or it's not."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "But let's take a higher level look now. So I would say step four is seeing if you can analyze the potential bias of a source. And I want to be clear that all sources are biased. I think a common misconception is that if you're looking at a source, it's either biased or it's not. It's written by someone who has an agenda or someone who is completely impartial. And that is never the case. What about a photograph?"}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "I think a common misconception is that if you're looking at a source, it's either biased or it's not. It's written by someone who has an agenda or someone who is completely impartial. And that is never the case. What about a photograph? If I take a photograph of something or someone, isn't that an objective rendering of that person or object? Well, it certainly shows what was there at that moment in time. But even photographers are making choices, right?"}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "What about a photograph? If I take a photograph of something or someone, isn't that an objective rendering of that person or object? Well, it certainly shows what was there at that moment in time. But even photographers are making choices, right? When you pick up a camera and you take a picture of a thing, you are taking a picture of that thing and not something else, which is in itself a form of bias to say, I think this is important or this is what I want you to see. So where we put the frame is a choice. Yes."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "But even photographers are making choices, right? When you pick up a camera and you take a picture of a thing, you are taking a picture of that thing and not something else, which is in itself a form of bias to say, I think this is important or this is what I want you to see. So where we put the frame is a choice. Yes. So the question is, what is Roosevelt not saying in this speech? What is he not taking a photograph of? What's just outside the view of his camera?"}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Yes. So the question is, what is Roosevelt not saying in this speech? What is he not taking a photograph of? What's just outside the view of his camera? And why is he taking this photograph of a speech, right? When he sat down to write this, what was motivating him? And what are some of the perhaps even less obvious factors about why he makes the argument that he does?"}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "What's just outside the view of his camera? And why is he taking this photograph of a speech, right? When he sat down to write this, what was motivating him? And what are some of the perhaps even less obvious factors about why he makes the argument that he does? Well, I mean, obviously the man has a bias in favor of his own politics. I mean, these are his administration's ideas, right? So he's going to be coming out in favor of those very strongly."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "And what are some of the perhaps even less obvious factors about why he makes the argument that he does? Well, I mean, obviously the man has a bias in favor of his own politics. I mean, these are his administration's ideas, right? So he's going to be coming out in favor of those very strongly. So FDR is a Democrat. And there really haven't been many Democrats in office since before the Lincoln administration, which is the 1860s. So that's a new thing."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "So he's going to be coming out in favor of those very strongly. So FDR is a Democrat. And there really haven't been many Democrats in office since before the Lincoln administration, which is the 1860s. So that's a new thing. I mean, this is the popular base rejecting Hoover and the Republican Party because of the Great Depression. Right. So he's bringing Democratic political ideas to the table here."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "So that's a new thing. I mean, this is the popular base rejecting Hoover and the Republican Party because of the Great Depression. Right. So he's bringing Democratic political ideas to the table here. So he's trying to make a case for those political ideals in this speech. He was elected by a majority of American voters, but now he has to make the case to the rest of the United States. He has to make a case to the people that didn't elect him."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "So he's bringing Democratic political ideas to the table here. So he's trying to make a case for those political ideals in this speech. He was elected by a majority of American voters, but now he has to make the case to the rest of the United States. He has to make a case to the people that didn't elect him. Right, and so he's saying that direct recruiting by the government itself, government jobs, having the powers as if the Depression were war, that is a case for really strong government intervention, which is a keystone of the Democratic Party compared to Republicans who generally advocate for a smaller government. So he's saying this is what's gonna work. The Democratic platform of using the government in the economy and in social programs is what's going to work to get us out of this Depression."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "He has to make a case to the people that didn't elect him. Right, and so he's saying that direct recruiting by the government itself, government jobs, having the powers as if the Depression were war, that is a case for really strong government intervention, which is a keystone of the Democratic Party compared to Republicans who generally advocate for a smaller government. So he's saying this is what's gonna work. The Democratic platform of using the government in the economy and in social programs is what's going to work to get us out of this Depression. So he's making a big, strong case for federalism. Exactly. What I think is interesting, though, here is that there's a lot he doesn't say, and I think that's also important to look at when you're analyzing a primary source."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "The Democratic platform of using the government in the economy and in social programs is what's going to work to get us out of this Depression. So he's making a big, strong case for federalism. Exactly. What I think is interesting, though, here is that there's a lot he doesn't say, and I think that's also important to look at when you're analyzing a primary source. There's a lot that you could talk about, but you make choices about what to talk about and what not to mention. So what could you say he doesn't mention here? He doesn't mention how any of this is going to work."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "What I think is interesting, though, here is that there's a lot he doesn't say, and I think that's also important to look at when you're analyzing a primary source. There's a lot that you could talk about, but you make choices about what to talk about and what not to mention. So what could you say he doesn't mention here? He doesn't mention how any of this is going to work. Yeah, I think that's maybe the biggest missing piece here, right? I mean, this is broad strokes. This is getting people on board, but nowhere does he say, okay, here's exactly what I'm going to do."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "He doesn't mention how any of this is going to work. Yeah, I think that's maybe the biggest missing piece here, right? I mean, this is broad strokes. This is getting people on board, but nowhere does he say, okay, here's exactly what I'm going to do. Let me tell you how many dollars I'm going to spend, how many people I'm going to hire, what sort of cabinets I'm going to create. This is not a time for specifics, he says. This is almost more of an inspirational speech to say, okay, I gotcha."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "This is getting people on board, but nowhere does he say, okay, here's exactly what I'm going to do. Let me tell you how many dollars I'm going to spend, how many people I'm going to hire, what sort of cabinets I'm going to create. This is not a time for specifics, he says. This is almost more of an inspirational speech to say, okay, I gotcha. All right, so we've looked at the source. We've kind of analyzed its rhetorical strategy and its potential bias. I'd say the last thing we might want to do with this is now think about how we could use it as a source."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "This is almost more of an inspirational speech to say, okay, I gotcha. All right, so we've looked at the source. We've kind of analyzed its rhetorical strategy and its potential bias. I'd say the last thing we might want to do with this is now think about how we could use it as a source. Okay. So, let's see. So we're taking this primary source and we're turning it into a secondary source."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "I'd say the last thing we might want to do with this is now think about how we could use it as a source. Okay. So, let's see. So we're taking this primary source and we're turning it into a secondary source. Right, so say that you are sitting down to write an essay about the Great Depression, and you've got to say, all right, now how can I use Franklin Delano Roosevelt's inaugural address to make my point in my essay? So, let's say step five, let's say synthesize, perhaps, that's my big word. Nice."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "So we're taking this primary source and we're turning it into a secondary source. Right, so say that you are sitting down to write an essay about the Great Depression, and you've got to say, all right, now how can I use Franklin Delano Roosevelt's inaugural address to make my point in my essay? So, let's say step five, let's say synthesize, perhaps, that's my big word. Nice. As a tool for your own argument. So I would say that this speech is the frame that Roosevelt is putting on the Depression. This is how he is creating the narrative that he wants Americans to adopt."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Nice. As a tool for your own argument. So I would say that this speech is the frame that Roosevelt is putting on the Depression. This is how he is creating the narrative that he wants Americans to adopt. Yeah. He's fighting the crisis and this is how he wants people to see it. Yeah, so this might be a great primary source to tell you about Roosevelt's strategy or his communication strategy."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "This is how he is creating the narrative that he wants Americans to adopt. Yeah. He's fighting the crisis and this is how he wants people to see it. Yeah, so this might be a great primary source to tell you about Roosevelt's strategy or his communication strategy. What might it not be a very good primary source to help you make an argument for? It probably wouldn't be a very good primary source for the Republican legislative response. You know, you might want to go with Senator Reed Smoot of Utah for something like that."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Yeah, so this might be a great primary source to tell you about Roosevelt's strategy or his communication strategy. What might it not be a very good primary source to help you make an argument for? It probably wouldn't be a very good primary source for the Republican legislative response. You know, you might want to go with Senator Reed Smoot of Utah for something like that. Right, and it's probably not a great source for really diving into the specifics of the New Deal. Right, I mean, he doesn't say anything about the Civilian Conservation Corps. He doesn't say anything about the National Recovery Administration."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "You know, you might want to go with Senator Reed Smoot of Utah for something like that. Right, and it's probably not a great source for really diving into the specifics of the New Deal. Right, I mean, he doesn't say anything about the Civilian Conservation Corps. He doesn't say anything about the National Recovery Administration. This is not the nuts and bolts of the New Deal. It's the grand idea behind it. Right, he's trying to sell the New Deal."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "He doesn't say anything about the National Recovery Administration. This is not the nuts and bolts of the New Deal. It's the grand idea behind it. Right, he's trying to sell the New Deal. Right, so it's, I think, a really powerful primary source for understanding the impetus behind the New Deal, but not the programs. Sweet. All right, well, thank you for bringing your sweet grammarian skills to the table as we look at Roosevelt's speech."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy.mp3", "Sentence": "Right, he's trying to sell the New Deal. Right, so it's, I think, a really powerful primary source for understanding the impetus behind the New Deal, but not the programs. Sweet. All right, well, thank you for bringing your sweet grammarian skills to the table as we look at Roosevelt's speech. My pleasure. Thank you for bringing your sweet historian skills to the table. Kim and David out."}, {"video_title": "1942 Tide turning in World War II in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "Just as a reminder, in December of 1941, you have the Japanese attack of Pearl Harbor, which brings the United States into World War II. And as we get into 1942, you have the Doolittle Raid on the mainland of Japan, which is a psychological victory for America and the Allies. Then you have the Battle of Coral Sea, and then Midway, Midway in particular was a huge, actually I shouldn't put red there, I should just leave it blue, it was a huge success for the American Navy, followed by Guadalcanal, where the US is actually, after which is able to go on the offensive against the Japanese. So we see a significant turning of the tide in 1942 in the Pacific. And it also turns out to be the case in Europe, that we see a turning of the tide in 1942. Just as Guadalcanal is occurring, you might remember that in 1941, Hitler and the Nazis decide that they want to attack the Soviet Union, probably not a good idea, they're gonna stretch themselves thin, but they do so, they do so anyway. They have the siege of Leningrad starts in 1941."}, {"video_title": "1942 Tide turning in World War II in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "So we see a significant turning of the tide in 1942 in the Pacific. And it also turns out to be the case in Europe, that we see a turning of the tide in 1942. Just as Guadalcanal is occurring, you might remember that in 1941, Hitler and the Nazis decide that they want to attack the Soviet Union, probably not a good idea, they're gonna stretch themselves thin, but they do so, they do so anyway. They have the siege of Leningrad starts in 1941. And then in 1942, by August, they're able to reach Stalingrad, which is right about here. And Stalingrad, it's now called Volgograd, it's right about there, if the map extended over there. This is a major, I guess you could say battle or even series of battles in World War II, movies are made about Stalingrad."}, {"video_title": "1942 Tide turning in World War II in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "They have the siege of Leningrad starts in 1941. And then in 1942, by August, they're able to reach Stalingrad, which is right about here. And Stalingrad, it's now called Volgograd, it's right about there, if the map extended over there. This is a major, I guess you could say battle or even series of battles in World War II, movies are made about Stalingrad. Incredibly bloody, incredibly, kind of this, you know, really, I mean, if you look at pictures of the city of Stalingrad after the siege, after the battles there, the city is essentially in ruins. But Stalingrad, the battle, or the battles, I guess you could say, at Stalingrad, they start in August of 1942, and they continue for several months going up to February of 1943. But this marks the turning point for Hitler."}, {"video_title": "1942 Tide turning in World War II in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "This is a major, I guess you could say battle or even series of battles in World War II, movies are made about Stalingrad. Incredibly bloody, incredibly, kind of this, you know, really, I mean, if you look at pictures of the city of Stalingrad after the siege, after the battles there, the city is essentially in ruins. But Stalingrad, the battle, or the battles, I guess you could say, at Stalingrad, they start in August of 1942, and they continue for several months going up to February of 1943. But this marks the turning point for Hitler. He's getting bogged down in Leningrad, getting bogged down in Stalingrad, eventually gets defeated in Stalingrad in early 1943, and his armies are really, really, really spread thin. So this is, Stalingrad is a hugely, hugely important, important event or series of events in World War II. And let's just be clear where we are right now."}, {"video_title": "1942 Tide turning in World War II in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "But this marks the turning point for Hitler. He's getting bogged down in Leningrad, getting bogged down in Stalingrad, eventually gets defeated in Stalingrad in early 1943, and his armies are really, really, really spread thin. So this is, Stalingrad is a hugely, hugely important, important event or series of events in World War II. And let's just be clear where we are right now. Stalingrad commences in August of 19, August of 1942. And just to kind of frame it in your mind, relative to the Pacific theater, this is right around, plus or minus a few weeks, of when Guadalcanal was going on, conflict between the Japanese and the American navies. So you have this incredibly bloody battle or series of battles at Stalingrad."}, {"video_title": "1942 Tide turning in World War II in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "And let's just be clear where we are right now. Stalingrad commences in August of 19, August of 1942. And just to kind of frame it in your mind, relative to the Pacific theater, this is right around, plus or minus a few weeks, of when Guadalcanal was going on, conflict between the Japanese and the American navies. So you have this incredibly bloody battle or series of battles at Stalingrad. Then in October, we've been talking about this back and forth in North Africa. And some of you say, well, you know, why are they even worried about North Africa? And I should have mentioned this earlier, but we have to remember that there's something somewhat strategic here called the Suez Canal."}, {"video_title": "1942 Tide turning in World War II in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "So you have this incredibly bloody battle or series of battles at Stalingrad. Then in October, we've been talking about this back and forth in North Africa. And some of you say, well, you know, why are they even worried about North Africa? And I should have mentioned this earlier, but we have to remember that there's something somewhat strategic here called the Suez Canal. Why is the Suez Canal strategic? Well, it connects the Mediterranean with the Red Sea and then eventually the Indian Ocean. So you don't have to go all the way around Africa to go from Europe to the Indian Ocean."}, {"video_title": "1942 Tide turning in World War II in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "And I should have mentioned this earlier, but we have to remember that there's something somewhat strategic here called the Suez Canal. Why is the Suez Canal strategic? Well, it connects the Mediterranean with the Red Sea and then eventually the Indian Ocean. So you don't have to go all the way around Africa to go from Europe to the Indian Ocean. So it's an incredibly strategic, I guess, passage or a way to travel by sea between, well, I guess for the world, but especially between Europe and between Asia. And so you can imagine the British were very keen on protecting the Suez Canal, and the Axis would have loved to get control of the Suez Canal. Let me write this right over here, is the Suez Canal."}, {"video_title": "1942 Tide turning in World War II in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "So you don't have to go all the way around Africa to go from Europe to the Indian Ocean. So it's an incredibly strategic, I guess, passage or a way to travel by sea between, well, I guess for the world, but especially between Europe and between Asia. And so you can imagine the British were very keen on protecting the Suez Canal, and the Axis would have loved to get control of the Suez Canal. Let me write this right over here, is the Suez Canal. And as we go into October, if we go into October, so this is Stalingrad, commences right over here. And then if we go into October, you have the British are able to defeat the Axis or start to defeat the Axis, and then push them back. And this eventually leads to the British being able to go all the way to Tunisia."}, {"video_title": "1942 Tide turning in World War II in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "Let me write this right over here, is the Suez Canal. And as we go into October, if we go into October, so this is Stalingrad, commences right over here. And then if we go into October, you have the British are able to defeat the Axis or start to defeat the Axis, and then push them back. And this eventually leads to the British being able to go all the way to Tunisia. So this is kind of the final back and forth blow that kind of starts to secure victory for the Allies in North Africa. And at the same time that this is commencing in October, at the same time that this is commencing in October, you have other Allied forces starting to arrive in Morocco and Algeria. Forces from the US are arriving in Morocco, and forces from the UK, from Great Britain, are arriving in Algeria."}, {"video_title": "Developing an American colonial identity   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "The first long-term English colony in North America was established at Jamestown in 1607. No one expected that it would last very long. It was intended to be a get-rich-quick scheme for its investors, who hoped they would find gold in the swamps of Virginia. They didn't, but they did find that they could grow a valuable cash crop in tobacco. Over the next century, more and more English settlements began haphazardly popping up along the Atlantic seaboard of North America. Some found it as religious refuges, some as proprietary colonies, some as joint stock companies. Compared to the Spanish Empire in the New World, which had clear goals and unified colonial systems, the English Empire was pretty disorganized."}, {"video_title": "Developing an American colonial identity   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "They didn't, but they did find that they could grow a valuable cash crop in tobacco. Over the next century, more and more English settlements began haphazardly popping up along the Atlantic seaboard of North America. Some found it as religious refuges, some as proprietary colonies, some as joint stock companies. Compared to the Spanish Empire in the New World, which had clear goals and unified colonial systems, the English Empire was pretty disorganized. Internal strife like the English Civil War and the Glorious Revolution meant that the government kept changing hands, and some monarchs took a more hands-on approach towards the colonies than others. This benign neglect of the American colonies left them to develop self-government and a sense of independence. But even in the early 1770s, most American colonists thought of themselves as English citizens who were part of the British Empire."}, {"video_title": "Developing an American colonial identity   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "Compared to the Spanish Empire in the New World, which had clear goals and unified colonial systems, the English Empire was pretty disorganized. Internal strife like the English Civil War and the Glorious Revolution meant that the government kept changing hands, and some monarchs took a more hands-on approach towards the colonies than others. This benign neglect of the American colonies left them to develop self-government and a sense of independence. But even in the early 1770s, most American colonists thought of themselves as English citizens who were part of the British Empire. They read the same books, spoke the same language, drank the same tea, and fought the same enemies as their counterparts on the British Isles. Nevertheless, there was something clearly different about the 13 colonies in North America. After all, there were more than 30 British colonies in the Caribbean and North America by 1776."}, {"video_title": "Developing an American colonial identity   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "But even in the early 1770s, most American colonists thought of themselves as English citizens who were part of the British Empire. They read the same books, spoke the same language, drank the same tea, and fought the same enemies as their counterparts on the British Isles. Nevertheless, there was something clearly different about the 13 colonies in North America. After all, there were more than 30 British colonies in the Caribbean and North America by 1776. So why did those 13 in particular unite and rebel? So that leaves us with a question. During this period of colonial development, how British were the American colonists?"}, {"video_title": "Developing an American colonial identity   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "After all, there were more than 30 British colonies in the Caribbean and North America by 1776. So why did those 13 in particular unite and rebel? So that leaves us with a question. During this period of colonial development, how British were the American colonists? What aspects of society brought them closer with the mother country, and what aspects brought on resistance to Britain's control? Let's take a look at the major political, social, and economic exchanges that took place between the British Empire and the 13 colonies, and compare whether they either brought the colonies and the mother country closer together, or created resentment that drove them further apart. Okay, first let's look at the political exchanges between the colonies and England."}, {"video_title": "Developing an American colonial identity   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "During this period of colonial development, how British were the American colonists? What aspects of society brought them closer with the mother country, and what aspects brought on resistance to Britain's control? Let's take a look at the major political, social, and economic exchanges that took place between the British Empire and the 13 colonies, and compare whether they either brought the colonies and the mother country closer together, or created resentment that drove them further apart. Okay, first let's look at the political exchanges between the colonies and England. One thing that they shared was a political culture, a shared sense that all citizens, both at home and in the colonies, enjoyed the rights of Englishmen. So I would say that the political culture that the colonies, and later the United States, inherited from England was a factor that united them with the empire. But because the colonies were far away from the mother country, and because the mother country was often too distracted by its own problems to take an active role in managing them, the colonies also developed their own local representative governments."}, {"video_title": "Developing an American colonial identity   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "Okay, first let's look at the political exchanges between the colonies and England. One thing that they shared was a political culture, a shared sense that all citizens, both at home and in the colonies, enjoyed the rights of Englishmen. So I would say that the political culture that the colonies, and later the United States, inherited from England was a factor that united them with the empire. But because the colonies were far away from the mother country, and because the mother country was often too distracted by its own problems to take an active role in managing them, the colonies also developed their own local representative governments. This led to a tradition of self-rule and self-taxation, and the colonists were irate any time the British colonial governors attempted to interfere with their representative bodies. So I would say this tended to divide the colonies from England. What else happened politically?"}, {"video_title": "Developing an American colonial identity   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "But because the colonies were far away from the mother country, and because the mother country was often too distracted by its own problems to take an active role in managing them, the colonies also developed their own local representative governments. This led to a tradition of self-rule and self-taxation, and the colonists were irate any time the British colonial governors attempted to interfere with their representative bodies. So I would say this tended to divide the colonies from England. What else happened politically? Well, during this time period, there was also a lot of warfare against competing colonial powers in North America, particularly France and Spain, who were supported by Native American allies. For the colonists, warfare against a common enemy strengthened their sense that they belonged to the British empire. But they also felt frustrated when they didn't receive enough help defending their settlements, or when British regulars insulted their colonial militias."}, {"video_title": "Developing an American colonial identity   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "What else happened politically? Well, during this time period, there was also a lot of warfare against competing colonial powers in North America, particularly France and Spain, who were supported by Native American allies. For the colonists, warfare against a common enemy strengthened their sense that they belonged to the British empire. But they also felt frustrated when they didn't receive enough help defending their settlements, or when British regulars insulted their colonial militias. So these conflicts were probably both a source of unity and division between the colonists and the British government. Next, let's look at some of the social and cultural exchanges that happened between the colonies and England during this period. A big area of cultural exchange was in religion."}, {"video_title": "Developing an American colonial identity   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "But they also felt frustrated when they didn't receive enough help defending their settlements, or when British regulars insulted their colonial militias. So these conflicts were probably both a source of unity and division between the colonists and the British government. Next, let's look at some of the social and cultural exchanges that happened between the colonies and England during this period. A big area of cultural exchange was in religion. America became the destination of choice for religious dissenters. Since most of the colonies were fairly tolerant of a broad range of religions, the established Church of England was pretty weak in the colonies. So religion in general didn't tie the colonies together with the mother country."}, {"video_title": "Developing an American colonial identity   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "A big area of cultural exchange was in religion. America became the destination of choice for religious dissenters. Since most of the colonies were fairly tolerant of a broad range of religions, the established Church of England was pretty weak in the colonies. So religion in general didn't tie the colonies together with the mother country. But in the early 1700s, both England and the colonies experienced a shared religious revival with the Great Awakening. One of the most popular preachers throughout the colonies was the English parson George Whitefield. So we might put religion down as something that both united and divided the colonies from Great Britain."}, {"video_title": "Developing an American colonial identity   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "So religion in general didn't tie the colonies together with the mother country. But in the early 1700s, both England and the colonies experienced a shared religious revival with the Great Awakening. One of the most popular preachers throughout the colonies was the English parson George Whitefield. So we might put religion down as something that both united and divided the colonies from Great Britain. Another shared cultural experience was the Enlightenment, which spread ideas about reason and self-government through books and pamphlets that were read all over the Atlantic world. Ben Franklin, the American printer and scientist, was as famous in England as he was in the colonies. So the shared ideas of the Enlightenment brought the empire together, at least at this point."}, {"video_title": "Developing an American colonial identity   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "So we might put religion down as something that both united and divided the colonies from Great Britain. Another shared cultural experience was the Enlightenment, which spread ideas about reason and self-government through books and pamphlets that were read all over the Atlantic world. Ben Franklin, the American printer and scientist, was as famous in England as he was in the colonies. So the shared ideas of the Enlightenment brought the empire together, at least at this point. Another aspect of cultural exchange was fashion and consumer goods. The elite American colonists dressed like the English gentry, built homes in the English style, imported luxury goods from England, and drank tea like the fashionable British. So these cultural exchanges definitely were a force uniting the colonies with the mother country."}, {"video_title": "Developing an American colonial identity   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "So the shared ideas of the Enlightenment brought the empire together, at least at this point. Another aspect of cultural exchange was fashion and consumer goods. The elite American colonists dressed like the English gentry, built homes in the English style, imported luxury goods from England, and drank tea like the fashionable British. So these cultural exchanges definitely were a force uniting the colonies with the mother country. Last, let's examine economic exchanges. One thing that the colonies had in common with the rest of the British Empire was their dependence on slave labor to produce cash crops. British investors and the owners of slave ships and plantations in the Caribbean were deeply involved in the system of slavery."}, {"video_title": "Developing an American colonial identity   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "So these cultural exchanges definitely were a force uniting the colonies with the mother country. Last, let's examine economic exchanges. One thing that the colonies had in common with the rest of the British Empire was their dependence on slave labor to produce cash crops. British investors and the owners of slave ships and plantations in the Caribbean were deeply involved in the system of slavery. And so were the 13 American colonies, which produced food for enslaved laborers, turned slave-produced molasses into rum, and shipped enslaved people across the Atlantic, not to mention the American slave owners in the South. Slavery was central to the united economic prosperity of the British Empire. Another central aspect of the British Empire's economy was mercantilism, an economic philosophy that championed using colonies as sources of raw materials and as markets for finished goods."}, {"video_title": "Developing an American colonial identity   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "British investors and the owners of slave ships and plantations in the Caribbean were deeply involved in the system of slavery. And so were the 13 American colonies, which produced food for enslaved laborers, turned slave-produced molasses into rum, and shipped enslaved people across the Atlantic, not to mention the American slave owners in the South. Slavery was central to the united economic prosperity of the British Empire. Another central aspect of the British Empire's economy was mercantilism, an economic philosophy that championed using colonies as sources of raw materials and as markets for finished goods. Mercantilism both helped and hindered the American colonies by making sure that their raw materials got preferential treatment in England, but also by preventing them from developing industries of their own. So I would say that mercantilism both united and divided the colonies from the empire. Along with mercantilism came the Navigation Acts, a series of laws passed by Parliament that attempted to prevent the American colonies from trading with other countries, basically a way to enforce that the benefits of mercantilism went to England alone."}, {"video_title": "Developing an American colonial identity   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "Another central aspect of the British Empire's economy was mercantilism, an economic philosophy that championed using colonies as sources of raw materials and as markets for finished goods. Mercantilism both helped and hindered the American colonies by making sure that their raw materials got preferential treatment in England, but also by preventing them from developing industries of their own. So I would say that mercantilism both united and divided the colonies from the empire. Along with mercantilism came the Navigation Acts, a series of laws passed by Parliament that attempted to prevent the American colonies from trading with other countries, basically a way to enforce that the benefits of mercantilism went to England alone. But there were two major problems with the Navigation Acts. First, the British government rarely enforced them, especially when it was occupied with other matters. The other problem was that even when efforts were made to enforce the Navigation Acts, American merchants responded by smuggling and bribing officials, not by obeying the law."}, {"video_title": "Developing an American colonial identity   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "Along with mercantilism came the Navigation Acts, a series of laws passed by Parliament that attempted to prevent the American colonies from trading with other countries, basically a way to enforce that the benefits of mercantilism went to England alone. But there were two major problems with the Navigation Acts. First, the British government rarely enforced them, especially when it was occupied with other matters. The other problem was that even when efforts were made to enforce the Navigation Acts, American merchants responded by smuggling and bribing officials, not by obeying the law. So the Navigation Acts worked to divide the colonies from the empire, both because they didn't work and because they hampered Americans' belief in free trade. Taking a look at these three categories as a whole, you can see that the colonists had mixed feelings about their role in the British empire. In terms of social and cultural exchanges, it seems like the colonies were tied into a greater world of ideas that spanned across the Atlantic."}, {"video_title": "Developing an American colonial identity   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "The other problem was that even when efforts were made to enforce the Navigation Acts, American merchants responded by smuggling and bribing officials, not by obeying the law. So the Navigation Acts worked to divide the colonies from the empire, both because they didn't work and because they hampered Americans' belief in free trade. Taking a look at these three categories as a whole, you can see that the colonists had mixed feelings about their role in the British empire. In terms of social and cultural exchanges, it seems like the colonies were tied into a greater world of ideas that spanned across the Atlantic. But both politically and economically, there were developments that bonded the colonies closer together with Great Britain and developments that had the colonies tugging at their leashes and trying to run free. These mixed feelings might help to explain why in 1754, the colonies had not yet pursued their independence. But are there some things that I've identified here as promoting unity that might not be so unifying by 1776?"}, {"video_title": "Avoiding common mistakes in historical essays   US History   Khan Academy.mp3", "Sentence": "Now this could apply to a term paper, to a blue book essay, even really to your master's thesis if you wanted to. I want to talk about three phrases that you might be tempted to use in a historical essay that actually muddy what you're trying to say and undercut your point more than it helps. So these three phrases that I want to talk about are throughout history, it was inevitable, and that's why insert country here is so great today. So why are these phrases so problematic? Let's start with throughout history. So this is something that you frequently see in writing from historical essays to pieces of journalism and it often has the ring of making something seem really strong and adding the weight of eons of history behind a single sentence. History is a very long thing."}, {"video_title": "Avoiding common mistakes in historical essays   US History   Khan Academy.mp3", "Sentence": "So why are these phrases so problematic? Let's start with throughout history. So this is something that you frequently see in writing from historical essays to pieces of journalism and it often has the ring of making something seem really strong and adding the weight of eons of history behind a single sentence. History is a very long thing. I mean, for recorded history, we're going back maybe 5,000, 7,000 years. And think about the many different cultures and types of people and ideas that existed throughout that time period. If you're sitting down to write an essay about, say, the Cold War and you start, throughout history, people have feared nuclear attack."}, {"video_title": "Avoiding common mistakes in historical essays   US History   Khan Academy.mp3", "Sentence": "History is a very long thing. I mean, for recorded history, we're going back maybe 5,000, 7,000 years. And think about the many different cultures and types of people and ideas that existed throughout that time period. If you're sitting down to write an essay about, say, the Cold War and you start, throughout history, people have feared nuclear attack. Well, the first thing your reader is going to think is, wait, the nuclear bomb was only developed in 1945. I mean, that's not throughout history. That's only throughout the last 70 years."}, {"video_title": "Avoiding common mistakes in historical essays   US History   Khan Academy.mp3", "Sentence": "If you're sitting down to write an essay about, say, the Cold War and you start, throughout history, people have feared nuclear attack. Well, the first thing your reader is going to think is, wait, the nuclear bomb was only developed in 1945. I mean, that's not throughout history. That's only throughout the last 70 years. Or what about throughout history, people have gone to war over religion. Your reader might think, well, what about when people didn't live close enough to each other to go to war about different beliefs? And do we really want to send the message that having different religions means that you necessarily have to go to war?"}, {"video_title": "Avoiding common mistakes in historical essays   US History   Khan Academy.mp3", "Sentence": "That's only throughout the last 70 years. Or what about throughout history, people have gone to war over religion. Your reader might think, well, what about when people didn't live close enough to each other to go to war about different beliefs? And do we really want to send the message that having different religions means that you necessarily have to go to war? One thing that throughout history does is it makes an assumption about human nature, right? That the way that people think now is the way that people have always thought throughout history. Or the way that people behave now is the way that people have always behaved throughout history."}, {"video_title": "Avoiding common mistakes in historical essays   US History   Khan Academy.mp3", "Sentence": "And do we really want to send the message that having different religions means that you necessarily have to go to war? One thing that throughout history does is it makes an assumption about human nature, right? That the way that people think now is the way that people have always thought throughout history. Or the way that people behave now is the way that people have always behaved throughout history. And if there's anything that is one of the core beliefs of the study of history, it's that people are different over time. It's fun to study the past because people in the past weren't like us. They had different ideas, different beliefs, different cultural values."}, {"video_title": "Avoiding common mistakes in historical essays   US History   Khan Academy.mp3", "Sentence": "Or the way that people behave now is the way that people have always behaved throughout history. And if there's anything that is one of the core beliefs of the study of history, it's that people are different over time. It's fun to study the past because people in the past weren't like us. They had different ideas, different beliefs, different cultural values. And so if you want to be really strong about how you start a historical essay, always start it in a really specific part of time that you're talking about. So if you're talking about the period from 1945 to 1965, say in the post-war era, or in the late 19th century, and you might also add in the United States, right? This shows that you have a strong grasp of both the time and the place that you're writing about."}, {"video_title": "Avoiding common mistakes in historical essays   US History   Khan Academy.mp3", "Sentence": "They had different ideas, different beliefs, different cultural values. And so if you want to be really strong about how you start a historical essay, always start it in a really specific part of time that you're talking about. So if you're talking about the period from 1945 to 1965, say in the post-war era, or in the late 19th century, and you might also add in the United States, right? This shows that you have a strong grasp of both the time and the place that you're writing about. And so you can make an argument that is specific to that time period. Okay, let's move on to it was inevitable. I think we like to use the word inevitable because it's long and it sounds pretty cool."}, {"video_title": "Avoiding common mistakes in historical essays   US History   Khan Academy.mp3", "Sentence": "This shows that you have a strong grasp of both the time and the place that you're writing about. And so you can make an argument that is specific to that time period. Okay, let's move on to it was inevitable. I think we like to use the word inevitable because it's long and it sounds pretty cool. But think about what inevitable really means. It means it was unavoidable. There was no other thing that could have happened."}, {"video_title": "Avoiding common mistakes in historical essays   US History   Khan Academy.mp3", "Sentence": "I think we like to use the word inevitable because it's long and it sounds pretty cool. But think about what inevitable really means. It means it was unavoidable. There was no other thing that could have happened. Now think of a version of history where everything is inevitable. Everything was just going to happen no matter whether anyone did anything or not. That shows an interpretation of history that says that people's choices don't matter."}, {"video_title": "Avoiding common mistakes in historical essays   US History   Khan Academy.mp3", "Sentence": "There was no other thing that could have happened. Now think of a version of history where everything is inevitable. Everything was just going to happen no matter whether anyone did anything or not. That shows an interpretation of history that says that people's choices don't matter. And if you want to emphasize anything in history, it's how much choices matter. There are very few things that are inevitable in history. Most of them, I would say, are natural disasters, right?"}, {"video_title": "Avoiding common mistakes in historical essays   US History   Khan Academy.mp3", "Sentence": "That shows an interpretation of history that says that people's choices don't matter. And if you want to emphasize anything in history, it's how much choices matter. There are very few things that are inevitable in history. Most of them, I would say, are natural disasters, right? That there is going to eventually be an earthquake in California is inevitable because there's a fault line. That's something that humans can't control. But for almost everything else in history, humans can control it."}, {"video_title": "Avoiding common mistakes in historical essays   US History   Khan Academy.mp3", "Sentence": "Most of them, I would say, are natural disasters, right? That there is going to eventually be an earthquake in California is inevitable because there's a fault line. That's something that humans can't control. But for almost everything else in history, humans can control it. And they do decide how to react to certain situations. For example, take the sinking of the USS Maine in Havana Harbor, right? This is the event that leads to the United States going to war with Spain over Cuba in 1898."}, {"video_title": "Avoiding common mistakes in historical essays   US History   Khan Academy.mp3", "Sentence": "But for almost everything else in history, humans can control it. And they do decide how to react to certain situations. For example, take the sinking of the USS Maine in Havana Harbor, right? This is the event that leads to the United States going to war with Spain over Cuba in 1898. And the reason that this happened was because the USS Maine exploded in Havana Harbor. Now we know, and the Spanish suggested at the time, that the reason that the USS Maine exploded was due to a spontaneous combustion on board. There was an equipment malfunction."}, {"video_title": "Avoiding common mistakes in historical essays   US History   Khan Academy.mp3", "Sentence": "This is the event that leads to the United States going to war with Spain over Cuba in 1898. And the reason that this happened was because the USS Maine exploded in Havana Harbor. Now we know, and the Spanish suggested at the time, that the reason that the USS Maine exploded was due to a spontaneous combustion on board. There was an equipment malfunction. The United States chose to believe that the ship sinking was the result of a Spanish bomb and declared war. Now you might have said war was inevitable, but it really wasn't. There were many ways that the United States could have chosen differently in that moment to say, well, maybe we will believe the Spanish and just leave it alone."}, {"video_title": "Avoiding common mistakes in historical essays   US History   Khan Academy.mp3", "Sentence": "There was an equipment malfunction. The United States chose to believe that the ship sinking was the result of a Spanish bomb and declared war. Now you might have said war was inevitable, but it really wasn't. There were many ways that the United States could have chosen differently in that moment to say, well, maybe we will believe the Spanish and just leave it alone. Or maybe we'll send some financial aid to Cuba, but we don't have to go to war. When you get rid of inevitability in history, you open up new choices, new ways that things could have gone. And that is really the heart of history, is the possibility for things to be different than they were and different than they are."}, {"video_title": "Avoiding common mistakes in historical essays   US History   Khan Academy.mp3", "Sentence": "There were many ways that the United States could have chosen differently in that moment to say, well, maybe we will believe the Spanish and just leave it alone. Or maybe we'll send some financial aid to Cuba, but we don't have to go to war. When you get rid of inevitability in history, you open up new choices, new ways that things could have gone. And that is really the heart of history, is the possibility for things to be different than they were and different than they are. Okay, let's finish up with, and that's why Insert Country here is so great today. You see this all the time in historical papers, and I think writers are very tempted to finish a historical essay with some expression of patriotism. And maybe in a few rare cases, this is true."}, {"video_title": "Avoiding common mistakes in historical essays   US History   Khan Academy.mp3", "Sentence": "And that is really the heart of history, is the possibility for things to be different than they were and different than they are. Okay, let's finish up with, and that's why Insert Country here is so great today. You see this all the time in historical papers, and I think writers are very tempted to finish a historical essay with some expression of patriotism. And maybe in a few rare cases, this is true. You could say the United States is a better place today than it was in the 1950s, thanks to the Civil Rights Act of 1964. But it's something you wanna use very sparingly, because usually the scope of a historical paper, and think about our throughout history here, isn't so huge as to merit the reaction to it being this is the heart of what makes America great today. I've read historical papers about the Spanish flu in 1919 that end with, and that's why America is great today."}, {"video_title": "Avoiding common mistakes in historical essays   US History   Khan Academy.mp3", "Sentence": "And maybe in a few rare cases, this is true. You could say the United States is a better place today than it was in the 1950s, thanks to the Civil Rights Act of 1964. But it's something you wanna use very sparingly, because usually the scope of a historical paper, and think about our throughout history here, isn't so huge as to merit the reaction to it being this is the heart of what makes America great today. I've read historical papers about the Spanish flu in 1919 that end with, and that's why America is great today. Ask yourself, is this relevant? And even if it is, is it the most relevant way that you could end an essay? For a historical essay, you wanna keep your conclusions very specific, the same way that you wanna keep your period of time specific."}, {"video_title": "Avoiding common mistakes in historical essays   US History   Khan Academy.mp3", "Sentence": "I've read historical papers about the Spanish flu in 1919 that end with, and that's why America is great today. Ask yourself, is this relevant? And even if it is, is it the most relevant way that you could end an essay? For a historical essay, you wanna keep your conclusions very specific, the same way that you wanna keep your period of time specific. So if you're talking about the post-war era, conclude with something that you can actually substantiate, that you have substantiated in your essay about the post-war era. Say the wealth generated by industrialization after World War II was the reason that the baby boom happened. Don't say, and that's why America is great today."}, {"video_title": "Avoiding common mistakes in historical essays   US History   Khan Academy.mp3", "Sentence": "For a historical essay, you wanna keep your conclusions very specific, the same way that you wanna keep your period of time specific. So if you're talking about the post-war era, conclude with something that you can actually substantiate, that you have substantiated in your essay about the post-war era. Say the wealth generated by industrialization after World War II was the reason that the baby boom happened. Don't say, and that's why America is great today. What do you mean by great? Do you mean economically great, culturally great, politically great? It's a little too vague, and vagueness can really undermine your argument as opposed to supporting it."}, {"video_title": "Avoiding common mistakes in historical essays   US History   Khan Academy.mp3", "Sentence": "Don't say, and that's why America is great today. What do you mean by great? Do you mean economically great, culturally great, politically great? It's a little too vague, and vagueness can really undermine your argument as opposed to supporting it. In a way, these are all kind of appeals for human nature, appeals for the natural progress of history, and appeals to patriotism that are less rooted in the facts of what you wanna say than they are rooted in ways of trying to get your reader's sympathy. Instead, what you can do is be specific in your time and your place. Emphasize choices and points where things might have gone differently than they did."}, {"video_title": "Avoiding common mistakes in historical essays   US History   Khan Academy.mp3", "Sentence": "It's a little too vague, and vagueness can really undermine your argument as opposed to supporting it. In a way, these are all kind of appeals for human nature, appeals for the natural progress of history, and appeals to patriotism that are less rooted in the facts of what you wanna say than they are rooted in ways of trying to get your reader's sympathy. Instead, what you can do is be specific in your time and your place. Emphasize choices and points where things might have gone differently than they did. And end with a conclusion that is very related to the things that you specifically addressed. Remember, you never wanna introduce new information in your conclusion, and saying, and that's why America is great today, is new information, because it might not necessarily be related. Instead, think about what it was you proved in this paper, and key your conclusion directly to that."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "But because of all of that momentum, they perhaps get a little bit overconfident and stretch themselves or begin to stretch themselves too thin, so let's think about what happens in 1941. So if we talk about early 1941, or the spring of 1941, in March, Bulgaria decides to join the Axis powers. You can imagine there's a lot of pressure being applied to them, and they kind of see where the momentum is and say, hey, let's be on that side. So Bulgaria, Bulgaria joins the Axis. And then in North Africa, you might remember that in 1940, the Allies, in particular the British, were able to defeat the Italians and push them back into Libya. But now in March of 1941, the Italians get reinforcements, Italian reinforcements, and also German reinforcements under the command of Rommel, the Desert Fox, famous desert commander, and they are able, they are able to push, they are able to push the British back to the Egyptian border, and they also take siege of the town of Tobruk. Now you might have noticed something that I just drew."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "So Bulgaria, Bulgaria joins the Axis. And then in North Africa, you might remember that in 1940, the Allies, in particular the British, were able to defeat the Italians and push them back into Libya. But now in March of 1941, the Italians get reinforcements, Italian reinforcements, and also German reinforcements under the command of Rommel, the Desert Fox, famous desert commander, and they are able, they are able to push, they are able to push the British back to the Egyptian border, and they also take siege of the town of Tobruk. Now you might have noticed something that I just drew. The supply lines in the North African campaign are very, very, very long, and that's part of the reason why, as one side, so one side has supply lines, as they start to make progress and push into, let's say as the Allies make progress and push into Libya, their supply lines got really long, and so the other side has an easier time resupplying. And then as the Axis pushes the Allies back into Egypt, well, then their supply lines get really long, and the other side has, it makes it easier for them to resupply. And so North Africa is kind of defined by this constant back and forth."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "Now you might have noticed something that I just drew. The supply lines in the North African campaign are very, very, very long, and that's part of the reason why, as one side, so one side has supply lines, as they start to make progress and push into, let's say as the Allies make progress and push into Libya, their supply lines got really long, and so the other side has an easier time resupplying. And then as the Axis pushes the Allies back into Egypt, well, then their supply lines get really long, and the other side has, it makes it easier for them to resupply. And so North Africa is kind of defined by this constant back and forth. But by early 1941, it looks like the Axis is on the offensive. They're able to push the British back into Egypt, lay siege to the town of Tobruk. So let me write this down as North Africa."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "And so North Africa is kind of defined by this constant back and forth. But by early 1941, it looks like the Axis is on the offensive. They're able to push the British back into Egypt, lay siege to the town of Tobruk. So let me write this down as North Africa. I have all these different shades of red here. Let me write this down, North. So I'll just write North Africa right over here, or I could say Rommel in North Africa, pushing the British back."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "So let me write this down as North Africa. I have all these different shades of red here. Let me write this down, North. So I'll just write North Africa right over here, or I could say Rommel in North Africa, pushing the British back. And then we can start talking about what happens in the Balkans. And this is still in the spring, as we go into the April of 1941. And just as a little bit of background here, and frankly, I should have covered it a couple of videos ago, but as far back as 1939, actually before World War II officially started, in spring of 1939, Italy actually occupies Albania."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "So I'll just write North Africa right over here, or I could say Rommel in North Africa, pushing the British back. And then we can start talking about what happens in the Balkans. And this is still in the spring, as we go into the April of 1941. And just as a little bit of background here, and frankly, I should have covered it a couple of videos ago, but as far back as 1939, actually before World War II officially started, in spring of 1939, Italy actually occupies Albania. So this actually should have already been read. This is in 1939. This is 1939 that this happens."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "And just as a little bit of background here, and frankly, I should have covered it a couple of videos ago, but as far back as 1939, actually before World War II officially started, in spring of 1939, Italy actually occupies Albania. So this actually should have already been read. This is in 1939. This is 1939 that this happens. And then at the end of 1940, Italy uses Albania as a base of operations to try to invade Greece, to try to invade Greece, but they are pushed back. And actually, one of the reasons why the British were able to be pushed back in North Africa is after they were successful against the Italians, most of the bulk of the British forces were sent to Greece to help defend Greece at the end of 1940. So this 1939, Albania gets taken over by Italy, and at the end of 1940, October 1940, Greece is invaded."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "This is 1939 that this happens. And then at the end of 1940, Italy uses Albania as a base of operations to try to invade Greece, to try to invade Greece, but they are pushed back. And actually, one of the reasons why the British were able to be pushed back in North Africa is after they were successful against the Italians, most of the bulk of the British forces were sent to Greece to help defend Greece at the end of 1940. So this 1939, Albania gets taken over by Italy, and at the end of 1940, October 1940, Greece is invaded. So October 1940, so that is right around there. Greece is invaded by Italy, but they are then pushed back. But to help the Greeks, the Allies send many of the forces that were in North Africa after they were successful against the Italians in Libya."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "So this 1939, Albania gets taken over by Italy, and at the end of 1940, October 1940, Greece is invaded. So October 1940, so that is right around there. Greece is invaded by Italy, but they are then pushed back. But to help the Greeks, the Allies send many of the forces that were in North Africa after they were successful against the Italians in Libya. So now, as we go into April of 1941, that was all background. Remember, Albania, before the war started, April 1939, October 1940 was Italy's kind of first push into Greece, and it was an unsuccessful push into Greece. But then the Greeks get support from the Allies in North Africa."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "But to help the Greeks, the Allies send many of the forces that were in North Africa after they were successful against the Italians in Libya. So now, as we go into April of 1941, that was all background. Remember, Albania, before the war started, April 1939, October 1940 was Italy's kind of first push into Greece, and it was an unsuccessful push into Greece. But then the Greeks get support from the Allies in North Africa. And now, as we go into 1941, the Germans start supporting, or really take charge in the Balkans and in Greece. And so, with the help of the Germans, the Axis is able to take over Yugoslavia and Greece and start aerial bombardment of Crete. So once again, we're not even halfway through the year in 1941, and we see a huge swath of Europe is under the control of the Axis powers."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "But then the Greeks get support from the Allies in North Africa. And now, as we go into 1941, the Germans start supporting, or really take charge in the Balkans and in Greece. And so, with the help of the Germans, the Axis is able to take over Yugoslavia and Greece and start aerial bombardment of Crete. So once again, we're not even halfway through the year in 1941, and we see a huge swath of Europe is under the control of the Axis powers. So let me write, so the spring, so let me write Yugoslavia, Yugoslavia and Greece, Yugoslavia and Greece, and aerial bombardments of Crete. And now we go into the summer, the summer of 1941. And this is actually a pivotal move, what's about to happen."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "So once again, we're not even halfway through the year in 1941, and we see a huge swath of Europe is under the control of the Axis powers. So let me write, so the spring, so let me write Yugoslavia, Yugoslavia and Greece, Yugoslavia and Greece, and aerial bombardments of Crete. And now we go into the summer, the summer of 1941. And this is actually a pivotal move, what's about to happen. Now, you can imagine that the Axis powers, in particular Hitler, are feeling pretty confident. We are only, so we're about that far into the war. So we're not even two years into the war yet, and it looks like the Axis is going to win."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "And this is actually a pivotal move, what's about to happen. Now, you can imagine that the Axis powers, in particular Hitler, are feeling pretty confident. We are only, so we're about that far into the war. So we're not even two years into the war yet, and it looks like the Axis is going to win. Now, you might remember that they have a pact with the Soviet Union. Hey, we're gonna split a lot of Eastern Europe into our spheres of influence, so to speak. But now Hitler's like, well, I think I'm ready to attack."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "So we're not even two years into the war yet, and it looks like the Axis is going to win. Now, you might remember that they have a pact with the Soviet Union. Hey, we're gonna split a lot of Eastern Europe into our spheres of influence, so to speak. But now Hitler's like, well, I think I'm ready to attack. And when you attack the Soviet Union really matters. You do not want to attack the Soviet Union in the winter. This is something, or Russia in the winter."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "But now Hitler's like, well, I think I'm ready to attack. And when you attack the Soviet Union really matters. You do not want to attack the Soviet Union in the winter. This is something, or Russia in the winter. Russia is obviously now kind of the heart of the Soviet Union. That's something Napoleon learned, many military commanders have learned, you do not want to be fighting in Russia over the winter. So summer of 1941, Hitler figures, hey, this is the Axis chance."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "This is something, or Russia in the winter. Russia is obviously now kind of the heart of the Soviet Union. That's something Napoleon learned, many military commanders have learned, you do not want to be fighting in Russia over the winter. So summer of 1941, Hitler figures, hey, this is the Axis chance. And so in June, he decides to attack the Soviet Union. So Soviet Union, attack the Soviet Union. So this is a very, very, very bold move because now they're fighting the British."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "So summer of 1941, Hitler figures, hey, this is the Axis chance. And so in June, he decides to attack the Soviet Union. So Soviet Union, attack the Soviet Union. So this is a very, very, very bold move because now they're fighting the British. Remember, the British are kind of not a joke to be battling out here in Western Europe. And now they're going to be taking on the Soviet Union in the East, a major world power. But at first, like always, it seems like it's going well for the Germans."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "So this is a very, very, very bold move because now they're fighting the British. Remember, the British are kind of not a joke to be battling out here in Western Europe. And now they're going to be taking on the Soviet Union in the East, a major world power. But at first, like always, it seems like it's going well for the Germans. By September, they're able to push up all the way to Leningrad. So this is September of 1941. And lay siege and began laying siege to that town."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "But at first, like always, it seems like it's going well for the Germans. By September, they're able to push up all the way to Leningrad. So this is September of 1941. And lay siege and began laying siege to that town. This is kind of a long, bloody siege that happens there. So we're right now, right about there. And most historians would tell you that this was one of the mistakes of Adolf Hitler because now he is stretched very, very, very thin."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "And lay siege and began laying siege to that town. This is kind of a long, bloody siege that happens there. So we're right now, right about there. And most historians would tell you that this was one of the mistakes of Adolf Hitler because now he is stretched very, very, very thin. He has to fight two world powers, Soviet Union and Great Britain. And the United States hasn't entered into the war yet. And that's what we're about to get into."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "And most historians would tell you that this was one of the mistakes of Adolf Hitler because now he is stretched very, very, very thin. He has to fight two world powers, Soviet Union and Great Britain. And the United States hasn't entered into the war yet. And that's what we're about to get into. Because if we go into Asia, still in 1941, what happens in July, so a little bit after Hitler decides to start invading the Soviet Union, going back on the pact, the non-aggression pact, in July, you can imagine the US, they were never pleased with what's been happening, what the Empire of Japan has been doing in the Pacific, what they've been doing in China, in Manchuria, or even in terms of the war in China, the Second Sino-Japanese War. They weren't happy of the Japanese taking over French Indochina. And there's a big world power here in the Empire of Japan."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "And that's what we're about to get into. Because if we go into Asia, still in 1941, what happens in July, so a little bit after Hitler decides to start invading the Soviet Union, going back on the pact, the non-aggression pact, in July, you can imagine the US, they were never pleased with what's been happening, what the Empire of Japan has been doing in the Pacific, what they've been doing in China, in Manchuria, or even in terms of the war in China, the Second Sino-Japanese War. They weren't happy of the Japanese taking over French Indochina. And there's a big world power here in the Empire of Japan. There's a big world power here in the United States that has a lot of possessions in the Pacific. And so the United States in July of 1941, so remember this is still all 1941, this is the same year, decides to freeze the assets of Japan and probably the most important part of that was an oil embargo. An oil embargo of Japan."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "And there's a big world power here in the Empire of Japan. There's a big world power here in the United States that has a lot of possessions in the Pacific. And so the United States in July of 1941, so remember this is still all 1941, this is the same year, decides to freeze the assets of Japan and probably the most important part of that was an oil embargo. An oil embargo of Japan. And this is a big, big deal. Japan is fighting a major conflict with the Chinese, it's kind of flexing its imperial muscles, but it does not have many natural resources in and of itself. In fact, that's one of the reasons why it's trying to colonize other places, to get more control of natural resources."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "An oil embargo of Japan. And this is a big, big deal. Japan is fighting a major conflict with the Chinese, it's kind of flexing its imperial muscles, but it does not have many natural resources in and of itself. In fact, that's one of the reasons why it's trying to colonize other places, to get more control of natural resources. And now if it's fighting a war, it doesn't have its own oil resources and now there's an oil embargo of Japan. And the United States at the time was a major oil producer and actually even today it's a major oil producer. This was a big deal to the Japanese because some estimates say that they only had about two years of reserves and they were fighting a war where they might deplenish their reserves even more."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "In fact, that's one of the reasons why it's trying to colonize other places, to get more control of natural resources. And now if it's fighting a war, it doesn't have its own oil resources and now there's an oil embargo of Japan. And the United States at the time was a major oil producer and actually even today it's a major oil producer. This was a big deal to the Japanese because some estimates say that they only had about two years of reserves and they were fighting a war where they might deplenish their reserves even more. So you can imagine the Japanese, they wanna have their imperial ambitions. They probably want, especially now with this oil embargo, they probably want to take over more natural resources and they probably wanna knock out the US or at least keep the US on its heels so the US can't stop Japan from doing what it wants to do. So all at once in December, December 1941, it's over the course of December 7th and 8th and it gets a little confusing because a lot of this happens across the international dateline, but over the course of December 7th and 8th, Japan goes on the offensive in a major way in the Pacific."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "This was a big deal to the Japanese because some estimates say that they only had about two years of reserves and they were fighting a war where they might deplenish their reserves even more. So you can imagine the Japanese, they wanna have their imperial ambitions. They probably want, especially now with this oil embargo, they probably want to take over more natural resources and they probably wanna knock out the US or at least keep the US on its heels so the US can't stop Japan from doing what it wants to do. So all at once in December, December 1941, it's over the course of December 7th and 8th and it gets a little confusing because a lot of this happens across the international dateline, but over the course of December 7th and 8th, Japan goes on the offensive in a major way in the Pacific. Over the course of really several hours, at most a day, Japan is able to attack Malaya, which is a British possession. It's able to attack Pearl Harbor where the US Pacific Fleet is. It hopes to knock out the US Pacific Fleet so the US will have trouble stopping Japan from doing whatever Japan wants to do."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "So all at once in December, December 1941, it's over the course of December 7th and 8th and it gets a little confusing because a lot of this happens across the international dateline, but over the course of December 7th and 8th, Japan goes on the offensive in a major way in the Pacific. Over the course of really several hours, at most a day, Japan is able to attack Malaya, which is a British possession. It's able to attack Pearl Harbor where the US Pacific Fleet is. It hopes to knock out the US Pacific Fleet so the US will have trouble stopping Japan from doing whatever Japan wants to do. In the US, we focus a lot on Pearl Harbor, but this was just one of the attacks in this whole kind of several hours of attacks where Japan went on the offensive. So we have Malaya, we have Pearl Harbor, we have Singapore, we have Guam, which was a US military base. You have Wake Island."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "It hopes to knock out the US Pacific Fleet so the US will have trouble stopping Japan from doing whatever Japan wants to do. In the US, we focus a lot on Pearl Harbor, but this was just one of the attacks in this whole kind of several hours of attacks where Japan went on the offensive. So we have Malaya, we have Pearl Harbor, we have Singapore, we have Guam, which was a US military base. You have Wake Island. You have the Philippines, which was a US possession ever since the Spanish-American War. You have Hong Kong, which is a British possession. And then shortly after that, as you get further into December, so this is when you have kind of Japan attacks, Japan offensive, all right, Japan offensive."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "You have Wake Island. You have the Philippines, which was a US possession ever since the Spanish-American War. You have Hong Kong, which is a British possession. And then shortly after that, as you get further into December, so this is when you have kind of Japan attacks, Japan offensive, all right, Japan offensive. And then as you go into later December, the kind of real prize for Japan was what we now call Indonesia, but the Dutch East Indies. On this map, it says Netherlands East Indies. But you gotta remember, the Netherlands had been overrun."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "And then shortly after that, as you get further into December, so this is when you have kind of Japan attacks, Japan offensive, all right, Japan offensive. And then as you go into later December, the kind of real prize for Japan was what we now call Indonesia, but the Dutch East Indies. On this map, it says Netherlands East Indies. But you gotta remember, the Netherlands had been overrun. They're the low countries. They were already overrun by German forces. So the Japanese say, hey, look, there's a lot of resources here, natural resources, especially oil."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "But you gotta remember, the Netherlands had been overrun. They're the low countries. They were already overrun by German forces. So the Japanese say, hey, look, there's a lot of resources here, natural resources, especially oil. Let's go for this. And so by the end of 1941, they're also going for the Dutch East Indies and for Burma. So you can imagine, it's a very aggressive, very, very bold move on Japan, but they kind of had imperial ambitions."}, {"video_title": "1941 Axis momentum accelerates in WW2   The 20th century   World history   Khan Academy.mp3", "Sentence": "So the Japanese say, hey, look, there's a lot of resources here, natural resources, especially oil. Let's go for this. And so by the end of 1941, they're also going for the Dutch East Indies and for Burma. So you can imagine, it's a very aggressive, very, very bold move on Japan, but they kind of had imperial ambitions. They were short on or they were afraid of kind of their access to natural resources, so they went for it. But obviously, one of the major consequences of this is the United States was not happy about this, and they were already sympathetic to the Allies. They didn't like what was going on in Europe either."}, {"video_title": "Jamestown - Bacon's Rebellion.mp3", "Sentence": "So in the last video, we were talking about the system of labor in the Chesapeake area, surrounding the Chesapeake Bay, in the early English colonies in America. And one thing that seemed a little bit strange there was that even though the first ship with enslaved Africans arrived in Virginia in 1619, slavery wasn't actually the dominant form of labor in Virginia until much later in the late 1600s. In fact, the vast majority of laborers in Virginia were in fact white indentured servants. And these indentured servants would come from England and the planter that they proposed to work for would pay their passage across the Atlantic and in exchange, the servant would agree to work for that planter for a period of three to seven years. And this is an example of what one of these indentures might have looked like. It's in old timey writing, so it's a little hard to see, but here you can see that there's three years is the amount of time that this person promises. And this is from Pennsylvania."}, {"video_title": "Jamestown - Bacon's Rebellion.mp3", "Sentence": "And these indentured servants would come from England and the planter that they proposed to work for would pay their passage across the Atlantic and in exchange, the servant would agree to work for that planter for a period of three to seven years. And this is an example of what one of these indentures might have looked like. It's in old timey writing, so it's a little hard to see, but here you can see that there's three years is the amount of time that this person promises. And this is from Pennsylvania. It kind of gives you a good sense of how someone would say, alright, I'm gonna work for this person for this long in exchange for my passage and it's a contract. And this was a pretty good deal for planters because for every person that they brought over from England, they got another 50 acres of land, meaning that if you had the money to bring over quite a few servants, you could expand your land holdings very fast. And the other good thing about this, at least in terms of the planters, was that these indentured servants had a pretty high rate of death."}, {"video_title": "Jamestown - Bacon's Rebellion.mp3", "Sentence": "And this is from Pennsylvania. It kind of gives you a good sense of how someone would say, alright, I'm gonna work for this person for this long in exchange for my passage and it's a contract. And this was a pretty good deal for planters because for every person that they brought over from England, they got another 50 acres of land, meaning that if you had the money to bring over quite a few servants, you could expand your land holdings very fast. And the other good thing about this, at least in terms of the planters, was that these indentured servants had a pretty high rate of death. It was not healthy to live in this swampy area of Virginia. So quite frequently, planters didn't actually have to make good on their promise to set these indentured servants up with some land of their own, some tools to work it, because they didn't survive through their indenture. So if this system of indentured servitude and the headright system that gave planters more land for bringing over more servants was working out so well for them, why did African slavery become the dominant form of labor in Virginia starting about 1700?"}, {"video_title": "Jamestown - Bacon's Rebellion.mp3", "Sentence": "And the other good thing about this, at least in terms of the planters, was that these indentured servants had a pretty high rate of death. It was not healthy to live in this swampy area of Virginia. So quite frequently, planters didn't actually have to make good on their promise to set these indentured servants up with some land of their own, some tools to work it, because they didn't survive through their indenture. So if this system of indentured servitude and the headright system that gave planters more land for bringing over more servants was working out so well for them, why did African slavery become the dominant form of labor in Virginia starting about 1700? Now when we think about tobacco cultivation and later cotton cultivation in the American South before the Civil War, what we think of is enslaved African laborers. And indeed, by the year 1700, about 15% of the population living in Virginia was enslaved Africans, going from just a handful at the beginning of the century. So what caused this incredible transition in not only labor but also racism to happen in early America?"}, {"video_title": "Jamestown - Bacon's Rebellion.mp3", "Sentence": "So if this system of indentured servitude and the headright system that gave planters more land for bringing over more servants was working out so well for them, why did African slavery become the dominant form of labor in Virginia starting about 1700? Now when we think about tobacco cultivation and later cotton cultivation in the American South before the Civil War, what we think of is enslaved African laborers. And indeed, by the year 1700, about 15% of the population living in Virginia was enslaved Africans, going from just a handful at the beginning of the century. So what caused this incredible transition in not only labor but also racism to happen in early America? Well there's one major event that historians tend to point to as a turning point in American slavery, and that is the rebellion led by Nathaniel Bacon in 1676. So let's talk a little bit more about that. So to understand Bacon's Rebellion, we have to backtrack a little bit and talk about the development of political power and tobacco in Virginia."}, {"video_title": "Jamestown - Bacon's Rebellion.mp3", "Sentence": "So what caused this incredible transition in not only labor but also racism to happen in early America? Well there's one major event that historians tend to point to as a turning point in American slavery, and that is the rebellion led by Nathaniel Bacon in 1676. So let's talk a little bit more about that. So to understand Bacon's Rebellion, we have to backtrack a little bit and talk about the development of political power and tobacco in Virginia. So in 1619, the Virginia Company established the first government in Virginia. It was called the House of Burgesses. And this is really important because it is, in effect, the first, at least semi-democratic form of government in the New World."}, {"video_title": "Jamestown - Bacon's Rebellion.mp3", "Sentence": "So to understand Bacon's Rebellion, we have to backtrack a little bit and talk about the development of political power and tobacco in Virginia. So in 1619, the Virginia Company established the first government in Virginia. It was called the House of Burgesses. And this is really important because it is, in effect, the first, at least semi-democratic form of government in the New World. I mean, in a way, it's kind of like a parliament that was set up for Virginia so that they could debate local issues. And it's going to be the House of Burgesses and its later Virginia House of Delegates that ends up leading the charge for the American Revolution more than a century later than this. But as we think about the way that political power was distributed in Virginia, you can guess who might have a lot of say in the House of Burgesses, and these are the tobacco planters."}, {"video_title": "Jamestown - Bacon's Rebellion.mp3", "Sentence": "And this is really important because it is, in effect, the first, at least semi-democratic form of government in the New World. I mean, in a way, it's kind of like a parliament that was set up for Virginia so that they could debate local issues. And it's going to be the House of Burgesses and its later Virginia House of Delegates that ends up leading the charge for the American Revolution more than a century later than this. But as we think about the way that political power was distributed in Virginia, you can guess who might have a lot of say in the House of Burgesses, and these are the tobacco planters. So the government of Virginia, although it is a democracy of these landowning men, has still got most of the power at the very top. Because as we talked about in the last video, the power system in Virginia looks like a handful of planters at the top, a very small number of free, white farmers who had their own land, but nothing like the gigantic tracts of tobacco plantations that the planters had. Then a whole lot of white indentured servants who have very little political power since they are at basically the mercy of the planters."}, {"video_title": "Jamestown - Bacon's Rebellion.mp3", "Sentence": "But as we think about the way that political power was distributed in Virginia, you can guess who might have a lot of say in the House of Burgesses, and these are the tobacco planters. So the government of Virginia, although it is a democracy of these landowning men, has still got most of the power at the very top. Because as we talked about in the last video, the power system in Virginia looks like a handful of planters at the top, a very small number of free, white farmers who had their own land, but nothing like the gigantic tracts of tobacco plantations that the planters had. Then a whole lot of white indentured servants who have very little political power since they are at basically the mercy of the planters. And then just a tiny handful of black slaves. And in this time period, white indentured servants and black slaves, black free people, also a tiny number, didn't have that much difference when it came to political rights. In fact, white indentured servants frequently complained that they felt that slaves were treated better than them, which may have been the case because they were worth more."}, {"video_title": "Jamestown - Bacon's Rebellion.mp3", "Sentence": "Then a whole lot of white indentured servants who have very little political power since they are at basically the mercy of the planters. And then just a tiny handful of black slaves. And in this time period, white indentured servants and black slaves, black free people, also a tiny number, didn't have that much difference when it came to political rights. In fact, white indentured servants frequently complained that they felt that slaves were treated better than them, which may have been the case because they were worth more. Remember, they were worth hundreds of pounds, whereas white indentured servants cost just a couple of pounds to come over, frequently died, so they were less of an investment than slaves. The other important factor here is just what it takes to grow tobacco. Tobacco is a labor-intensive crop, we know, but it's also kind of a crop that is extremely hard on the soil."}, {"video_title": "Jamestown - Bacon's Rebellion.mp3", "Sentence": "In fact, white indentured servants frequently complained that they felt that slaves were treated better than them, which may have been the case because they were worth more. Remember, they were worth hundreds of pounds, whereas white indentured servants cost just a couple of pounds to come over, frequently died, so they were less of an investment than slaves. The other important factor here is just what it takes to grow tobacco. Tobacco is a labor-intensive crop, we know, but it's also kind of a crop that is extremely hard on the soil. It depletes the soil fast, which means that there is a constant need for new soil. And when you're coming from the coast, there's our Atlantic Ocean over here, and this is Virginia, and our Jamestown colony along the river, James. More and more planters, as they come over, remember we have this headright system, we have a system that says that if indentured servants finish out the terms of their indenture, they get land of their own, means there is constant pressure to add more and more land so you can farm more and more tobacco."}, {"video_title": "Jamestown - Bacon's Rebellion.mp3", "Sentence": "Tobacco is a labor-intensive crop, we know, but it's also kind of a crop that is extremely hard on the soil. It depletes the soil fast, which means that there is a constant need for new soil. And when you're coming from the coast, there's our Atlantic Ocean over here, and this is Virginia, and our Jamestown colony along the river, James. More and more planters, as they come over, remember we have this headright system, we have a system that says that if indentured servants finish out the terms of their indenture, they get land of their own, means there is constant pressure to add more and more land so you can farm more and more tobacco. You start going farther and farther into the interior. So what does this mean? It means that land becomes relatively scarce pretty fast, and it also means that as white settlers continue to move west toward the Appalachian Mountains, which are over here, I hope you enjoy this beautiful map."}, {"video_title": "Jamestown - Bacon's Rebellion.mp3", "Sentence": "More and more planters, as they come over, remember we have this headright system, we have a system that says that if indentured servants finish out the terms of their indenture, they get land of their own, means there is constant pressure to add more and more land so you can farm more and more tobacco. You start going farther and farther into the interior. So what does this mean? It means that land becomes relatively scarce pretty fast, and it also means that as white settlers continue to move west toward the Appalachian Mountains, which are over here, I hope you enjoy this beautiful map. It's certainly a work of art. They are running up against more and more anger and conflict with Native Americans who are living in the coast and the Appalachian Mountains. And now it's definitely in the interest of the House of Burgesses, the government here at Jamestown, to make sure that there's as little conflict with Native Americans as possible."}, {"video_title": "Jamestown - Bacon's Rebellion.mp3", "Sentence": "It means that land becomes relatively scarce pretty fast, and it also means that as white settlers continue to move west toward the Appalachian Mountains, which are over here, I hope you enjoy this beautiful map. It's certainly a work of art. They are running up against more and more anger and conflict with Native Americans who are living in the coast and the Appalachian Mountains. And now it's definitely in the interest of the House of Burgesses, the government here at Jamestown, to make sure that there's as little conflict with Native Americans as possible. Remember we had these wars of extinction with the Powhatans. It wasn't a fun time for anyone, and so the House of Burgesses, which is now somewhat responsible to the King of England since he acquired it from the Virginia Company as a royal colony in 1624, they have a relatively friendly attitude toward the Native Americans. They're hoping to avoid conflict, and so their governor, Governor William Barclay, Barclay, spelled Berkeley but pronounced Barkley, I don't know why, he refuses to take on another war of extinction against the Native Americans, which makes a lot of white servants and white freemen pretty angry."}, {"video_title": "Jamestown - Bacon's Rebellion.mp3", "Sentence": "And now it's definitely in the interest of the House of Burgesses, the government here at Jamestown, to make sure that there's as little conflict with Native Americans as possible. Remember we had these wars of extinction with the Powhatans. It wasn't a fun time for anyone, and so the House of Burgesses, which is now somewhat responsible to the King of England since he acquired it from the Virginia Company as a royal colony in 1624, they have a relatively friendly attitude toward the Native Americans. They're hoping to avoid conflict, and so their governor, Governor William Barclay, Barclay, spelled Berkeley but pronounced Barkley, I don't know why, he refuses to take on another war of extinction against the Native Americans, which makes a lot of white servants and white freemen pretty angry. It's the late 1600s now, and more and more of these indentured servants are living to finish out their terms of indenture. They've now built up some immunity to these diseases that have killed so many other people in Virginia, and they're finding it really hard to make a living because the planters don't want to give quite so many rights, quite so many perks to people who live out their indentures. Remember this was a good deal for planters when these white servants never actually survived to make good on the promises of land, and now that they are, the planters don't want to extend them things like a promise of land because land is already scarce."}, {"video_title": "Jamestown - Bacon's Rebellion.mp3", "Sentence": "They're hoping to avoid conflict, and so their governor, Governor William Barclay, Barclay, spelled Berkeley but pronounced Barkley, I don't know why, he refuses to take on another war of extinction against the Native Americans, which makes a lot of white servants and white freemen pretty angry. It's the late 1600s now, and more and more of these indentured servants are living to finish out their terms of indenture. They've now built up some immunity to these diseases that have killed so many other people in Virginia, and they're finding it really hard to make a living because the planters don't want to give quite so many rights, quite so many perks to people who live out their indentures. Remember this was a good deal for planters when these white servants never actually survived to make good on the promises of land, and now that they are, the planters don't want to extend them things like a promise of land because land is already scarce. So when servants are finishing up their indentures, they're finding it difficult to make a living. They often have to continue to work for the planter they had been indentured to for very small wages. They don't have land of their own."}, {"video_title": "Jamestown - Bacon's Rebellion.mp3", "Sentence": "Remember this was a good deal for planters when these white servants never actually survived to make good on the promises of land, and now that they are, the planters don't want to extend them things like a promise of land because land is already scarce. So when servants are finishing up their indentures, they're finding it difficult to make a living. They often have to continue to work for the planter they had been indentured to for very small wages. They don't have land of their own. They can't get started, and this is a world composed almost entirely of men, so they can't even find women to marry, and I think if there's anything we've learned from US history, it's that you never want a whole lot of unemployed, angry, young men hanging about because young men with a lot of time on their hands get up to trouble, and one young man in particular was this fellow here, Nathaniel Bacon, who was incensed at Governor Barclay's refusal to take a harsher stance against the Native Americans on the West where all of these white farmers wished that they could settle, and so he gets up a militia full of young white men and also African American men to actually go after the Native Americans. So this is a biracial raid force for Native Americans, and they raid Native American villages and kill many Native Americans living in the area, and Governor Barclay wants them to stop, and instead of stopping, they march to Jamestown, the capital of Virginia, and set it on fire. So this is a group of landless white men, landless African American men, who have rebelled against the government of Virginia."}, {"video_title": "Darwinism vs. Social Darwinism part 2   US History   Khan Academy.mp3", "Sentence": "So Emily and I have been talking about how natural selection, Darwin's theory of evolution, has differed from some of the ways that people have interpreted evolution over time. And specifically, I was interested in this group known as the Social Darwinists, who were mostly a group of sociologists and other sort of public policy makers who were trying to apply Darwin's theories to how the world should be ordered and how races should relate to each other, classes should relate to each other. Basically, how this idea of evolution could be used to explain the world around them in a social way. So Emily, you were explaining to me how natural selection actually works. So just as like a quick recap on the way that natural selection works in biological populations is that there's some variation in the population that's heritable, meaning that it's in the organism's genes and it can be passed on to offspring. And if that variation affects how well the organism can survive and reproduce, so if it affects how many offspring it's able to leave behind in the next generation, then it's possible for certain traits that are well-suited to the organism's immediate environment to become more and more common in the population over generations. So that's kind of the idea of natural selection in a nutshell."}, {"video_title": "Darwinism vs. Social Darwinism part 2   US History   Khan Academy.mp3", "Sentence": "So Emily, you were explaining to me how natural selection actually works. So just as like a quick recap on the way that natural selection works in biological populations is that there's some variation in the population that's heritable, meaning that it's in the organism's genes and it can be passed on to offspring. And if that variation affects how well the organism can survive and reproduce, so if it affects how many offspring it's able to leave behind in the next generation, then it's possible for certain traits that are well-suited to the organism's immediate environment to become more and more common in the population over generations. So that's kind of the idea of natural selection in a nutshell. Great, and we also talked about the fact that there's no such thing as one race or one organism being more evolved than another organism because we've all been evolving this whole time. So what I'd like to do now is just to talk about some of the ways that the sociologists of this time kind of misapplied Darwin's theories and just get your opinions on how what they were saying actually relates with how biology really works. So Herbert Spencer was a sociologist from England."}, {"video_title": "Darwinism vs. Social Darwinism part 2   US History   Khan Academy.mp3", "Sentence": "So that's kind of the idea of natural selection in a nutshell. Great, and we also talked about the fact that there's no such thing as one race or one organism being more evolved than another organism because we've all been evolving this whole time. So what I'd like to do now is just to talk about some of the ways that the sociologists of this time kind of misapplied Darwin's theories and just get your opinions on how what they were saying actually relates with how biology really works. So Herbert Spencer was a sociologist from England. He's actually the person who coined the term survival of the fittest, which I think is interesting. So it wasn't Darwin who coined this term, but rather Spencer. And I think what was animating people like Spencer and other social Darwinists in this time was just to say, why are some people in a better social position than others?"}, {"video_title": "Darwinism vs. Social Darwinism part 2   US History   Khan Academy.mp3", "Sentence": "So Herbert Spencer was a sociologist from England. He's actually the person who coined the term survival of the fittest, which I think is interesting. So it wasn't Darwin who coined this term, but rather Spencer. And I think what was animating people like Spencer and other social Darwinists in this time was just to say, why are some people in a better social position than others? So why are some people poor versus rich? Why do African Americans or people from colonized nations have a worse situation in the world than people in civilized nations or civilized kind of in air quotes from that time period? And what Spencer said was, oh, this must be Darwinism."}, {"video_title": "Darwinism vs. Social Darwinism part 2   US History   Khan Academy.mp3", "Sentence": "And I think what was animating people like Spencer and other social Darwinists in this time was just to say, why are some people in a better social position than others? So why are some people poor versus rich? Why do African Americans or people from colonized nations have a worse situation in the world than people in civilized nations or civilized kind of in air quotes from that time period? And what Spencer said was, oh, this must be Darwinism. It must be that people who are wealthy are better adapted to their environment. They're more evolved than people who are poor. So I think this idea of difference between the classes was one of the first animations behind the idea of social Darwinism."}, {"video_title": "Darwinism vs. Social Darwinism part 2   US History   Khan Academy.mp3", "Sentence": "And what Spencer said was, oh, this must be Darwinism. It must be that people who are wealthy are better adapted to their environment. They're more evolved than people who are poor. So I think this idea of difference between the classes was one of the first animations behind the idea of social Darwinism. So is there any way that that actually relates to how biology explains Darwinism? I mean, I think that that's really a case of an idea from biology being not very accurately applied to society. I think that there was probably a strong motivation for someone in Spencer's position to want to explain things in that way because that would justify inaction on his part and sort of say that this is acceptable because it's quote unquote natural."}, {"video_title": "Darwinism vs. Social Darwinism part 2   US History   Khan Academy.mp3", "Sentence": "So I think this idea of difference between the classes was one of the first animations behind the idea of social Darwinism. So is there any way that that actually relates to how biology explains Darwinism? I mean, I think that that's really a case of an idea from biology being not very accurately applied to society. I think that there was probably a strong motivation for someone in Spencer's position to want to explain things in that way because that would justify inaction on his part and sort of say that this is acceptable because it's quote unquote natural. And I think that it's really not a very scientific or even an investigated perspective. I think that it was sort of an effort to fit something sort of a round peg in a square hole, so to speak. Yeah, it's interesting as I've been learning more about this, I've noticed that people in general seem to take up one of these explanations for like how the universe works and then try to apply it to everything, even if it might not necessarily apply."}, {"video_title": "Darwinism vs. Social Darwinism part 2   US History   Khan Academy.mp3", "Sentence": "I think that there was probably a strong motivation for someone in Spencer's position to want to explain things in that way because that would justify inaction on his part and sort of say that this is acceptable because it's quote unquote natural. And I think that it's really not a very scientific or even an investigated perspective. I think that it was sort of an effort to fit something sort of a round peg in a square hole, so to speak. Yeah, it's interesting as I've been learning more about this, I've noticed that people in general seem to take up one of these explanations for like how the universe works and then try to apply it to everything, even if it might not necessarily apply. So yeah, I think your word inaction here is really accurate because one of the things that Spencer is just wondering about is should the government do something for people who are poor, for people who are in a bad position? And he basically says no, because his idea is that if the government helps them, then you're interfering with the survival of the fittest and that those sorts of people should naturally be bred out of the populace to make the race more evolved. So is there any truth into this idea that you could make the human race more evolved by breeding out certain parts of it?"}, {"video_title": "Darwinism vs. Social Darwinism part 2   US History   Khan Academy.mp3", "Sentence": "Yeah, it's interesting as I've been learning more about this, I've noticed that people in general seem to take up one of these explanations for like how the universe works and then try to apply it to everything, even if it might not necessarily apply. So yeah, I think your word inaction here is really accurate because one of the things that Spencer is just wondering about is should the government do something for people who are poor, for people who are in a bad position? And he basically says no, because his idea is that if the government helps them, then you're interfering with the survival of the fittest and that those sorts of people should naturally be bred out of the populace to make the race more evolved. So is there any truth into this idea that you could make the human race more evolved by breeding out certain parts of it? My tendency would be to say that any program designed to reduce variation in a biological population is probably not going to be beneficial for that population. Okay. So that's kind of a broad statement, but if you look at factors that make endangered species endangered, one of the big ones is that they have very low genetic variation in their gene pool, and that means that harmful gene versions are more likely to come together in the same individual, so it's more likely for there to be genetic defects, genetic disorders."}, {"video_title": "Darwinism vs. Social Darwinism part 2   US History   Khan Academy.mp3", "Sentence": "So is there any truth into this idea that you could make the human race more evolved by breeding out certain parts of it? My tendency would be to say that any program designed to reduce variation in a biological population is probably not going to be beneficial for that population. Okay. So that's kind of a broad statement, but if you look at factors that make endangered species endangered, one of the big ones is that they have very low genetic variation in their gene pool, and that means that harmful gene versions are more likely to come together in the same individual, so it's more likely for there to be genetic defects, genetic disorders. In general, a high level of variation is an indicator of a healthy population, and a low level of variation, or any population where you have intensive inbreeding of similar individuals, that's gonna be a population that's probably less healthy. Interesting, because there's this very popular movement in the United States, and then moving on to places like Germany, where we see this very strongly in the Holocaust of eugenics, right? The idea that you can make your race more in your country, more evolved, more fit, this survival of the fittest, by breeding out certain things that are termed undesirable."}, {"video_title": "Darwinism vs. Social Darwinism part 2   US History   Khan Academy.mp3", "Sentence": "So that's kind of a broad statement, but if you look at factors that make endangered species endangered, one of the big ones is that they have very low genetic variation in their gene pool, and that means that harmful gene versions are more likely to come together in the same individual, so it's more likely for there to be genetic defects, genetic disorders. In general, a high level of variation is an indicator of a healthy population, and a low level of variation, or any population where you have intensive inbreeding of similar individuals, that's gonna be a population that's probably less healthy. Interesting, because there's this very popular movement in the United States, and then moving on to places like Germany, where we see this very strongly in the Holocaust of eugenics, right? The idea that you can make your race more in your country, more evolved, more fit, this survival of the fittest, by breeding out certain things that are termed undesirable. I mean, in terms of long-term population survival from a biological standpoint, I don't see how that could be beneficial. I mean, you never know what's down the road. You never know if there's a new infectious disease that's gonna show up, and who's gonna be resistant to it."}, {"video_title": "Darwinism vs. Social Darwinism part 2   US History   Khan Academy.mp3", "Sentence": "The idea that you can make your race more in your country, more evolved, more fit, this survival of the fittest, by breeding out certain things that are termed undesirable. I mean, in terms of long-term population survival from a biological standpoint, I don't see how that could be beneficial. I mean, you never know what's down the road. You never know if there's a new infectious disease that's gonna show up, and who's gonna be resistant to it. Somebody who has genetic variation that doesn't matter right now, but you don't know who that's gonna be. So, that sort of general principle applies, that the reason variation is great is it prepares a population to deal with an uncertain future. This is so interesting to me, because I think you see this a lot in history, because people in some ways here, they're very much confusing culture for biology, right?"}, {"video_title": "Darwinism vs. Social Darwinism part 2   US History   Khan Academy.mp3", "Sentence": "You never know if there's a new infectious disease that's gonna show up, and who's gonna be resistant to it. Somebody who has genetic variation that doesn't matter right now, but you don't know who that's gonna be. So, that sort of general principle applies, that the reason variation is great is it prepares a population to deal with an uncertain future. This is so interesting to me, because I think you see this a lot in history, because people in some ways here, they're very much confusing culture for biology, right? Because in many cases, they're saying that traits that they see as culturally undesirable, you know, looking through the eyes of white supremacy, of sort of this racial and cultural supremacy of people from England, from the United States, from Western Europe, you know, they're looking around them, and they see people who are different from them, and they ascribe that to a kind of biological inferiority, when in fact, it's just a cultural difference. I think that that's a very good way to state it. I think that there's just a big conflation here of cultural and biological, and applying ideas that might be great for one, and in a place where they're not actually as well-suited."}, {"video_title": "Darwinism vs. Social Darwinism part 2   US History   Khan Academy.mp3", "Sentence": "This is so interesting to me, because I think you see this a lot in history, because people in some ways here, they're very much confusing culture for biology, right? Because in many cases, they're saying that traits that they see as culturally undesirable, you know, looking through the eyes of white supremacy, of sort of this racial and cultural supremacy of people from England, from the United States, from Western Europe, you know, they're looking around them, and they see people who are different from them, and they ascribe that to a kind of biological inferiority, when in fact, it's just a cultural difference. I think that that's a very good way to state it. I think that there's just a big conflation here of cultural and biological, and applying ideas that might be great for one, and in a place where they're not actually as well-suited. Yeah, and I think one thing that also interests me about this is the way that things like eugenics are used as justifications, and using Darwinism as a justification for not helping certain people, for saying, oh, you know, you're less evolved, you belong at the bottom of the social scale, and if I help you, then I'm not helping us evolve as a race, with also kind of a flip side of saying, oh, we must help certain cultures become more civilized, and you see that a lot in the era of colonialism, which is also big in the Gilded Age. It's kind of becoming a world event in the Gilded Age, as England begins to take colonies in India, and Africa, and other nations do the same. One of the justifications that they're giving is, these people are less civilized than us, they're less evolved than us, and so we have to help them."}, {"video_title": "Darwinism vs. Social Darwinism part 2   US History   Khan Academy.mp3", "Sentence": "I think that there's just a big conflation here of cultural and biological, and applying ideas that might be great for one, and in a place where they're not actually as well-suited. Yeah, and I think one thing that also interests me about this is the way that things like eugenics are used as justifications, and using Darwinism as a justification for not helping certain people, for saying, oh, you know, you're less evolved, you belong at the bottom of the social scale, and if I help you, then I'm not helping us evolve as a race, with also kind of a flip side of saying, oh, we must help certain cultures become more civilized, and you see that a lot in the era of colonialism, which is also big in the Gilded Age. It's kind of becoming a world event in the Gilded Age, as England begins to take colonies in India, and Africa, and other nations do the same. One of the justifications that they're giving is, these people are less civilized than us, they're less evolved than us, and so we have to help them. It's the white man's burden, a phrase by Rudyard Kipling, to help these other races evolve. Yeah, and I mean, that's a very definite conflation of biological and social. I mean, teaching people to behave in a different way does not affect their biology."}, {"video_title": "Darwinism vs. Social Darwinism part 2   US History   Khan Academy.mp3", "Sentence": "One of the justifications that they're giving is, these people are less civilized than us, they're less evolved than us, and so we have to help them. It's the white man's burden, a phrase by Rudyard Kipling, to help these other races evolve. Yeah, and I mean, that's a very definite conflation of biological and social. I mean, teaching people to behave in a different way does not affect their biology. That was actually one of Spencer's misconceptions. He was an adherent of Lamarckian evolution, which would suggest that if you gain a trait during your lifetime, you will biologically and genetically pass it on to your offspring, and you may pass it on to your offspring by teaching them something, but genetic traits that are acquired during your life, you don't pass those on. You actually don't generally inherit, acquire genetic traits."}, {"video_title": "Darwinism vs. Social Darwinism part 2   US History   Khan Academy.mp3", "Sentence": "I mean, teaching people to behave in a different way does not affect their biology. That was actually one of Spencer's misconceptions. He was an adherent of Lamarckian evolution, which would suggest that if you gain a trait during your lifetime, you will biologically and genetically pass it on to your offspring, and you may pass it on to your offspring by teaching them something, but genetic traits that are acquired during your life, you don't pass those on. You actually don't generally inherit, acquire genetic traits. Exactly. So I think that that definitely reflects a confusion in terms of what biological evolution is and how it works mechanistically. Yeah, so I think if there's anything for us to take away from this, it's that, one, that there's no such thing as one person being more evolved than another person, or one race being more evolved than another race."}, {"video_title": "Darwinism vs. Social Darwinism part 2   US History   Khan Academy.mp3", "Sentence": "You actually don't generally inherit, acquire genetic traits. Exactly. So I think that that definitely reflects a confusion in terms of what biological evolution is and how it works mechanistically. Yeah, so I think if there's anything for us to take away from this, it's that, one, that there's no such thing as one person being more evolved than another person, or one race being more evolved than another race. I think there's actually not much of a biological basis for the concept of race to start with, since human beings are biologically, what, like 99.9% the same? Yeah, I mean, from everything that I've seen, race is really something that people have come up with in an effort to categorize the world around them, but it's not actually reflected very meaningfully in people's genetics. There are certain very superficial physical traits that are inherited that we define as quote-unquote race, but if you actually look at the genomes of the people who belong to a particular racial group that is socially defined, there's a huge amount of variation there, and there's much more variation within what we would consider a race than there are differences that separate races."}, {"video_title": "Causation from 1980-2020.mp3", "Sentence": "We've looked most closely at the last 500 years, starting with the arrival of Europeans in the Americas. Now, in this last unit, we're focused just on the last 40 years of American history, from 1980 until the present. How can we examine something that's so close to us in time? We're still in this era. It doesn't have a name, not like the Gilded Age or the Revolutionary Era, at least not yet. Maybe this is the post-Cold War era, or the post-911 era. Maybe it will be defined by the changes brought by technology, and we'll call it the Information Age."}, {"video_title": "Causation from 1980-2020.mp3", "Sentence": "We're still in this era. It doesn't have a name, not like the Gilded Age or the Revolutionary Era, at least not yet. Maybe this is the post-Cold War era, or the post-911 era. Maybe it will be defined by the changes brought by technology, and we'll call it the Information Age. Trying to think historically about the present gives us a better understanding of what it was like to live in the past, to not know what was coming next, or how to interpret all the complex threads of politics, society, and culture weaving together around you. Life is messy and confusing. We don't know if we're living in a tragic era or a triumphant one."}, {"video_title": "Causation from 1980-2020.mp3", "Sentence": "Maybe it will be defined by the changes brought by technology, and we'll call it the Information Age. Trying to think historically about the present gives us a better understanding of what it was like to live in the past, to not know what was coming next, or how to interpret all the complex threads of politics, society, and culture weaving together around you. Life is messy and confusing. We don't know if we're living in a tragic era or a triumphant one. Neither did the people who lived in 1940, or 1860, or 1770. So years from now, when historians write about the period from 1980 to 2020 in the United States, what will they say? Well, let's pretend for a few minutes that we are those historians from the future."}, {"video_title": "Causation from 1980-2020.mp3", "Sentence": "We don't know if we're living in a tragic era or a triumphant one. Neither did the people who lived in 1940, or 1860, or 1770. So years from now, when historians write about the period from 1980 to 2020 in the United States, what will they say? Well, let's pretend for a few minutes that we are those historians from the future. Maybe we're living on a space station a few hundred years from now, enjoying a Ractigino by the Replicator, and discussing the United States at the turn of the 21st century. Would we be discussing a Golden Age or a Dark Period? Let's apply some of our historical thinking skills to this era and see if we can determine what effects changes in this period had on American national identity."}, {"video_title": "Causation from 1980-2020.mp3", "Sentence": "Well, let's pretend for a few minutes that we are those historians from the future. Maybe we're living on a space station a few hundred years from now, enjoying a Ractigino by the Replicator, and discussing the United States at the turn of the 21st century. Would we be discussing a Golden Age or a Dark Period? Let's apply some of our historical thinking skills to this era and see if we can determine what effects changes in this period had on American national identity. First, let's talk about America's role in the world. In 1980, the United States was still locked in a Cold War with the Soviet Union. And when Ronald Reagan took over as president, he moved the country away from the policy of detente, or relaxation of tension, kind of live and let live with the Soviets that was pursued in the 1970s towards a more active anti-communist stance."}, {"video_title": "Causation from 1980-2020.mp3", "Sentence": "Let's apply some of our historical thinking skills to this era and see if we can determine what effects changes in this period had on American national identity. First, let's talk about America's role in the world. In 1980, the United States was still locked in a Cold War with the Soviet Union. And when Ronald Reagan took over as president, he moved the country away from the policy of detente, or relaxation of tension, kind of live and let live with the Soviets that was pursued in the 1970s towards a more active anti-communist stance. The end of the decade saw the collapse of the Soviet Union. So after more than 40 years of foreign policy that was aimed at containing communism and the influence of the Soviet Union, capitalism and democracy were now the dominant economic and political systems. And the United States was the world's lone superpower."}, {"video_title": "Causation from 1980-2020.mp3", "Sentence": "And when Ronald Reagan took over as president, he moved the country away from the policy of detente, or relaxation of tension, kind of live and let live with the Soviets that was pursued in the 1970s towards a more active anti-communist stance. The end of the decade saw the collapse of the Soviet Union. So after more than 40 years of foreign policy that was aimed at containing communism and the influence of the Soviet Union, capitalism and democracy were now the dominant economic and political systems. And the United States was the world's lone superpower. After the Cold War ended, it wasn't immediately clear what the new US role in the world should be. Should it return to an isolationist stance like it had before World War II? Should it serve as the world's police officer, keeping the peace and countering the actions of hostile powers that might try to arise?"}, {"video_title": "Causation from 1980-2020.mp3", "Sentence": "And the United States was the world's lone superpower. After the Cold War ended, it wasn't immediately clear what the new US role in the world should be. Should it return to an isolationist stance like it had before World War II? Should it serve as the world's police officer, keeping the peace and countering the actions of hostile powers that might try to arise? During the 1990s, the United States had a few limited engagements abroad. In the Gulf War, the United States defended Kuwait from an Iraqi invasion, and it sent troops to Kosovo as part of a NATO peacekeeping force. But the terrorist attacks of September 11th, 2001 on the World Trade Center in New York City and the Pentagon in Washington, DC began a new era of American foreign policy."}, {"video_title": "Causation from 1980-2020.mp3", "Sentence": "Should it serve as the world's police officer, keeping the peace and countering the actions of hostile powers that might try to arise? During the 1990s, the United States had a few limited engagements abroad. In the Gulf War, the United States defended Kuwait from an Iraqi invasion, and it sent troops to Kosovo as part of a NATO peacekeeping force. But the terrorist attacks of September 11th, 2001 on the World Trade Center in New York City and the Pentagon in Washington, DC began a new era of American foreign policy. US President George W. Bush articulated what's been called the Bush Doctrine, which asserted that the United States has the right to secure itself against countries that harbor or give aid to terrorist groups. So under this doctrine, the United States went to war with Afghanistan in 2001 and Iraq in 2003, after those countries refused to surrender Osama bin Laden and the terrorists responsible for September 11th. The war in Afghanistan became the longest war in US history, continuing through 2019."}, {"video_title": "Causation from 1980-2020.mp3", "Sentence": "But the terrorist attacks of September 11th, 2001 on the World Trade Center in New York City and the Pentagon in Washington, DC began a new era of American foreign policy. US President George W. Bush articulated what's been called the Bush Doctrine, which asserted that the United States has the right to secure itself against countries that harbor or give aid to terrorist groups. So under this doctrine, the United States went to war with Afghanistan in 2001 and Iraq in 2003, after those countries refused to surrender Osama bin Laden and the terrorists responsible for September 11th. The war in Afghanistan became the longest war in US history, continuing through 2019. At the end of this era, from 1980 to 2020, Americans were continuing to debate the proper US role in the world. Should the United States withdraw from wars abroad to save the lives of American troops and the massive budget expenditures of war? Or would leaving the Middle East further destabilize the region and lead to even bigger problems in the future?"}, {"video_title": "Causation from 1980-2020.mp3", "Sentence": "The war in Afghanistan became the longest war in US history, continuing through 2019. At the end of this era, from 1980 to 2020, Americans were continuing to debate the proper US role in the world. Should the United States withdraw from wars abroad to save the lives of American troops and the massive budget expenditures of war? Or would leaving the Middle East further destabilize the region and lead to even bigger problems in the future? Some questions that we might think about in the broader scope of US history. How does the Bush Doctrine compare to earlier presidential doctrines on foreign policy, like the Nixon Doctrine, the Truman Doctrine, or even the Monroe Doctrine? And how does the war in Afghanistan compare to the United States' second longest war, the war in Vietnam?"}, {"video_title": "Causation from 1980-2020.mp3", "Sentence": "Or would leaving the Middle East further destabilize the region and lead to even bigger problems in the future? Some questions that we might think about in the broader scope of US history. How does the Bush Doctrine compare to earlier presidential doctrines on foreign policy, like the Nixon Doctrine, the Truman Doctrine, or even the Monroe Doctrine? And how does the war in Afghanistan compare to the United States' second longest war, the war in Vietnam? The end of the Cold War and the rise of the War on Terror weren't the only major changes in this time period. There were also far-reaching social changes. How work was done, how much people were paid for it, and who did that work."}, {"video_title": "Causation from 1980-2020.mp3", "Sentence": "And how does the war in Afghanistan compare to the United States' second longest war, the war in Vietnam? The end of the Cold War and the rise of the War on Terror weren't the only major changes in this time period. There were also far-reaching social changes. How work was done, how much people were paid for it, and who did that work. In the late 20th century, the emergence of the personal computer and the internet made it possible to communicate and to do business all over the world in an instant. At the same time, barriers to trade fell between countries. In 1994, the United States signed the North American Free Trade Agreement, or NAFTA, to reduce or eliminate tariffs on trade goods between the United States, Mexico, and Canada."}, {"video_title": "Causation from 1980-2020.mp3", "Sentence": "How work was done, how much people were paid for it, and who did that work. In the late 20th century, the emergence of the personal computer and the internet made it possible to communicate and to do business all over the world in an instant. At the same time, barriers to trade fell between countries. In 1994, the United States signed the North American Free Trade Agreement, or NAFTA, to reduce or eliminate tariffs on trade goods between the United States, Mexico, and Canada. The growing international interdependence of business and the mixing of cultures that business carries along with it is called globalization. But the availability of cheap goods and cheap labor that globalization made possible also had some economic consequences for American workers. Manufacturing generally moved overseas to take advantage of lower wages and regulations, and union membership fell to a record low."}, {"video_title": "Causation from 1980-2020.mp3", "Sentence": "In 1994, the United States signed the North American Free Trade Agreement, or NAFTA, to reduce or eliminate tariffs on trade goods between the United States, Mexico, and Canada. The growing international interdependence of business and the mixing of cultures that business carries along with it is called globalization. But the availability of cheap goods and cheap labor that globalization made possible also had some economic consequences for American workers. Manufacturing generally moved overseas to take advantage of lower wages and regulations, and union membership fell to a record low. Meanwhile, the share of Americans working in service-oriented jobs rose. The largest employer in the United States in 2019 was Walmart. Wages have stagnated for low and middle-class American workers, while wages have soared for the richest Americans."}, {"video_title": "Causation from 1980-2020.mp3", "Sentence": "Manufacturing generally moved overseas to take advantage of lower wages and regulations, and union membership fell to a record low. Meanwhile, the share of Americans working in service-oriented jobs rose. The largest employer in the United States in 2019 was Walmart. Wages have stagnated for low and middle-class American workers, while wages have soared for the richest Americans. A study by the Federal Reserve found that although the total net worth of US households more than quadrupled between 1989 and 2018, most of those gains were for the wealthy, with the top 10% of households controlling 64% of overall wealth. The top 1% alone controlled 32%. Another social change of the late 20th and early 21st century was the growth of immigration."}, {"video_title": "Causation from 1980-2020.mp3", "Sentence": "Wages have stagnated for low and middle-class American workers, while wages have soared for the richest Americans. A study by the Federal Reserve found that although the total net worth of US households more than quadrupled between 1989 and 2018, most of those gains were for the wealthy, with the top 10% of households controlling 64% of overall wealth. The top 1% alone controlled 32%. Another social change of the late 20th and early 21st century was the growth of immigration. The 1965 Immigration Act ended national quotas in immigration, which had barred immigration from most countries other than Western Europe. As a result, immigration from Latin America, Asia, and Africa grew, changing the racial demographics of the United States. Some of the biggest questions of American politics at the end of this era concerned the effects of globalization and immigration."}, {"video_title": "Causation from 1980-2020.mp3", "Sentence": "Another social change of the late 20th and early 21st century was the growth of immigration. The 1965 Immigration Act ended national quotas in immigration, which had barred immigration from most countries other than Western Europe. As a result, immigration from Latin America, Asia, and Africa grew, changing the racial demographics of the United States. Some of the biggest questions of American politics at the end of this era concerned the effects of globalization and immigration. Putting this in a broader historical context, we might ask, how did the developments in this time period compare with, say, the Second Industrial Revolution in the Gilded Age, when new manufacturing technology opened up many new factory jobs and lured many immigrants to American cities, but also bred great inequality of wealth? Politics in this period also differed sharply from the era that came before it. From 1932 to 1980, liberal ideas had dominated American politics, that government should be active in securing the welfare of people, and that taxation should pay for those initiatives."}, {"video_title": "Causation from 1980-2020.mp3", "Sentence": "Some of the biggest questions of American politics at the end of this era concerned the effects of globalization and immigration. Putting this in a broader historical context, we might ask, how did the developments in this time period compare with, say, the Second Industrial Revolution in the Gilded Age, when new manufacturing technology opened up many new factory jobs and lured many immigrants to American cities, but also bred great inequality of wealth? Politics in this period also differed sharply from the era that came before it. From 1932 to 1980, liberal ideas had dominated American politics, that government should be active in securing the welfare of people, and that taxation should pay for those initiatives. But there was a growing conservative movement starting in the 1960s, and Ronald Reagan's election in 1980 began a period of limiting government regulation and lowering taxes. And when Democrat Bill Clinton took office in 1993, he largely adopted that same stance. He declared that the era of big government is over and reduced welfare benefits significantly."}, {"video_title": "Causation from 1980-2020.mp3", "Sentence": "From 1932 to 1980, liberal ideas had dominated American politics, that government should be active in securing the welfare of people, and that taxation should pay for those initiatives. But there was a growing conservative movement starting in the 1960s, and Ronald Reagan's election in 1980 began a period of limiting government regulation and lowering taxes. And when Democrat Bill Clinton took office in 1993, he largely adopted that same stance. He declared that the era of big government is over and reduced welfare benefits significantly. The 1990s saw the emergence of the culture wars, battles over the growing multiculturalism, secularism, and cultural acceptance of non-traditional marriage and family relationships. Many conservative Christians feared that the traditional American nuclear family with Christian heterosexual married parents was disappearing. Meanwhile, liberal progressives celebrated the growing acceptance of LGBTQ citizens and diversity in public life."}, {"video_title": "Causation from 1980-2020.mp3", "Sentence": "He declared that the era of big government is over and reduced welfare benefits significantly. The 1990s saw the emergence of the culture wars, battles over the growing multiculturalism, secularism, and cultural acceptance of non-traditional marriage and family relationships. Many conservative Christians feared that the traditional American nuclear family with Christian heterosexual married parents was disappearing. Meanwhile, liberal progressives celebrated the growing acceptance of LGBTQ citizens and diversity in public life. This was also a time of bitter partisan divisions, with citizens not only more strongly identifying with one party, but increasingly vilifying members of the other party as immoral or unpatriotic. To put this in a broader historical context, we might ask, did these partisan divisions suggest that American national identity was fractured beyond repair or that a party realignment was underway? How does this period compare with the 1850s, when the beliefs of the North and South diverged sharply over the institution of slavery?"}, {"video_title": "1944 - Allies advance further in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "We're now in 1944, and things are really starting to close in on the Axis powers now. We can start in January. You might remember you've had the Siege of Leningrad going on for several years now. Incredibly bloody siege, incredibly hard on the civilians of Leningrad. But the Soviet Army is finally able to end that. And so you see from these troop movements on this map, starting in January of 1944 with the end of the siege, they're able to really take the offensive and start marching through the Baltics, through the Baltic states. At the same time, you have the Soviet Armies marching and they're able to force the Axis to surrender in the Crimea."}, {"video_title": "1944 - Allies advance further in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "Incredibly bloody siege, incredibly hard on the civilians of Leningrad. But the Soviet Army is finally able to end that. And so you see from these troop movements on this map, starting in January of 1944 with the end of the siege, they're able to really take the offensive and start marching through the Baltics, through the Baltic states. At the same time, you have the Soviet Armies marching and they're able to force the Axis to surrender in the Crimea. You fast forward further into the year, further into 1944. You might remember in 1943, the Allies were able to land on Italy and force the surrender of Italy to the Allied powers, but that doesn't mean that Italy as we know it today, or even as we knew it then, was free of the German troops, or from the Axis troops. And so the Allies are continuing to slog through Italy."}, {"video_title": "1944 - Allies advance further in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "At the same time, you have the Soviet Armies marching and they're able to force the Axis to surrender in the Crimea. You fast forward further into the year, further into 1944. You might remember in 1943, the Allies were able to land on Italy and force the surrender of Italy to the Allied powers, but that doesn't mean that Italy as we know it today, or even as we knew it then, was free of the German troops, or from the Axis troops. And so the Allies are continuing to slog through Italy. And in particular, Rome. Rome did not get liberated in 1943. The Allies had to continue bombing Rome, and it doesn't get liberated until June of 1944."}, {"video_title": "1944 - Allies advance further in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "And so the Allies are continuing to slog through Italy. And in particular, Rome. Rome did not get liberated in 1943. The Allies had to continue bombing Rome, and it doesn't get liberated until June of 1944. So Rome is liberated. So liberated in the summer of 1944. That happens June 5th."}, {"video_title": "1944 - Allies advance further in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "The Allies had to continue bombing Rome, and it doesn't get liberated until June of 1944. So Rome is liberated. So liberated in the summer of 1944. That happens June 5th. The next day, and this is probably one of the most famous events in World War II, especially from an American point of view, something that's documented in many films, is June 6th, D-Day, 1944. You have the invasion of Normandy, the amphibious invasion of Normandy, probably most famously depicted in the opening scenes of Saving Private Ryan, where you have British, primarily British and American troops, they're able to storm the beaches of Normandy successfully, which allows them to start making progress in northern France towards Germany. Now also in the summer of 1944, rockets start to get involved in a serious way in World War II."}, {"video_title": "1944 - Allies advance further in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "That happens June 5th. The next day, and this is probably one of the most famous events in World War II, especially from an American point of view, something that's documented in many films, is June 6th, D-Day, 1944. You have the invasion of Normandy, the amphibious invasion of Normandy, probably most famously depicted in the opening scenes of Saving Private Ryan, where you have British, primarily British and American troops, they're able to storm the beaches of Normandy successfully, which allows them to start making progress in northern France towards Germany. Now also in the summer of 1944, rockets start to get involved in a serious way in World War II. The Germans are starting to send their V1 rockets over to Great Britain. And the V1 rockets, this is just significant from the history of technology. Obviously today, rockets play a big deal."}, {"video_title": "1944 - Allies advance further in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "Now also in the summer of 1944, rockets start to get involved in a serious way in World War II. The Germans are starting to send their V1 rockets over to Great Britain. And the V1 rockets, this is just significant from the history of technology. Obviously today, rockets play a big deal. If we were ever in a whole bunch of contexts, and this was the first time that they were deployed in a major way during a war. The first V1 rockets, they weren't all that impressive. They traveled three or 400 miles per hour, slower than modern jet liners."}, {"video_title": "1944 - Allies advance further in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "Obviously today, rockets play a big deal. If we were ever in a whole bunch of contexts, and this was the first time that they were deployed in a major way during a war. The first V1 rockets, they weren't all that impressive. They traveled three or 400 miles per hour, slower than modern jet liners. They didn't travel at that high of an altitude. But as we'll see, or as we'll see even in this video, within a few months by September, they were sending in V2 rockets, which were far more advanced, going several thousand miles per hour, getting to altitudes of tens of miles high, and carrying even larger payloads. So the Germans are really starting to push the envelope in terms of rocket science."}, {"video_title": "1944 - Allies advance further in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "They traveled three or 400 miles per hour, slower than modern jet liners. They didn't travel at that high of an altitude. But as we'll see, or as we'll see even in this video, within a few months by September, they were sending in V2 rockets, which were far more advanced, going several thousand miles per hour, getting to altitudes of tens of miles high, and carrying even larger payloads. So the Germans are really starting to push the envelope in terms of rocket science. What's good about the Allies is that the Germans are kind of, they developed this technology a little bit late. They're starting to be on their heels, obviously on both the Western Front and the Eastern Front, and even in the South, the Allies are really on the offensive now. But rockets are starting to get involved."}, {"video_title": "1944 - Allies advance further in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "So the Germans are really starting to push the envelope in terms of rocket science. What's good about the Allies is that the Germans are kind of, they developed this technology a little bit late. They're starting to be on their heels, obviously on both the Western Front and the Eastern Front, and even in the South, the Allies are really on the offensive now. But rockets are starting to get involved. V1s in the summer, and then the V2s, and then the V2s in the fall. Now, also, as we go into the late summer and fall, you see the Russians, after defeating the Germans at Kursk, are marching, are marching towards, are marching towards Poland, and marching in particular towards Warsaw, as we get, as we go through 1944. And at the end of 1944, or not at the end, really, at the end of the summer of 1944, in August of 1944, you have the Polish uprising."}, {"video_title": "1944 - Allies advance further in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "But rockets are starting to get involved. V1s in the summer, and then the V2s, and then the V2s in the fall. Now, also, as we go into the late summer and fall, you see the Russians, after defeating the Germans at Kursk, are marching, are marching towards, are marching towards Poland, and marching in particular towards Warsaw, as we get, as we go through 1944. And at the end of 1944, or not at the end, really, at the end of the summer of 1944, in August of 1944, you have the Polish uprising. You have kind of the rebels, the underground is taking on the German occupiers. So this is August 1944. August 1944, with the Russian, or the Soviet troops, not that far away."}, {"video_title": "1944 - Allies advance further in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "And at the end of 1944, or not at the end, really, at the end of the summer of 1944, in August of 1944, you have the Polish uprising. You have kind of the rebels, the underground is taking on the German occupiers. So this is August 1944. August 1944, with the Russian, or the Soviet troops, not that far away. They're getting closer and closer and closer to Warsaw. Now, also, in August of 1944, you have Paris is liberated. So this is August 25th, 1944."}, {"video_title": "1944 - Allies advance further in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "August 1944, with the Russian, or the Soviet troops, not that far away. They're getting closer and closer and closer to Warsaw. Now, also, in August of 1944, you have Paris is liberated. So this is August 25th, 1944. Paris is liberated. And then as we go later into that year, British troops are able to liberate Athens. So British troops are able to liberate Athens."}, {"video_title": "1944 - Allies advance further in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "So this is August 25th, 1944. Paris is liberated. And then as we go later into that year, British troops are able to liberate Athens. So British troops are able to liberate Athens. So Athens is liberated. And actually, once this is liberated, then you start having the beginnings of the Civil War, of the Greek Civil War, that occurs between the government troops and the communist, or as you say, the more left-leaning people who were involved in fighting against the Axis powers. So even though they were liberated, it's kind of the start of another unfortunate chapter with the Greek Civil War."}, {"video_title": "1944 - Allies advance further in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "So British troops are able to liberate Athens. So Athens is liberated. And actually, once this is liberated, then you start having the beginnings of the Civil War, of the Greek Civil War, that occurs between the government troops and the communist, or as you say, the more left-leaning people who were involved in fighting against the Axis powers. So even though they were liberated, it's kind of the start of another unfortunate chapter with the Greek Civil War. And then finishing out 1944, the Axis powers, and particularly the Germans, they weren't done yet. Even though the war is not looking good, they finally mount a, I guess you could say, one of their last counter-offensives, if not their last major counter-offensive. And that's over here against the Allied troops, particularly the American troops, at the Battle of the Bulge."}, {"video_title": "1944 - Allies advance further in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "So even though they were liberated, it's kind of the start of another unfortunate chapter with the Greek Civil War. And then finishing out 1944, the Axis powers, and particularly the Germans, they weren't done yet. Even though the war is not looking good, they finally mount a, I guess you could say, one of their last counter-offensives, if not their last major counter-offensive. And that's over here against the Allied troops, particularly the American troops, at the Battle of the Bulge. And this starts in December of 1944. It's called the Battle of the Bulge because the shape in which, so if the Allied front looks like that as it is advancing, the Germans mount a counter-offensive and they're able to create a, what's called in military terms, a salient, where they're able to push through, where they're able to push through and kind of create this bulge. And this is an incredibly bloody battle."}, {"video_title": "1944 - Allies advance further in Europe   The 20th century   World history   Khan Academy.mp3", "Sentence": "And that's over here against the Allied troops, particularly the American troops, at the Battle of the Bulge. And this starts in December of 1944. It's called the Battle of the Bulge because the shape in which, so if the Allied front looks like that as it is advancing, the Germans mount a counter-offensive and they're able to create a, what's called in military terms, a salient, where they're able to push through, where they're able to push through and kind of create this bulge. And this is an incredibly bloody battle. It's actually the most bloody battle faced by American troops. They lose nearly 20,000 troops, not just lose, 20,000 die. American troops die just in the Battle of the Bulge that starts in December of 1944."}, {"video_title": "Uncle Tom's Cabin part 2.mp3", "Sentence": "So Becca and I have been talking about Uncle Tom's Cabin, which is this book from the 1850s that Abraham Lincoln actually said started the Civil War. So how did this book start a war? So in this video, we'll tell you a little bit more about the plot, but in the previous video, we kind of discussed what was going on in the country at the time, and Harriet Beecher Stowe, again, was from this abolitionist family. She was really deeply affected by the Compromise of 1850 and the Fugitive Slave Act, and also by slave auctions. So this video will get a little bit more into the heart of the plot of the novel, which does have to do with the family being torn apart. All right, so what was Uncle Tom's Cabin actually about? Uncle Tom's Cabin was set on a plantation in Kentucky, and it starts out with this kind of group of slaves that are about to be sold to other plantation owners."}, {"video_title": "Uncle Tom's Cabin part 2.mp3", "Sentence": "She was really deeply affected by the Compromise of 1850 and the Fugitive Slave Act, and also by slave auctions. So this video will get a little bit more into the heart of the plot of the novel, which does have to do with the family being torn apart. All right, so what was Uncle Tom's Cabin actually about? Uncle Tom's Cabin was set on a plantation in Kentucky, and it starts out with this kind of group of slaves that are about to be sold to other plantation owners. And so Eliza and her son actually run away. They run up north, so Eliza goes up north. And Uncle Tom is sold down the river."}, {"video_title": "Uncle Tom's Cabin part 2.mp3", "Sentence": "Uncle Tom's Cabin was set on a plantation in Kentucky, and it starts out with this kind of group of slaves that are about to be sold to other plantation owners. And so Eliza and her son actually run away. They run up north, so Eliza goes up north. And Uncle Tom is sold down the river. So Eliza is trying to make sure that she and her son are not separated by being sold. So she decides that she's going to escape and take her son with her up to Canada. But Uncle Tom, he's not actually related to, he is sold in the opposite direction."}, {"video_title": "Uncle Tom's Cabin part 2.mp3", "Sentence": "And Uncle Tom is sold down the river. So Eliza is trying to make sure that she and her son are not separated by being sold. So she decides that she's going to escape and take her son with her up to Canada. But Uncle Tom, he's not actually related to, he is sold in the opposite direction. He's getting farther away from freedom by heading down the Mississippi. When you think about the sort of geography of slavery, it's a much more urban environment in some of the more coastal areas. So you might be in Charleston, or you might even be in Baltimore as an enslaved person, and you might have a pretty high degree of freedom, and also a possibility of escape, either by crossing the border or by boat."}, {"video_title": "Uncle Tom's Cabin part 2.mp3", "Sentence": "But Uncle Tom, he's not actually related to, he is sold in the opposite direction. He's getting farther away from freedom by heading down the Mississippi. When you think about the sort of geography of slavery, it's a much more urban environment in some of the more coastal areas. So you might be in Charleston, or you might even be in Baltimore as an enslaved person, and you might have a pretty high degree of freedom, and also a possibility of escape, either by crossing the border or by boat. When you're sold into this sort of deep south area, you are deep in plantation country, and there might not be another soul that you could rely on to help you escape for 100, 200 miles. And I think this is really something that Harriet Beecher Stowe wants to help point out in the book, that there was this sense of doom for Uncle Tom, however, his Christian faith was the only thing that really kept him going. And he bonded with this young white woman he met, Eva, just about their Christian faith, and really reading his Bible was the thing that got him up in the morning."}, {"video_title": "Uncle Tom's Cabin part 2.mp3", "Sentence": "So you might be in Charleston, or you might even be in Baltimore as an enslaved person, and you might have a pretty high degree of freedom, and also a possibility of escape, either by crossing the border or by boat. When you're sold into this sort of deep south area, you are deep in plantation country, and there might not be another soul that you could rely on to help you escape for 100, 200 miles. And I think this is really something that Harriet Beecher Stowe wants to help point out in the book, that there was this sense of doom for Uncle Tom, however, his Christian faith was the only thing that really kept him going. And he bonded with this young white woman he met, Eva, just about their Christian faith, and really reading his Bible was the thing that got him up in the morning. So where were those kind of feelings about religion coming from? You can definitely see that Harriet Beecher Stowe is influenced by her own family's faith, which is influenced by the Second Great Awakening. And the Second Great Awakening was this kind of flowering of religious belief in the 1830s and 1840s."}, {"video_title": "Uncle Tom's Cabin part 2.mp3", "Sentence": "And he bonded with this young white woman he met, Eva, just about their Christian faith, and really reading his Bible was the thing that got him up in the morning. So where were those kind of feelings about religion coming from? You can definitely see that Harriet Beecher Stowe is influenced by her own family's faith, which is influenced by the Second Great Awakening. And the Second Great Awakening was this kind of flowering of religious belief in the 1830s and 1840s. It was kind of a reaction against the era of enlightenment, which was what had inspired the founders of the United States to think of a more humanist world, a more rational, scientific world. People start going to camp meetings, they have religious revivals, they experience religious conversions. And in this time period, there's kind of a shift in thinking about God in the United States."}, {"video_title": "Uncle Tom's Cabin part 2.mp3", "Sentence": "And the Second Great Awakening was this kind of flowering of religious belief in the 1830s and 1840s. It was kind of a reaction against the era of enlightenment, which was what had inspired the founders of the United States to think of a more humanist world, a more rational, scientific world. People start going to camp meetings, they have religious revivals, they experience religious conversions. And in this time period, there's kind of a shift in thinking about God in the United States. You know, if you think back to the Puritans, they have this incredibly punitive, sort of Old Testament destroyer God, right? One of the most famous early sermons in the United States is sinners in the hands of an angry God that at any moment God might release you into the flames. Well, there's a new emphasis on Christ-like love in the early 1830s, 1840s."}, {"video_title": "Uncle Tom's Cabin part 2.mp3", "Sentence": "And in this time period, there's kind of a shift in thinking about God in the United States. You know, if you think back to the Puritans, they have this incredibly punitive, sort of Old Testament destroyer God, right? One of the most famous early sermons in the United States is sinners in the hands of an angry God that at any moment God might release you into the flames. Well, there's a new emphasis on Christ-like love in the early 1830s, 1840s. New interpretation of God as being forgiving and gentle, family-oriented, it's very Victorian. Where God was seen as this punisher who condemned most people to hell, in the Second Great Awakening, there's a new emphasis on a forgiving, kind, family-oriented Jesus who will save everyone, and that's very incompatible with the ideas of slavery. Exactly, and I think that Uncle Tom's Cabin can really be considered a part of the Second Great Awakening because of the way that it points out these fundamental inconsistencies and contradictions between Christian faith and human bondage."}, {"video_title": "Uncle Tom's Cabin part 2.mp3", "Sentence": "Well, there's a new emphasis on Christ-like love in the early 1830s, 1840s. New interpretation of God as being forgiving and gentle, family-oriented, it's very Victorian. Where God was seen as this punisher who condemned most people to hell, in the Second Great Awakening, there's a new emphasis on a forgiving, kind, family-oriented Jesus who will save everyone, and that's very incompatible with the ideas of slavery. Exactly, and I think that Uncle Tom's Cabin can really be considered a part of the Second Great Awakening because of the way that it points out these fundamental inconsistencies and contradictions between Christian faith and human bondage. How could a religion that says, treat thy neighbor as thyself, actually sanction slavery? So Uncle Tom is kind of this martyr character, right? He is a devout believer in Christianity and the forgiveness of God right up until his very end."}, {"video_title": "Uncle Tom's Cabin part 2.mp3", "Sentence": "Exactly, and I think that Uncle Tom's Cabin can really be considered a part of the Second Great Awakening because of the way that it points out these fundamental inconsistencies and contradictions between Christian faith and human bondage. How could a religion that says, treat thy neighbor as thyself, actually sanction slavery? So Uncle Tom is kind of this martyr character, right? He is a devout believer in Christianity and the forgiveness of God right up until his very end. So how does Uncle Tom's Cabin actually end? So Uncle Tom's Cabin ends with Uncle Tom being beaten by his overseers. He's sold kind of through this chain of different slave families in the Deep South, and he ends up with just a terrible, terrible slaveholder who requests his death, actually partially because he was reading all of this religious text."}, {"video_title": "Uncle Tom's Cabin part 2.mp3", "Sentence": "He is a devout believer in Christianity and the forgiveness of God right up until his very end. So how does Uncle Tom's Cabin actually end? So Uncle Tom's Cabin ends with Uncle Tom being beaten by his overseers. He's sold kind of through this chain of different slave families in the Deep South, and he ends up with just a terrible, terrible slaveholder who requests his death, actually partially because he was reading all of this religious text. And this slave owner was named Simon Legree, and kind of this name, Simon Legree, has actually stuck with us in popular culture to mean a really evil, cruel, punitive master. And the rest of the family actually meets back up. Eliza's reunited with a bunch of other people that were on the original plantation, and they really think about Uncle Tom as this martyr."}, {"video_title": "Uncle Tom's Cabin part 2.mp3", "Sentence": "He's sold kind of through this chain of different slave families in the Deep South, and he ends up with just a terrible, terrible slaveholder who requests his death, actually partially because he was reading all of this religious text. And this slave owner was named Simon Legree, and kind of this name, Simon Legree, has actually stuck with us in popular culture to mean a really evil, cruel, punitive master. And the rest of the family actually meets back up. Eliza's reunited with a bunch of other people that were on the original plantation, and they really think about Uncle Tom as this martyr. They hear of his death, and he's looked at as kind of this sacrifice for the cause of freedom. Right, and then also, Uncle Tom, he dies, never having renounced his Christian faith, and his example of martyrdom actually leads everyone who witnesses his death, including Simon Legree, to convert to Christianity, and to vow never to hold slaves again. And I think the ending of the book really points out this main theme within a lot of Second Great Awakening texts, which was that if you just paid attention to how you were falling away from your Christian commitments then you could get back on track and maybe bring people together by utilizing Christian faith in a productive and public way."}, {"video_title": "Uncle Tom's Cabin part 2.mp3", "Sentence": "Eliza's reunited with a bunch of other people that were on the original plantation, and they really think about Uncle Tom as this martyr. They hear of his death, and he's looked at as kind of this sacrifice for the cause of freedom. Right, and then also, Uncle Tom, he dies, never having renounced his Christian faith, and his example of martyrdom actually leads everyone who witnesses his death, including Simon Legree, to convert to Christianity, and to vow never to hold slaves again. And I think the ending of the book really points out this main theme within a lot of Second Great Awakening texts, which was that if you just paid attention to how you were falling away from your Christian commitments then you could get back on track and maybe bring people together by utilizing Christian faith in a productive and public way. So the book is published in 1852, and then what happens? How do people receive this book? We'll talk about this Tom-mania that ensues in the next video."}, {"video_title": "Jacksonian Democracy part 2.mp3", "Sentence": "Now those property requirements had allowed free people of color and women to vote in some states, and when voting became associated with white male citizens, those little loopholes ended up getting closed. But this expansion of voting rights to all white male citizens really represents a shift in how the average American thought about who deserved to have a voice in the political process of the United States. They stopped placing so much value on this sort of aristocratic Republican citizenship of the early days of the United States, where someone like George Washington would never run for office, he would stand for office. You wouldn't promote yourself, that would be vulgar. Instead, you would have men of well-known character promote you. But by the 1820s, very few Americans believed in the idea that there could be such a thing as too much democracy, that you would have to avoid the mob rule. Instead, they wanted the mob rule, they wanted a great expansion of democracy, and that was, to them, the real character of the United States."}, {"video_title": "Jacksonian Democracy part 2.mp3", "Sentence": "You wouldn't promote yourself, that would be vulgar. Instead, you would have men of well-known character promote you. But by the 1820s, very few Americans believed in the idea that there could be such a thing as too much democracy, that you would have to avoid the mob rule. Instead, they wanted the mob rule, they wanted a great expansion of democracy, and that was, to them, the real character of the United States. Now I should also mention that this expansion of democracy was part of a larger international expansion of democracy. Similar laws that eliminated property restrictions on voting were also being passed in England and France at this time period, so there's kind of an international wave to broaden the franchise, but the extension of voting in Europe is nothing like the extension of voting in the United States. There are nearly twice as many eligible voters in the United States in the 1830s as there are in Britain, with a population that's half the size."}, {"video_title": "Jacksonian Democracy part 2.mp3", "Sentence": "Instead, they wanted the mob rule, they wanted a great expansion of democracy, and that was, to them, the real character of the United States. Now I should also mention that this expansion of democracy was part of a larger international expansion of democracy. Similar laws that eliminated property restrictions on voting were also being passed in England and France at this time period, so there's kind of an international wave to broaden the franchise, but the extension of voting in Europe is nothing like the extension of voting in the United States. There are nearly twice as many eligible voters in the United States in the 1830s as there are in Britain, with a population that's half the size. So while European nations are taking small steps toward expanding the franchise, the United States is taking huge steps in this time period. So the first election where we start to see the influence of this new wave of voters is in the election of 1824. And let me give us a little bit more space to talk about this."}, {"video_title": "Jacksonian Democracy part 2.mp3", "Sentence": "There are nearly twice as many eligible voters in the United States in the 1830s as there are in Britain, with a population that's half the size. So while European nations are taking small steps toward expanding the franchise, the United States is taking huge steps in this time period. So the first election where we start to see the influence of this new wave of voters is in the election of 1824. And let me give us a little bit more space to talk about this. So the election of 1824 was a contest between John Quincy Adams, son of American founder John Adams, Andrew Jackson, famous war hero from the War of 1812, the victor of the Battle of New Orleans, and Henry Clay, who would become known as the Great Compromiser for having pretty much spent his entire political career either running for president or putting together some kind of compromise. Now John Quincy Adams, I think, kind of epitomized the older school of American democracy. He was reticent to campaign on his own behalf."}, {"video_title": "Jacksonian Democracy part 2.mp3", "Sentence": "And let me give us a little bit more space to talk about this. So the election of 1824 was a contest between John Quincy Adams, son of American founder John Adams, Andrew Jackson, famous war hero from the War of 1812, the victor of the Battle of New Orleans, and Henry Clay, who would become known as the Great Compromiser for having pretty much spent his entire political career either running for president or putting together some kind of compromise. Now John Quincy Adams, I think, kind of epitomized the older school of American democracy. He was reticent to campaign on his own behalf. He was very interested in academics and internal improvements. He didn't really see himself as being part of a particular political party. In fact, all three of these men were actually running as Republicans, because in the era of good feelings, there's only the Republican Party."}, {"video_title": "Jacksonian Democracy part 2.mp3", "Sentence": "He was reticent to campaign on his own behalf. He was very interested in academics and internal improvements. He didn't really see himself as being part of a particular political party. In fact, all three of these men were actually running as Republicans, because in the era of good feelings, there's only the Republican Party. So you can see how confusing this might have been as a voter to have three different candidates from the same party, and they're supposed to be different than each other. So in this election, Andrew Jackson wins the popular vote, and John Quincy Adams wins the electoral vote, and Henry Clay wins neither. Now in a situation like this, who got to be president was decided by the House of Representatives."}, {"video_title": "Jacksonian Democracy part 2.mp3", "Sentence": "In fact, all three of these men were actually running as Republicans, because in the era of good feelings, there's only the Republican Party. So you can see how confusing this might have been as a voter to have three different candidates from the same party, and they're supposed to be different than each other. So in this election, Andrew Jackson wins the popular vote, and John Quincy Adams wins the electoral vote, and Henry Clay wins neither. Now in a situation like this, who got to be president was decided by the House of Representatives. Well, guess who was Speaker of the House? Henry Clay. So he's out of the running himself, but he is in a position to make quite an impact on who wins the presidency."}, {"video_title": "Jacksonian Democracy part 2.mp3", "Sentence": "Now in a situation like this, who got to be president was decided by the House of Representatives. Well, guess who was Speaker of the House? Henry Clay. So he's out of the running himself, but he is in a position to make quite an impact on who wins the presidency. Well, John Quincy Adams and Henry Clay didn't have a whole lot in common, but they sure both hated Andrew Jackson. So Clay and Adams meet, and Henry Clay says, yeah, John Q., I'll see if I can get the House to vote for you. And that's what happens."}, {"video_title": "Jacksonian Democracy part 2.mp3", "Sentence": "So he's out of the running himself, but he is in a position to make quite an impact on who wins the presidency. Well, John Quincy Adams and Henry Clay didn't have a whole lot in common, but they sure both hated Andrew Jackson. So Clay and Adams meet, and Henry Clay says, yeah, John Q., I'll see if I can get the House to vote for you. And that's what happens. So the House elects John Quincy Adams president, and then just a couple days later, John Quincy Adams says that Henry Clay will get to be his Secretary of State, which was quite a plum of a political position. And Andrew Jackson and his supporters go ballistic. They say that this was a corrupt bargain behind closed doors in which John Quincy Adams bribed Henry Clay to give him the presidency in exchange for this political position."}, {"video_title": "Jacksonian Democracy part 2.mp3", "Sentence": "And that's what happens. So the House elects John Quincy Adams president, and then just a couple days later, John Quincy Adams says that Henry Clay will get to be his Secretary of State, which was quite a plum of a political position. And Andrew Jackson and his supporters go ballistic. They say that this was a corrupt bargain behind closed doors in which John Quincy Adams bribed Henry Clay to give him the presidency in exchange for this political position. Now, there's no evidence that this actual corrupt bargain really happened, but even if it did, it was totally in line with the earlier playbook of American democracy, a you scratch my back, I'll scratch yours kind of situation where the better sort of men, the higher men of character, made a deal between themselves of who would lead this nation. And the outrage over this possible collusion between Adams and Clay really signaled that the old days of a couple of people making decisions about American politics were over, that this kind of deal between statesmen was now seen as undemocratic or crooked or something that was done behind closed doors and that was against the American character. And Andrew Jackson is really going to ride his wave of popular discontent over someone winning the popular vote but losing the electoral vote due to, in his mind, a corrupt bargain right into the presidency in the election of 1828."}, {"video_title": "Social consequences of revolutionary ideals   US history   Khan Academy.mp3", "Sentence": "Walking down the street in Boston past coffee houses and taverns, you might hear ordinary people debating equality and natural rights. Before it was even a political revolution, the American Revolution was a revolution of ideas. You see these ideas all over the literature of the time period. Perhaps most famously in Thomas Jefferson's language in the Declaration that all men are created equal, endowed with certain unalienable rights. The idea that everyone has the natural right to life, liberty, and the pursuit of happiness. You would see it in the most famous slogan of the revolution, no taxation without representation. The idea that the people should have a say in the laws that affect them."}, {"video_title": "Social consequences of revolutionary ideals   US history   Khan Academy.mp3", "Sentence": "Perhaps most famously in Thomas Jefferson's language in the Declaration that all men are created equal, endowed with certain unalienable rights. The idea that everyone has the natural right to life, liberty, and the pursuit of happiness. You would see it in the most famous slogan of the revolution, no taxation without representation. The idea that the people should have a say in the laws that affect them. The revolution even went so far as to criticize the idea of monarchy, which pamphleteer Thomas Paine called absurd. These ideas criticized longstanding social norms about who deserved to rule versus who deserved to be ruled. It's likely that most of the founders thought these ideas primarily applied to the political struggle between the colonies and Great Britain."}, {"video_title": "Social consequences of revolutionary ideals   US history   Khan Academy.mp3", "Sentence": "The idea that the people should have a say in the laws that affect them. The revolution even went so far as to criticize the idea of monarchy, which pamphleteer Thomas Paine called absurd. These ideas criticized longstanding social norms about who deserved to rule versus who deserved to be ruled. It's likely that most of the founders thought these ideas primarily applied to the political struggle between the colonies and Great Britain. But it wasn't just elite white men who considered these radical notions and thought about how to apply them to their own lives. These revolutionary ideals increased the awareness of inequalities in society more broadly and caused some people to call for changes in voting rights, in the institution of slavery, and the status of women. One major change that the revolutionary ideals caused was an expansion of political democracy in state governments."}, {"video_title": "Social consequences of revolutionary ideals   US history   Khan Academy.mp3", "Sentence": "It's likely that most of the founders thought these ideas primarily applied to the political struggle between the colonies and Great Britain. But it wasn't just elite white men who considered these radical notions and thought about how to apply them to their own lives. These revolutionary ideals increased the awareness of inequalities in society more broadly and caused some people to call for changes in voting rights, in the institution of slavery, and the status of women. One major change that the revolutionary ideals caused was an expansion of political democracy in state governments. So after the revolution, all the states wrote new constitutions, and every one of them instituted a representative government through an elected legislature. And almost all of them also reduced the property requirements for voting and office holding, which previously had limited the franchise to wealthier white men. After the revolution, a majority of white men had the right to vote, and voting rights would continue to expand until all white men had the right to vote by the 1830s."}, {"video_title": "Social consequences of revolutionary ideals   US history   Khan Academy.mp3", "Sentence": "One major change that the revolutionary ideals caused was an expansion of political democracy in state governments. So after the revolution, all the states wrote new constitutions, and every one of them instituted a representative government through an elected legislature. And almost all of them also reduced the property requirements for voting and office holding, which previously had limited the franchise to wealthier white men. After the revolution, a majority of white men had the right to vote, and voting rights would continue to expand until all white men had the right to vote by the 1830s. In fact, some state constitutions, like New Jersey's, didn't specify who could vote so long as they met the new lower property requirements. So between the revolution and 1807, when they changed the law, property-owning women and free people of color could vote. Another social change that was brought on by these revolutionary ideals was the emergence of the abolition movement to end the practice of slavery."}, {"video_title": "Social consequences of revolutionary ideals   US history   Khan Academy.mp3", "Sentence": "After the revolution, a majority of white men had the right to vote, and voting rights would continue to expand until all white men had the right to vote by the 1830s. In fact, some state constitutions, like New Jersey's, didn't specify who could vote so long as they met the new lower property requirements. So between the revolution and 1807, when they changed the law, property-owning women and free people of color could vote. Another social change that was brought on by these revolutionary ideals was the emergence of the abolition movement to end the practice of slavery. So almost all of the founders were slave owners, and they didn't seem to notice any contradiction between the idea that all men are created equal and keeping Africans in perpetual bondage, but that did not mean that others missed the connection. During the revolution itself, many enslaved people escaped, filed petitions for freedom, or they joined the military to gain freedom on the side of the Americans, but more frequently on the side of the British, who offered freedom in exchange for serving in the army. After the revolution, northern states either abolished slavery or they began a process of gradual emancipation."}, {"video_title": "Social consequences of revolutionary ideals   US history   Khan Academy.mp3", "Sentence": "Another social change that was brought on by these revolutionary ideals was the emergence of the abolition movement to end the practice of slavery. So almost all of the founders were slave owners, and they didn't seem to notice any contradiction between the idea that all men are created equal and keeping Africans in perpetual bondage, but that did not mean that others missed the connection. During the revolution itself, many enslaved people escaped, filed petitions for freedom, or they joined the military to gain freedom on the side of the Americans, but more frequently on the side of the British, who offered freedom in exchange for serving in the army. After the revolution, northern states either abolished slavery or they began a process of gradual emancipation. So saying that enslaved people who were children might remain in slavery until they were in their mid to late 20s, and then would be free, and their children would be free, so that over the course of the late 1800s and early 1900s, in most northern states, slavery was either entirely eliminated or phased out to the point that there was a very small enslaved population. Southern states did not abolish slavery in response to the revolution, and this would continue to expand sectional tensions between the north and the south until the Civil War. The last change in social values that I wanna discuss relates to women's role in the war."}, {"video_title": "Social consequences of revolutionary ideals   US history   Khan Academy.mp3", "Sentence": "After the revolution, northern states either abolished slavery or they began a process of gradual emancipation. So saying that enslaved people who were children might remain in slavery until they were in their mid to late 20s, and then would be free, and their children would be free, so that over the course of the late 1800s and early 1900s, in most northern states, slavery was either entirely eliminated or phased out to the point that there was a very small enslaved population. Southern states did not abolish slavery in response to the revolution, and this would continue to expand sectional tensions between the north and the south until the Civil War. The last change in social values that I wanna discuss relates to women's role in the war. Women played a pretty crucial role in supporting the independence movement, and they also drew on the rhetoric of revolutionary ideas to support their claims for an improvement in status. Abigail Adams, who was the wife of John Adams, wrote to him while he was in Philadelphia working on the draft of the Declaration of Independence with Thomas Jefferson and others. She wrote, in the new code of laws, which I suppose it will be necessary for you to make, I desire you would remember the ladies and be more generous and favorable to them than your ancestors."}, {"video_title": "Social consequences of revolutionary ideals   US history   Khan Academy.mp3", "Sentence": "The last change in social values that I wanna discuss relates to women's role in the war. Women played a pretty crucial role in supporting the independence movement, and they also drew on the rhetoric of revolutionary ideas to support their claims for an improvement in status. Abigail Adams, who was the wife of John Adams, wrote to him while he was in Philadelphia working on the draft of the Declaration of Independence with Thomas Jefferson and others. She wrote, in the new code of laws, which I suppose it will be necessary for you to make, I desire you would remember the ladies and be more generous and favorable to them than your ancestors. If particular care and attention is not paid to the ladies, we are determined to foment a rebellion and will not hold ourselves bound by any laws in which we have no voice or representation. In general, the revolution didn't result in a huge change of status for white women and none at all for enslaved women, but one idea did emerge that would foment social change farther down the line, and that was the idea of republican motherhood. So republican motherhood was the notion that for this new democratic American nation to work, the country was going to need virtuous citizens."}, {"video_title": "Social consequences of revolutionary ideals   US history   Khan Academy.mp3", "Sentence": "She wrote, in the new code of laws, which I suppose it will be necessary for you to make, I desire you would remember the ladies and be more generous and favorable to them than your ancestors. If particular care and attention is not paid to the ladies, we are determined to foment a rebellion and will not hold ourselves bound by any laws in which we have no voice or representation. In general, the revolution didn't result in a huge change of status for white women and none at all for enslaved women, but one idea did emerge that would foment social change farther down the line, and that was the idea of republican motherhood. So republican motherhood was the notion that for this new democratic American nation to work, the country was going to need virtuous citizens. And who taught men how to be virtuous citizens? Their mothers. So thinkers of the time period, particularly a Philadelphia physician and signer of the Declaration of Independence named Benjamin Rush, argued that women should receive more robust education in order to better educate their sons."}, {"video_title": "Social consequences of revolutionary ideals   US history   Khan Academy.mp3", "Sentence": "So republican motherhood was the notion that for this new democratic American nation to work, the country was going to need virtuous citizens. And who taught men how to be virtuous citizens? Their mothers. So thinkers of the time period, particularly a Philadelphia physician and signer of the Declaration of Independence named Benjamin Rush, argued that women should receive more robust education in order to better educate their sons. So instead of only learning household skills or etiquette, women should learn philosophy and mathematics. Now, while this concept was mainly in the service of improving the education and virtue of men, it did result in the expansion of women's education and the founding of new schools and colleges for girls. And many of the girls who attended those schools would go on to be major reformers and activists in the women's rights and abolitionist movements in the 19th century."}, {"video_title": "Social consequences of revolutionary ideals   US history   Khan Academy.mp3", "Sentence": "So thinkers of the time period, particularly a Philadelphia physician and signer of the Declaration of Independence named Benjamin Rush, argued that women should receive more robust education in order to better educate their sons. So instead of only learning household skills or etiquette, women should learn philosophy and mathematics. Now, while this concept was mainly in the service of improving the education and virtue of men, it did result in the expansion of women's education and the founding of new schools and colleges for girls. And many of the girls who attended those schools would go on to be major reformers and activists in the women's rights and abolitionist movements in the 19th century. I wanna finish by just briefly taking a look at John Adams' response to his wife's letter encouraging him to remember the ladies, which is not nearly as famous as her letter, but I think still tells us a lot about the ideas of the time period. He said, as to your extraordinary code of laws, I cannot but laugh. We have been told that our struggle has loosened the bands of government everywhere that children and apprentices were disobedient, that schools and colleges were grown turbulent, that Indians slighted their guardians and Negroes grew insolent to their masters."}, {"video_title": "Social consequences of revolutionary ideals   US history   Khan Academy.mp3", "Sentence": "And many of the girls who attended those schools would go on to be major reformers and activists in the women's rights and abolitionist movements in the 19th century. I wanna finish by just briefly taking a look at John Adams' response to his wife's letter encouraging him to remember the ladies, which is not nearly as famous as her letter, but I think still tells us a lot about the ideas of the time period. He said, as to your extraordinary code of laws, I cannot but laugh. We have been told that our struggle has loosened the bands of government everywhere that children and apprentices were disobedient, that schools and colleges were grown turbulent, that Indians slighted their guardians and Negroes grew insolent to their masters. But your letter was the first intimation that another tribe more numerous and powerful than all the rest were grown discontented. And there at the end, he's referring to women. You can tell that John kinda takes this as a joke."}, {"video_title": "The Seven Years' War part 1.mp3", "Sentence": "When we're talking about major wars in colonial North America, we tend to think about the American Revolution, not its earlier iteration, the Seven Years' War. And I think that's a shame because the Seven Years' War was incredibly influential, not only on the American Revolution, but on the complexion of the world. Thanks to the Seven Years' War, Canada became a British country, not a French country. The Acadians moved down to Louisiana and became known as the Cajuns. And most importantly, England became the world's preeminent empire. So if you've been following along this far, you may have noticed two things. One, that the people who named this war seem to be very bad at math because 1754 to 1763 is nine years, not seven."}, {"video_title": "The Seven Years' War part 1.mp3", "Sentence": "The Acadians moved down to Louisiana and became known as the Cajuns. And most importantly, England became the world's preeminent empire. So if you've been following along this far, you may have noticed two things. One, that the people who named this war seem to be very bad at math because 1754 to 1763 is nine years, not seven. And that this war seems to have two names, both the Seven Years' War and the French and Indian War, which is a name you perhaps have heard before. Well, let me tackle those two oddities in reverse order. So not only does the Seven Years' War have two names, it has a whole number of names."}, {"video_title": "The Seven Years' War part 1.mp3", "Sentence": "One, that the people who named this war seem to be very bad at math because 1754 to 1763 is nine years, not seven. And that this war seems to have two names, both the Seven Years' War and the French and Indian War, which is a name you perhaps have heard before. Well, let me tackle those two oddities in reverse order. So not only does the Seven Years' War have two names, it has a whole number of names. It's called the Seven Years' War, the French and Indian War, the War of the Conquest, the Pomeranian War, the Third Silesian War, the Third Carnatic War. This is a war with a whole bunch of names. And the reason that it has a whole bunch of names is that it was fought in a whole bunch of places."}, {"video_title": "The Seven Years' War part 1.mp3", "Sentence": "So not only does the Seven Years' War have two names, it has a whole number of names. It's called the Seven Years' War, the French and Indian War, the War of the Conquest, the Pomeranian War, the Third Silesian War, the Third Carnatic War. This is a war with a whole bunch of names. And the reason that it has a whole bunch of names is that it was fought in a whole bunch of places. The Seven Years' War was really the first global war. And we're talking 150 years before World War I. Aspects of the Seven Years' War, as you can kind of see from this map, were fought in Europe, in South America, the coasts of Africa, in India, the Philippines, and, of course, in North America."}, {"video_title": "The Seven Years' War part 1.mp3", "Sentence": "And the reason that it has a whole bunch of names is that it was fought in a whole bunch of places. The Seven Years' War was really the first global war. And we're talking 150 years before World War I. Aspects of the Seven Years' War, as you can kind of see from this map, were fought in Europe, in South America, the coasts of Africa, in India, the Philippines, and, of course, in North America. The many different names come from the many different fronts of this war. And I would say that French and Indian War is actually the name for the North American front of this war or theater of this war. So there are two reasons why I think Seven Years' War is a better name than French and Indian War."}, {"video_title": "The Seven Years' War part 1.mp3", "Sentence": "Aspects of the Seven Years' War, as you can kind of see from this map, were fought in Europe, in South America, the coasts of Africa, in India, the Philippines, and, of course, in North America. The many different names come from the many different fronts of this war. And I would say that French and Indian War is actually the name for the North American front of this war or theater of this war. So there are two reasons why I think Seven Years' War is a better name than French and Indian War. One is that Seven Years' War gets at the idea that it was not just happening in North America. It was happening all over the world, so it shows that it was a global war. But I also think Seven Years' War is a better name than French and Indian War because, I think French and Indian War is kind of confusing because you would think that it means that the principal parties in this war were the English versus the French and the Indians."}, {"video_title": "The Seven Years' War part 1.mp3", "Sentence": "So there are two reasons why I think Seven Years' War is a better name than French and Indian War. One is that Seven Years' War gets at the idea that it was not just happening in North America. It was happening all over the world, so it shows that it was a global war. But I also think Seven Years' War is a better name than French and Indian War because, I think French and Indian War is kind of confusing because you would think that it means that the principal parties in this war were the English versus the French and the Indians. When, in fact, it was the English and their Indian allies versus the French and their Indian allies. Native Americans fought on both sides of this conflict. So rather than the English and Indian versus French and Indian War, let's go with the shorter Seven Years' War, which brings us back to our awkward date range."}, {"video_title": "The Seven Years' War part 1.mp3", "Sentence": "But I also think Seven Years' War is a better name than French and Indian War because, I think French and Indian War is kind of confusing because you would think that it means that the principal parties in this war were the English versus the French and the Indians. When, in fact, it was the English and their Indian allies versus the French and their Indian allies. Native Americans fought on both sides of this conflict. So rather than the English and Indian versus French and Indian War, let's go with the shorter Seven Years' War, which brings us back to our awkward date range. So the reason that it's called the Seven Years' War is because the English didn't actually declare war on the French until 1756. So even though fighting started a little bit earlier in North America, the true range of dates, at least in legal terms, is from 1756 to 1763, or seven years. It's a complicated name for a complicated war, but really what it came down to was England and France duking it out over who was going to be the supreme imperial power in the world."}, {"video_title": "The Seven Years' War part 1.mp3", "Sentence": "So rather than the English and Indian versus French and Indian War, let's go with the shorter Seven Years' War, which brings us back to our awkward date range. So the reason that it's called the Seven Years' War is because the English didn't actually declare war on the French until 1756. So even though fighting started a little bit earlier in North America, the true range of dates, at least in legal terms, is from 1756 to 1763, or seven years. It's a complicated name for a complicated war, but really what it came down to was England and France duking it out over who was going to be the supreme imperial power in the world. And they were concerned about who was going to have the most territory in the world, therefore their concern over who was going to control North America in their competing claims here, and also access to trade. So who was going to be able to trade with North Americans, who was going to be able to trade with the lucrative Indian subcontinent, and who would be the leading power in Europe? So let's dial in a little closer on the North American theater of this war, which will have the most effect on the future United States."}, {"video_title": "The Seven Years' War part 1.mp3", "Sentence": "It's a complicated name for a complicated war, but really what it came down to was England and France duking it out over who was going to be the supreme imperial power in the world. And they were concerned about who was going to have the most territory in the world, therefore their concern over who was going to control North America in their competing claims here, and also access to trade. So who was going to be able to trade with North Americans, who was going to be able to trade with the lucrative Indian subcontinent, and who would be the leading power in Europe? So let's dial in a little closer on the North American theater of this war, which will have the most effect on the future United States. All right, so here is a map of territorial claims by European powers in North America before the Seven Years' War. Now you can see that there are some places where they overlap, which is really going to be the heart of the problem in this conflict. So England, shown here in red, I'm going to outline it a bit, was, as you know from your early American history, here along the eastern seaboard of what's today the United States, and also up into Canada."}, {"video_title": "The Seven Years' War part 1.mp3", "Sentence": "So let's dial in a little closer on the North American theater of this war, which will have the most effect on the future United States. All right, so here is a map of territorial claims by European powers in North America before the Seven Years' War. Now you can see that there are some places where they overlap, which is really going to be the heart of the problem in this conflict. So England, shown here in red, I'm going to outline it a bit, was, as you know from your early American history, here along the eastern seaboard of what's today the United States, and also up into Canada. France claimed this interior region of Canada and today the territorial United States, and Spain was in the mix here. Remember Spain has still been a fairly influential colonial power in Florida and in contemporary Mexico and also down here in Cuba and South America. All right, so we've got three major European powers in the mix here in North America."}, {"video_title": "The Seven Years' War part 1.mp3", "Sentence": "So England, shown here in red, I'm going to outline it a bit, was, as you know from your early American history, here along the eastern seaboard of what's today the United States, and also up into Canada. France claimed this interior region of Canada and today the territorial United States, and Spain was in the mix here. Remember Spain has still been a fairly influential colonial power in Florida and in contemporary Mexico and also down here in Cuba and South America. All right, so we've got three major European powers in the mix here in North America. England, France, and Spain. But what this map doesn't show is the American Indian powers who are also in this area. So most of this region, really west of the Appalachian Mountains, is Indian country, and the majority of inhabitants were Native Americans, and they really held the majority of power in this region as well."}, {"video_title": "The Seven Years' War part 1.mp3", "Sentence": "All right, so we've got three major European powers in the mix here in North America. England, France, and Spain. But what this map doesn't show is the American Indian powers who are also in this area. So most of this region, really west of the Appalachian Mountains, is Indian country, and the majority of inhabitants were Native Americans, and they really held the majority of power in this region as well. The major Native American groups that are in play in this conflict are Iroquois Confederacy and also Cherokees, Hurons, Algonquins, Abenakis, and Mi'kmaqs. And that's just a small sampling. So you can see that there are a number of important Native American tribes who are specifically in this area of Canada, which is disputed, and also living in the greater Appalachian region."}, {"video_title": "The Seven Years' War part 1.mp3", "Sentence": "So most of this region, really west of the Appalachian Mountains, is Indian country, and the majority of inhabitants were Native Americans, and they really held the majority of power in this region as well. The major Native American groups that are in play in this conflict are Iroquois Confederacy and also Cherokees, Hurons, Algonquins, Abenakis, and Mi'kmaqs. And that's just a small sampling. So you can see that there are a number of important Native American tribes who are specifically in this area of Canada, which is disputed, and also living in the greater Appalachian region. So what does each of these groups want? Well, England definitely wants territory. They want to make sure that their English settlers along the eastern seaboard, whom we'll soon be calling Americans, have room to expand."}, {"video_title": "The Seven Years' War part 1.mp3", "Sentence": "So you can see that there are a number of important Native American tribes who are specifically in this area of Canada, which is disputed, and also living in the greater Appalachian region. So what does each of these groups want? Well, England definitely wants territory. They want to make sure that their English settlers along the eastern seaboard, whom we'll soon be calling Americans, have room to expand. The French want to make sure that they still have access to trade with Native Americans, because their main concern is fur, which is a very valuable commodity in Europe. And Spain wants to make sure that they have access to their sugar islands and also their precious metals in the Caribbean and in South America. Now it's worth noting, because I think this is really interesting to students of American history, that all of this territory, all of North America, was way less valuable than all of this territory."}, {"video_title": "The Seven Years' War part 1.mp3", "Sentence": "They want to make sure that their English settlers along the eastern seaboard, whom we'll soon be calling Americans, have room to expand. The French want to make sure that they still have access to trade with Native Americans, because their main concern is fur, which is a very valuable commodity in Europe. And Spain wants to make sure that they have access to their sugar islands and also their precious metals in the Caribbean and in South America. Now it's worth noting, because I think this is really interesting to students of American history, that all of this territory, all of North America, was way less valuable than all of this territory. Because we're not talking about just value in land, we're talking about value in commodities. And what the Caribbean had was sugar. And sugar is the most valuable crop in this time period."}, {"video_title": "The Seven Years' War part 1.mp3", "Sentence": "Now it's worth noting, because I think this is really interesting to students of American history, that all of this territory, all of North America, was way less valuable than all of this territory. Because we're not talking about just value in land, we're talking about value in commodities. And what the Caribbean had was sugar. And sugar is the most valuable crop in this time period. So a tiny island down here in the Bahamas is probably worth more to a European power than the entire interior of North America. And what do these Native American groups want? Well, some of them want help with revenge on each other."}, {"video_title": "The Seven Years' War part 1.mp3", "Sentence": "And sugar is the most valuable crop in this time period. So a tiny island down here in the Bahamas is probably worth more to a European power than the entire interior of North America. And what do these Native American groups want? Well, some of them want help with revenge on each other. Many other smaller Native American groups have been displaced by the Iroquois, who are here in upstate New York, kind of Quebec region. So the Iroquois actually expanding and really defending their claim as the largest Native American empire. But the other thing that they want is to make sure that their territory is no longer encroached upon by English settlers in particular."}, {"video_title": "The Seven Years' War part 1.mp3", "Sentence": "Well, some of them want help with revenge on each other. Many other smaller Native American groups have been displaced by the Iroquois, who are here in upstate New York, kind of Quebec region. So the Iroquois actually expanding and really defending their claim as the largest Native American empire. But the other thing that they want is to make sure that their territory is no longer encroached upon by English settlers in particular. Now one mistake I see early students of U.S. history making is thinking that all Native Americans kind of shared a cultural and political bond, right? That they saw themselves as one larger people who had to unite against the encroachment of Europeans. And that was definitely not the case."}, {"video_title": "The Seven Years' War part 1.mp3", "Sentence": "But the other thing that they want is to make sure that their territory is no longer encroached upon by English settlers in particular. Now one mistake I see early students of U.S. history making is thinking that all Native Americans kind of shared a cultural and political bond, right? That they saw themselves as one larger people who had to unite against the encroachment of Europeans. And that was definitely not the case. Native Americans had been living in this territory for thousands of years, and they had enemies and beef with other groups that went back way longer than the arrival of Europeans in North America. So when nations like England and France arrived with their weapons and their trade goods, the American Indians didn't look at each other and say, oh wait, now we're all one race, we need to join together against the encroachment of whites. They saw England and France and Spain as possible avenues to getting one up on their older enemies."}, {"video_title": "The Seven Years' War part 1.mp3", "Sentence": "And that was definitely not the case. Native Americans had been living in this territory for thousands of years, and they had enemies and beef with other groups that went back way longer than the arrival of Europeans in North America. So when nations like England and France arrived with their weapons and their trade goods, the American Indians didn't look at each other and say, oh wait, now we're all one race, we need to join together against the encroachment of whites. They saw England and France and Spain as possible avenues to getting one up on their older enemies. So when an English trader sold a gun to, say, a Huron, he was way more likely to go after, say, the Iroquois with that gun than he was to go after a French trader. So another reason why the Seven Years' War is a better name for the French and Indian War than French and Indian War is because these Native American groups did not ally all with France. In fact, the Iroquois and Cherokee ended up allied with England, and most of the other Native American groups ended up allied with France."}, {"video_title": "Darwinism vs. Social Darwinism part 1   US History   Khan Academy.mp3", "Sentence": "Hey, this is Kim from Khan Academy. I am the history fellow here, and I am here with Emily. Hi, I'm the biology fellow. So Emily and I are here talking about Darwinism, and I'm interested in Darwinism because in the late 19th century, usually called the Gilded Age, there is a very prominent interpretation of Darwinism that is called social Darwinism, and social Darwinism wasn't so much an actual form of biology as it was kind of a misinterpretation of how natural selection and the theory of evolution worked that was used to justify or explain a lot of the social inequalities of this time period. And the way people often thought about it was that white Anglo-Saxon people, so Europeans, Northern Europeans, were kind of the most evolved, and this is our timeline of evolution from least evolved to most evolved, and people like African Americans, or Asians, or Native Americans, or even Eastern Europeans, were less evolved, that they were on a scale of evolution where they hadn't come as far as Anglo-Saxons. So Emily, you're a biologist, and I would love to get your take on how it is that natural selection actually works, and how this doesn't quite describe what was really going on. Yeah, definitely."}, {"video_title": "Darwinism vs. Social Darwinism part 1   US History   Khan Academy.mp3", "Sentence": "So Emily and I are here talking about Darwinism, and I'm interested in Darwinism because in the late 19th century, usually called the Gilded Age, there is a very prominent interpretation of Darwinism that is called social Darwinism, and social Darwinism wasn't so much an actual form of biology as it was kind of a misinterpretation of how natural selection and the theory of evolution worked that was used to justify or explain a lot of the social inequalities of this time period. And the way people often thought about it was that white Anglo-Saxon people, so Europeans, Northern Europeans, were kind of the most evolved, and this is our timeline of evolution from least evolved to most evolved, and people like African Americans, or Asians, or Native Americans, or even Eastern Europeans, were less evolved, that they were on a scale of evolution where they hadn't come as far as Anglo-Saxons. So Emily, you're a biologist, and I would love to get your take on how it is that natural selection actually works, and how this doesn't quite describe what was really going on. Yeah, definitely. So maybe I can speak first to that specific graph that you've drawn, and I think that this is actually a common point of confusion when it comes to evolution, that there's not really such a thing as more or less evolved in evolution. Okay, so this gradient really doesn't exist. No, I mean, there's sort of the, I think that people sometimes see the pictures of the ape standing up and turning into a person, and they think, oh, this is sort of a linear path from one thing to another."}, {"video_title": "Darwinism vs. Social Darwinism part 1   US History   Khan Academy.mp3", "Sentence": "Yeah, definitely. So maybe I can speak first to that specific graph that you've drawn, and I think that this is actually a common point of confusion when it comes to evolution, that there's not really such a thing as more or less evolved in evolution. Okay, so this gradient really doesn't exist. No, I mean, there's sort of the, I think that people sometimes see the pictures of the ape standing up and turning into a person, and they think, oh, this is sort of a linear path from one thing to another. But what you really get is different types of organisms evolving from a shared ancestor and branching off. So nobody who's alive on Earth today has been evolving for more or less time since their last common ancestor than anybody else. So I'm gonna draw what I think is how you're explaining this, and please correct me as I go along, but say this is my common ancestor, and then would there possibly be branches like this?"}, {"video_title": "Darwinism vs. Social Darwinism part 1   US History   Khan Academy.mp3", "Sentence": "No, I mean, there's sort of the, I think that people sometimes see the pictures of the ape standing up and turning into a person, and they think, oh, this is sort of a linear path from one thing to another. But what you really get is different types of organisms evolving from a shared ancestor and branching off. So nobody who's alive on Earth today has been evolving for more or less time since their last common ancestor than anybody else. So I'm gonna draw what I think is how you're explaining this, and please correct me as I go along, but say this is my common ancestor, and then would there possibly be branches like this? Yeah, that's a great way to draw it. And I mean, certainly humans are all extremely closely related to each other, but we could even say this for us versus a dog, a bacterium, pretty much anything. All life on Earth shares a common ancestor, and so that bacteria is just as evolved as you are, actually, in the sense of absolute time since those two split apart."}, {"video_title": "Darwinism vs. Social Darwinism part 1   US History   Khan Academy.mp3", "Sentence": "So I'm gonna draw what I think is how you're explaining this, and please correct me as I go along, but say this is my common ancestor, and then would there possibly be branches like this? Yeah, that's a great way to draw it. And I mean, certainly humans are all extremely closely related to each other, but we could even say this for us versus a dog, a bacterium, pretty much anything. All life on Earth shares a common ancestor, and so that bacteria is just as evolved as you are, actually, in the sense of absolute time since those two split apart. Right, so like from the moment that life first appeared on Earth, there has been so much time, and all of us have been evolving from that point. So even whether you're a piece of bacteria, piece a good word, a bacterium? There you go, excellent."}, {"video_title": "Darwinism vs. Social Darwinism part 1   US History   Khan Academy.mp3", "Sentence": "All life on Earth shares a common ancestor, and so that bacteria is just as evolved as you are, actually, in the sense of absolute time since those two split apart. Right, so like from the moment that life first appeared on Earth, there has been so much time, and all of us have been evolving from that point. So even whether you're a piece of bacteria, piece a good word, a bacterium? There you go, excellent. A bacterium, I took biology once. Or you are Albert Einstein, you have been evolving for precisely the same amount of time. Yep."}, {"video_title": "Darwinism vs. Social Darwinism part 1   US History   Khan Academy.mp3", "Sentence": "There you go, excellent. A bacterium, I took biology once. Or you are Albert Einstein, you have been evolving for precisely the same amount of time. Yep. Awesome, okay. Wow, I'm really relieved to find that I could describe that as well as I could. You did a great job, beautiful."}, {"video_title": "Darwinism vs. Social Darwinism part 1   US History   Khan Academy.mp3", "Sentence": "Yep. Awesome, okay. Wow, I'm really relieved to find that I could describe that as well as I could. You did a great job, beautiful. So okay, so you've done this distinction between evolving from a common ancestor. So how is it that the actual theory of natural selection works? Yeah, that's a great question."}, {"video_title": "Darwinism vs. Social Darwinism part 1   US History   Khan Academy.mp3", "Sentence": "You did a great job, beautiful. So okay, so you've done this distinction between evolving from a common ancestor. So how is it that the actual theory of natural selection works? Yeah, that's a great question. So natural selection, often people talk about it as sort of having three key ingredients. And to see how it works, let's imagine that we're just looking at a population of beetles. So picture your beetles to start with."}, {"video_title": "Darwinism vs. Social Darwinism part 1   US History   Khan Academy.mp3", "Sentence": "Yeah, that's a great question. So natural selection, often people talk about it as sort of having three key ingredients. And to see how it works, let's imagine that we're just looking at a population of beetles. So picture your beetles to start with. And what would we need to have in order for these beetles, as a group, to evolve by natural selection? So one thing that we would need is we would need some variation among the beetles. So if you have identical beetles, you're not going to have any that are better at surviving or reproducing than any others, which is kind of a key ingredient for what we're gonna talk about."}, {"video_title": "Darwinism vs. Social Darwinism part 1   US History   Khan Academy.mp3", "Sentence": "So picture your beetles to start with. And what would we need to have in order for these beetles, as a group, to evolve by natural selection? So one thing that we would need is we would need some variation among the beetles. So if you have identical beetles, you're not going to have any that are better at surviving or reproducing than any others, which is kind of a key ingredient for what we're gonna talk about. Okay, so I've got two different beetles here. They're slightly different from each other. Awesome."}, {"video_title": "Darwinism vs. Social Darwinism part 1   US History   Khan Academy.mp3", "Sentence": "So if you have identical beetles, you're not going to have any that are better at surviving or reproducing than any others, which is kind of a key ingredient for what we're gonna talk about. Okay, so I've got two different beetles here. They're slightly different from each other. Awesome. And you've made them different colors, which is perfect. So we have variation. And the next ingredient that we're going to need, so we're gonna need that variation to be heritable."}, {"video_title": "Darwinism vs. Social Darwinism part 1   US History   Khan Academy.mp3", "Sentence": "Awesome. And you've made them different colors, which is perfect. So we have variation. And the next ingredient that we're going to need, so we're gonna need that variation to be heritable. So we're gonna say that those beetles, one of them is green and one of them is blue. And that's because of something in their DNA. So they have differences in their DNA that create the variation in colors."}, {"video_title": "Darwinism vs. Social Darwinism part 1   US History   Khan Academy.mp3", "Sentence": "And the next ingredient that we're going to need, so we're gonna need that variation to be heritable. So we're gonna say that those beetles, one of them is green and one of them is blue. And that's because of something in their DNA. So they have differences in their DNA that create the variation in colors. Okay. Oh, right, so when you say heritable, you mean that this is something that their descendants could inherit? Exactly, that is exactly it."}, {"video_title": "Darwinism vs. Social Darwinism part 1   US History   Khan Academy.mp3", "Sentence": "So they have differences in their DNA that create the variation in colors. Okay. Oh, right, so when you say heritable, you mean that this is something that their descendants could inherit? Exactly, that is exactly it. So the final ingredient is that the differences, these heritable differences, need to affect how good the beetles are at leaving offspring in the next generation. Oh, okay. So for example, let's say we would probably have more than two beetles in our actual population, but let's say this population has just moved into a new area that is very blue-colored."}, {"video_title": "Darwinism vs. Social Darwinism part 1   US History   Khan Academy.mp3", "Sentence": "Exactly, that is exactly it. So the final ingredient is that the differences, these heritable differences, need to affect how good the beetles are at leaving offspring in the next generation. Oh, okay. So for example, let's say we would probably have more than two beetles in our actual population, but let's say this population has just moved into a new area that is very blue-colored. Okay. So blue rocks, blue flowers, whatever. And there's also a bunch of birds in that environment that really like to eat beetles."}, {"video_title": "Darwinism vs. Social Darwinism part 1   US History   Khan Academy.mp3", "Sentence": "So for example, let's say we would probably have more than two beetles in our actual population, but let's say this population has just moved into a new area that is very blue-colored. Okay. So blue rocks, blue flowers, whatever. And there's also a bunch of birds in that environment that really like to eat beetles. Oh. And I'm guessing that if they have blue beetles and green beetles, that one of those is gonna show up a lot better against the blue environment than the other. So probably a lot of our green beetles are gonna get picked off by birds and they're not gonna be able to leave offspring because gosh, they kind of got at."}, {"video_title": "Darwinism vs. Social Darwinism part 1   US History   Khan Academy.mp3", "Sentence": "And there's also a bunch of birds in that environment that really like to eat beetles. Oh. And I'm guessing that if they have blue beetles and green beetles, that one of those is gonna show up a lot better against the blue environment than the other. So probably a lot of our green beetles are gonna get picked off by birds and they're not gonna be able to leave offspring because gosh, they kind of got at. So when you look at the next generation of beetles, if we know that the colors get passed on, we're gonna probably see a bigger group of that, a bigger proportion of that group being made up of blue beetles and less being made up of green. And that is an example of natural selection and action where you can see that organisms that survive and specifically reproduce better in a certain environment are going to increase in frequency in a population. So you're gonna get more and more of these blue guys, less and less of the green guys."}, {"video_title": "Darwinism vs. Social Darwinism part 1   US History   Khan Academy.mp3", "Sentence": "So probably a lot of our green beetles are gonna get picked off by birds and they're not gonna be able to leave offspring because gosh, they kind of got at. So when you look at the next generation of beetles, if we know that the colors get passed on, we're gonna probably see a bigger group of that, a bigger proportion of that group being made up of blue beetles and less being made up of green. And that is an example of natural selection and action where you can see that organisms that survive and specifically reproduce better in a certain environment are going to increase in frequency in a population. So you're gonna get more and more of these blue guys, less and less of the green guys. Is there a word you would use to describe this sort of this adaptation? Is that the natural selection part as from variation inheritable? Like the natural selection is just like a good situation."}, {"video_title": "Darwinism vs. Social Darwinism part 1   US History   Khan Academy.mp3", "Sentence": "So you're gonna get more and more of these blue guys, less and less of the green guys. Is there a word you would use to describe this sort of this adaptation? Is that the natural selection part as from variation inheritable? Like the natural selection is just like a good situation. Yeah, I mean, natural selection is really just the differential survival and reproduction. And as you mentioned a great word there, which is adaptation. So adaptation is the word that biologists often give to the process of a population getting better and better suited to its environment."}, {"video_title": "Darwinism vs. Social Darwinism part 1   US History   Khan Academy.mp3", "Sentence": "Like the natural selection is just like a good situation. Yeah, I mean, natural selection is really just the differential survival and reproduction. And as you mentioned a great word there, which is adaptation. So adaptation is the word that biologists often give to the process of a population getting better and better suited to its environment. So you would say that the population was adapting to being in a blue space as it gradually started to have more and more blue beetles across generations. So what I find really interesting about this is that it's entirely by chance, right? More or less, you've got a genetic mutation and then that mutation happens to suit the environment that you're in, which allows you to thrive and your genes and your adaptations to be passed on over time."}, {"video_title": "Darwinism vs. Social Darwinism part 1   US History   Khan Academy.mp3", "Sentence": "So adaptation is the word that biologists often give to the process of a population getting better and better suited to its environment. So you would say that the population was adapting to being in a blue space as it gradually started to have more and more blue beetles across generations. So what I find really interesting about this is that it's entirely by chance, right? More or less, you've got a genetic mutation and then that mutation happens to suit the environment that you're in, which allows you to thrive and your genes and your adaptations to be passed on over time. Yes, and I mean, the variation would have occurred randomly to start with, like you say, it would have been a mutation. It didn't happen because the beetles went to a blue place and said, gosh, I should be blue. That would be awesome."}, {"video_title": "Darwinism vs. Social Darwinism part 1   US History   Khan Academy.mp3", "Sentence": "More or less, you've got a genetic mutation and then that mutation happens to suit the environment that you're in, which allows you to thrive and your genes and your adaptations to be passed on over time. Yes, and I mean, the variation would have occurred randomly to start with, like you say, it would have been a mutation. It didn't happen because the beetles went to a blue place and said, gosh, I should be blue. That would be awesome. That was not what happened. It was already there and it just happened to be successful in that environment. And if they'd gone to a green place, well, guess what?"}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "So in our last video, we started looking at this speech by Franklin Delano Roosevelt, which he gave at his inauguration in March of 1933. And we took some time to just identify what was happening in this speech and also the context of this speech coming at the height of the Great Depression. So now we're going to dive deeper into our textual analysis and explore the source, figure out what is going on with Roosevelt's language and what he's trying to say and what his biases are. So let's get a little more into what else goes on in this speech, not just the very famous opening paragraph. So we start here with saying people are facing the grim problem of existence and a foolish optimist can deny the dark realities of the moment. And then what comes next? Well, so let's hear all of this in context."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "So let's get a little more into what else goes on in this speech, not just the very famous opening paragraph. So we start here with saying people are facing the grim problem of existence and a foolish optimist can deny the dark realities of the moment. And then what comes next? Well, so let's hear all of this in context. Yet our distress comes from no failure of substance. We are stricken by no plague of locusts. Compared with the perils which our forefathers conquered because they believed and were not afraid, we still have much to be thankful for."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "Well, so let's hear all of this in context. Yet our distress comes from no failure of substance. We are stricken by no plague of locusts. Compared with the perils which our forefathers conquered because they believed and were not afraid, we still have much to be thankful for. Nature still offers her bounty and human efforts have multiplied it. Plenty is at our doorstep, but a generous use of it languishes in the very sight of the supply. Primarily, this is because the rulers of the exchange of mankind's goods have failed through their own stubbornness and their own incompetence, have admitted their failure and abdicated."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "Compared with the perils which our forefathers conquered because they believed and were not afraid, we still have much to be thankful for. Nature still offers her bounty and human efforts have multiplied it. Plenty is at our doorstep, but a generous use of it languishes in the very sight of the supply. Primarily, this is because the rulers of the exchange of mankind's goods have failed through their own stubbornness and their own incompetence, have admitted their failure and abdicated. Practices of the unscrupulous money changers stand indicted in the court of public opinion, rejected by the hearts and minds of men. Restoration calls, however, not for changes in ethics alone. This nation asks for action and action now."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "Primarily, this is because the rulers of the exchange of mankind's goods have failed through their own stubbornness and their own incompetence, have admitted their failure and abdicated. Practices of the unscrupulous money changers stand indicted in the court of public opinion, rejected by the hearts and minds of men. Restoration calls, however, not for changes in ethics alone. This nation asks for action and action now. What's interesting about this paragraph is that there's a lot of Bible stuff going on in here. There's a lot of biblical references that serve to do, I think, a lot of work for Roosevelt in this inaugural address. As you talked, I just underlined the things that really stood out to me as maybe kind of the heart of what he was saying."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "This nation asks for action and action now. What's interesting about this paragraph is that there's a lot of Bible stuff going on in here. There's a lot of biblical references that serve to do, I think, a lot of work for Roosevelt in this inaugural address. As you talked, I just underlined the things that really stood out to me as maybe kind of the heart of what he was saying. And you're saying these are like biblical references. So what do you mean by that? Some of them are."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "As you talked, I just underlined the things that really stood out to me as maybe kind of the heart of what he was saying. And you're saying these are like biblical references. So what do you mean by that? Some of them are. So when we're talking about plague of locusts and money changers specifically, we're looking at Old and New Testament references, respectively. In fact, later in the speech, he refers to money changers being chased out of our nation's temple, which is a deliberate reference to the New Testament. OK."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "Some of them are. So when we're talking about plague of locusts and money changers specifically, we're looking at Old and New Testament references, respectively. In fact, later in the speech, he refers to money changers being chased out of our nation's temple, which is a deliberate reference to the New Testament. OK. So this is very grand. We love to hear this speech so much because it has that kind of ringing of authenticity in a way that maybe a modern speech does not. Well, some of that authenticity comes through association with epic literature and the Bible."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "OK. So this is very grand. We love to hear this speech so much because it has that kind of ringing of authenticity in a way that maybe a modern speech does not. Well, some of that authenticity comes through association with epic literature and the Bible. So he's making these allusions to great biblical events, right, like the plague of locusts being visited upon Egypt, which was like a great and terrible plague. And he's using that as a counterpoint to the misery of the present moment. He's saying, look, things could be worse."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "Well, some of that authenticity comes through association with epic literature and the Bible. So he's making these allusions to great biblical events, right, like the plague of locusts being visited upon Egypt, which was like a great and terrible plague. And he's using that as a counterpoint to the misery of the present moment. He's saying, look, things could be worse. We could be ancient Egypt in the Bible, and locusts could be eating all of our crops. Things are bad, but it's not like God himself is willing destruction upon us. OK, yeah."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "He's saying, look, things could be worse. We could be ancient Egypt in the Bible, and locusts could be eating all of our crops. Things are bad, but it's not like God himself is willing destruction upon us. OK, yeah. I think this is also another one of the really interesting things about the Great Depression. I mean, it's true that there were farm failures during the Dust Bowl. But on the whole, it's not like people stopped producing food."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "OK, yeah. I think this is also another one of the really interesting things about the Great Depression. I mean, it's true that there were farm failures during the Dust Bowl. But on the whole, it's not like people stopped producing food. This wasn't a famine. What it was was a crisis of confidence where prices went down significantly. And so farmers could not make a living on their crops."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "But on the whole, it's not like people stopped producing food. This wasn't a famine. What it was was a crisis of confidence where prices went down significantly. And so farmers could not make a living on their crops. It's not that they didn't have food. It's that they didn't have money. I also feel like there's a different aspect to the reason that he uses this biblical language here."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "And so farmers could not make a living on their crops. It's not that they didn't have food. It's that they didn't have money. I also feel like there's a different aspect to the reason that he uses this biblical language here. And I think that's because it's very authoritative, right? When you stand up in front of a group of people, and Roosevelt has this powerful voice which really resonates with people, and you speak like a preacher would speak, it says this is a man of authority. This is a man who perhaps is in touch with the moral authority associated with the Christian Bible."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "I also feel like there's a different aspect to the reason that he uses this biblical language here. And I think that's because it's very authoritative, right? When you stand up in front of a group of people, and Roosevelt has this powerful voice which really resonates with people, and you speak like a preacher would speak, it says this is a man of authority. This is a man who perhaps is in touch with the moral authority associated with the Christian Bible. Sure, I mean, for a very long time, authority was kind of correlated with your ability to quote chapter and verse. I mean, we're talking about a man who has just put his hand on a Bible in order to swear himself in. So it really makes him seem not only like he knows what he's talking about, but also that he's got a handle on the situation."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "This is a man who perhaps is in touch with the moral authority associated with the Christian Bible. Sure, I mean, for a very long time, authority was kind of correlated with your ability to quote chapter and verse. I mean, we're talking about a man who has just put his hand on a Bible in order to swear himself in. So it really makes him seem not only like he knows what he's talking about, but also that he's got a handle on the situation. So what we're saying is that by harnessing this language, he's trying to harness the authority that people have invested in the church by using the language of the church. So what we're doing here I might call step three, which is to identify how an argument is made, right? So we're looking at his rhetorical strategies and seeing how they're effective or, in perhaps another case, not effective in conveying his opinion."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "So it really makes him seem not only like he knows what he's talking about, but also that he's got a handle on the situation. So what we're saying is that by harnessing this language, he's trying to harness the authority that people have invested in the church by using the language of the church. So what we're doing here I might call step three, which is to identify how an argument is made, right? So we're looking at his rhetorical strategies and seeing how they're effective or, in perhaps another case, not effective in conveying his opinion. And I say opinion. At this point, what would we say that his opinion of the Great Depression is? That it's specific people's fault, that it is at the fault of not just this wave of panic, but on account of some greedy people, the unscrupulous money changers, and the rulers of the exchanges."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "So we're looking at his rhetorical strategies and seeing how they're effective or, in perhaps another case, not effective in conveying his opinion. And I say opinion. At this point, what would we say that his opinion of the Great Depression is? That it's specific people's fault, that it is at the fault of not just this wave of panic, but on account of some greedy people, the unscrupulous money changers, and the rulers of the exchanges. So he's blaming bankers for the Great Depression, which I think is fair. I mean, there's very little regulation in the 1920s that would prevent the kind of fraud that could lead to a collapse of banking. For example, insider trading is not illegal."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "That it's specific people's fault, that it is at the fault of not just this wave of panic, but on account of some greedy people, the unscrupulous money changers, and the rulers of the exchanges. So he's blaming bankers for the Great Depression, which I think is fair. I mean, there's very little regulation in the 1920s that would prevent the kind of fraud that could lead to a collapse of banking. For example, insider trading is not illegal. And most people bought stocks on margin, which is a terrible idea, which means you only have to put 10% of the value of a bond down before you buy it, which means that there's a lot of theoretical money floating around out there that's not backed by much real money. Oh, that sounds like a terrible idea. It was a terrible idea."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "For example, insider trading is not illegal. And most people bought stocks on margin, which is a terrible idea, which means you only have to put 10% of the value of a bond down before you buy it, which means that there's a lot of theoretical money floating around out there that's not backed by much real money. Oh, that sounds like a terrible idea. It was a terrible idea. So it's like buying stocks on credit? Exactly. Oh, man."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "It was a terrible idea. So it's like buying stocks on credit? Exactly. Oh, man. His argument is that, first, things could be worse. Second of all, the reason things are bad is because of these people. Thing number three, here's how we're going to get back on track."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "Oh, man. His argument is that, first, things could be worse. Second of all, the reason things are bad is because of these people. Thing number three, here's how we're going to get back on track. All right, so this is where we get here at the end. So the nation asks for action, and action now, which I'd say is not only a mention of how he's going to get things done, but a covert poke at Herbert Hoover for not doing much. And then he says, our greatest primary task is to put people to work."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "Thing number three, here's how we're going to get back on track. All right, so this is where we get here at the end. So the nation asks for action, and action now, which I'd say is not only a mention of how he's going to get things done, but a covert poke at Herbert Hoover for not doing much. And then he says, our greatest primary task is to put people to work. Remember, there's an unemployment rate of 25%. That is so many people. Our current unemployment rate is less than 5%, to give you an idea."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "And then he says, our greatest primary task is to put people to work. Remember, there's an unemployment rate of 25%. That is so many people. Our current unemployment rate is less than 5%, to give you an idea. This is no unsolvable problem if we face it wisely and courageously. It can be accomplished in part by direct recruiting by the government itself, treating the task as we would treat the emergency of a war, but at the same time, through this employment, accomplishing greatly needed projects to stimulate and reorganize the use of our natural resources. This is a radical idea."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "Our current unemployment rate is less than 5%, to give you an idea. This is no unsolvable problem if we face it wisely and courageously. It can be accomplished in part by direct recruiting by the government itself, treating the task as we would treat the emergency of a war, but at the same time, through this employment, accomplishing greatly needed projects to stimulate and reorganize the use of our natural resources. This is a radical idea. It is a really radical idea. And this is one reason why historians love to study the Great Depression and the administration of Franklin Delano Roosevelt, because this is kind of the decade where we threw out the rule book. And I think what Roosevelt is saying here is that he was willing to try anything to conquer the Great Depression."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "This is a radical idea. It is a really radical idea. And this is one reason why historians love to study the Great Depression and the administration of Franklin Delano Roosevelt, because this is kind of the decade where we threw out the rule book. And I think what Roosevelt is saying here is that he was willing to try anything to conquer the Great Depression. And one of the things he tries is bringing the government into the process of giving people work. OK, so we've got a sense of what he's arguing and how he's arguing it. But let's take a higher level look now."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "And I think what Roosevelt is saying here is that he was willing to try anything to conquer the Great Depression. And one of the things he tries is bringing the government into the process of giving people work. OK, so we've got a sense of what he's arguing and how he's arguing it. But let's take a higher level look now. So I would say step four is seeing if you can analyze the potential bias of a source. And I want to be clear that all sources are biased. I think a common misconception is that if you're looking at a source, it's either biased or it's not."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "But let's take a higher level look now. So I would say step four is seeing if you can analyze the potential bias of a source. And I want to be clear that all sources are biased. I think a common misconception is that if you're looking at a source, it's either biased or it's not. It's written by someone who has an agenda or someone who is completely impartial. And that is never the case. What about a photograph?"}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "I think a common misconception is that if you're looking at a source, it's either biased or it's not. It's written by someone who has an agenda or someone who is completely impartial. And that is never the case. What about a photograph? If I take a photograph of something or someone, isn't that an objective rendering of that person or object? Well, it certainly shows what was there at that moment in time. But even photographers are making choices, right?"}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "What about a photograph? If I take a photograph of something or someone, isn't that an objective rendering of that person or object? Well, it certainly shows what was there at that moment in time. But even photographers are making choices, right? When you pick up a camera and you take a picture of a thing, you are taking a picture of that thing and not something else, which is in itself a form of bias to say, I think this is important or this is what I want you to see. So where we put the frame is a choice. Yes."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "But even photographers are making choices, right? When you pick up a camera and you take a picture of a thing, you are taking a picture of that thing and not something else, which is in itself a form of bias to say, I think this is important or this is what I want you to see. So where we put the frame is a choice. Yes. So the question is, what is Roosevelt not saying in this speech? What is he not taking a photograph of? What's just outside the view of his camera?"}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "Yes. So the question is, what is Roosevelt not saying in this speech? What is he not taking a photograph of? What's just outside the view of his camera? And why is he taking this photograph of a speech, right? When he sat down to write this, what was motivating him? And what are some of the perhaps even less obvious factors about why he makes the argument that he does?"}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "What's just outside the view of his camera? And why is he taking this photograph of a speech, right? When he sat down to write this, what was motivating him? And what are some of the perhaps even less obvious factors about why he makes the argument that he does? Well, I mean, obviously the man has a bias in favor of his own politics. I mean, these are his administration's ideas, right? So he's going to be coming out in favor of those very strongly."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "And what are some of the perhaps even less obvious factors about why he makes the argument that he does? Well, I mean, obviously the man has a bias in favor of his own politics. I mean, these are his administration's ideas, right? So he's going to be coming out in favor of those very strongly. So FDR is a Democrat. And there really haven't been many Democrats in office since before the Lincoln administration, which is the 1860s. So that's a new thing."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "So he's going to be coming out in favor of those very strongly. So FDR is a Democrat. And there really haven't been many Democrats in office since before the Lincoln administration, which is the 1860s. So that's a new thing. I mean, this is the popular base rejecting Hoover and the Republican Party because of the Great Depression. Right. So he's bringing Democratic political ideas to the table here."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "So that's a new thing. I mean, this is the popular base rejecting Hoover and the Republican Party because of the Great Depression. Right. So he's bringing Democratic political ideas to the table here. So he's trying to make a case for those political ideals in this speech. He was elected by a majority of American voters, but now he has to make the case to the rest of the United States. He has to make a case to the people that didn't elect him."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "So he's bringing Democratic political ideas to the table here. So he's trying to make a case for those political ideals in this speech. He was elected by a majority of American voters, but now he has to make the case to the rest of the United States. He has to make a case to the people that didn't elect him. Right, and so he's saying that direct recruiting by the government itself, government jobs, having the powers as if the Depression were war, that is a case for really strong government intervention, which is a keystone of the Democratic Party compared to Republicans who generally advocate for a smaller government. So he's saying this is what's gonna work. The Democratic platform of using the government in the economy and in social programs is what's going to work to get us out of this Depression."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "He has to make a case to the people that didn't elect him. Right, and so he's saying that direct recruiting by the government itself, government jobs, having the powers as if the Depression were war, that is a case for really strong government intervention, which is a keystone of the Democratic Party compared to Republicans who generally advocate for a smaller government. So he's saying this is what's gonna work. The Democratic platform of using the government in the economy and in social programs is what's going to work to get us out of this Depression. So he's making a big, strong case for federalism. Exactly. What I think is interesting, though, here is that there's a lot he doesn't say, and I think that's also important to look at when you're analyzing a primary source."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "The Democratic platform of using the government in the economy and in social programs is what's going to work to get us out of this Depression. So he's making a big, strong case for federalism. Exactly. What I think is interesting, though, here is that there's a lot he doesn't say, and I think that's also important to look at when you're analyzing a primary source. There's a lot that you could talk about, but you make choices about what to talk about and what not to mention. So what could you say he doesn't mention here? He doesn't mention how any of this is going to work."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "What I think is interesting, though, here is that there's a lot he doesn't say, and I think that's also important to look at when you're analyzing a primary source. There's a lot that you could talk about, but you make choices about what to talk about and what not to mention. So what could you say he doesn't mention here? He doesn't mention how any of this is going to work. Yeah, I think that's maybe the biggest missing piece here, right? I mean, this is broad strokes. This is getting people on board, but nowhere does he say, okay, here's exactly what I'm going to do."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "He doesn't mention how any of this is going to work. Yeah, I think that's maybe the biggest missing piece here, right? I mean, this is broad strokes. This is getting people on board, but nowhere does he say, okay, here's exactly what I'm going to do. Let me tell you how many dollars I'm going to spend, how many people I'm going to hire, what sort of cabinets I'm going to create. This is not a time for specifics, he says. This is almost more of an inspirational speech to say, okay, I gotcha."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "This is getting people on board, but nowhere does he say, okay, here's exactly what I'm going to do. Let me tell you how many dollars I'm going to spend, how many people I'm going to hire, what sort of cabinets I'm going to create. This is not a time for specifics, he says. This is almost more of an inspirational speech to say, okay, I gotcha. All right, so we've looked at the source. We've kind of analyzed its rhetorical strategy and its potential bias. I'd say the last thing we might want to do with this is now think about how we could use it as a source."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "This is almost more of an inspirational speech to say, okay, I gotcha. All right, so we've looked at the source. We've kind of analyzed its rhetorical strategy and its potential bias. I'd say the last thing we might want to do with this is now think about how we could use it as a source. Okay. So, let's see. So we're taking this primary source and we're turning it into a secondary source."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "I'd say the last thing we might want to do with this is now think about how we could use it as a source. Okay. So, let's see. So we're taking this primary source and we're turning it into a secondary source. Right, so say that you are sitting down to write an essay about the Great Depression, and you've got to say, all right, now how can I use Franklin Delano Roosevelt's inaugural address to make my point in my essay? So, let's say step five, let's say synthesize, perhaps, that's my big word. Nice."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "So we're taking this primary source and we're turning it into a secondary source. Right, so say that you are sitting down to write an essay about the Great Depression, and you've got to say, all right, now how can I use Franklin Delano Roosevelt's inaugural address to make my point in my essay? So, let's say step five, let's say synthesize, perhaps, that's my big word. Nice. As a tool for your own argument. So I would say that this speech is the frame that Roosevelt is putting on the Depression. This is how he is creating the narrative that he wants Americans to adopt."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "Nice. As a tool for your own argument. So I would say that this speech is the frame that Roosevelt is putting on the Depression. This is how he is creating the narrative that he wants Americans to adopt. Yeah. He's fighting the crisis and this is how he wants people to see it. Yeah, so this might be a great primary source to tell you about Roosevelt's strategy or his communication strategy."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "This is how he is creating the narrative that he wants Americans to adopt. Yeah. He's fighting the crisis and this is how he wants people to see it. Yeah, so this might be a great primary source to tell you about Roosevelt's strategy or his communication strategy. What might it not be a very good primary source to help you make an argument for? It probably wouldn't be a very good primary source for the Republican legislative response. You know, you might want to go with Senator Reed Smoot of Utah for something like that."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "Yeah, so this might be a great primary source to tell you about Roosevelt's strategy or his communication strategy. What might it not be a very good primary source to help you make an argument for? It probably wouldn't be a very good primary source for the Republican legislative response. You know, you might want to go with Senator Reed Smoot of Utah for something like that. Right, and it's probably not a great source for really diving into the specifics of the New Deal. Right, I mean, he doesn't say anything about the Civilian Conservation Corps. He doesn't say anything about the National Recovery Administration."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "You know, you might want to go with Senator Reed Smoot of Utah for something like that. Right, and it's probably not a great source for really diving into the specifics of the New Deal. Right, I mean, he doesn't say anything about the Civilian Conservation Corps. He doesn't say anything about the National Recovery Administration. This is not the nuts and bolts of the New Deal. It's the grand idea behind it. Right, he's trying to sell the New Deal."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "He doesn't say anything about the National Recovery Administration. This is not the nuts and bolts of the New Deal. It's the grand idea behind it. Right, he's trying to sell the New Deal. Right, so it's, I think, a really powerful primary source for understanding the impetus behind the New Deal, but not the programs. Sweet. All right, well, thank you for bringing your sweet grammarian skills to the table as we look at Roosevelt's speech."}, {"video_title": "How to read a document part 2   The historian's toolkit   US History   Khan Academy (2).mp3", "Sentence": "Right, he's trying to sell the New Deal. Right, so it's, I think, a really powerful primary source for understanding the impetus behind the New Deal, but not the programs. Sweet. All right, well, thank you for bringing your sweet grammarian skills to the table as we look at Roosevelt's speech. My pleasure. Thank you for bringing your sweet historian skills to the table. Kim and David out."}, {"video_title": "Antietam part 2.mp3", "Sentence": "And Antietam took place in Maryland on September 17th, 1862. And just to briefly recap, Antietam was the single bloodiest day in American history. Over 4,000 people died. And Antietam was a signature victory in the Civil War for the North, for Abraham Lincoln and the forces of the United States. And one thing that was really important about Antietam was that Lincoln had been waiting for a Union victory so that he could proclaim the Emancipation Proclamation, which was intended to be a real morale blow to the South and also a signal to both enslaved people in the South, Northern Republicans who were strongly in favor of abolition, the end of slavery, and also the world, especially Europe, that the Civil War had become a fight to end slavery, not just a fight to keep the Union together. And I mentioned in the last video that there were two reasons why Antietam was so important, the first being that it led to the Emancipation Proclamation. The second reason was slightly related to that."}, {"video_title": "Antietam part 2.mp3", "Sentence": "And Antietam was a signature victory in the Civil War for the North, for Abraham Lincoln and the forces of the United States. And one thing that was really important about Antietam was that Lincoln had been waiting for a Union victory so that he could proclaim the Emancipation Proclamation, which was intended to be a real morale blow to the South and also a signal to both enslaved people in the South, Northern Republicans who were strongly in favor of abolition, the end of slavery, and also the world, especially Europe, that the Civil War had become a fight to end slavery, not just a fight to keep the Union together. And I mentioned in the last video that there were two reasons why Antietam was so important, the first being that it led to the Emancipation Proclamation. The second reason was slightly related to that. The eyes of the world were really on the United States and on the Civil War at this time, and many people in Europe were trying to decide whether they should intervene in the American Civil War. Now, why would they do this? Well, I think the most important reason that they would do this is because the South of the United States supplied 75% of the world's cotton at the beginning of the Civil War."}, {"video_title": "Antietam part 2.mp3", "Sentence": "The second reason was slightly related to that. The eyes of the world were really on the United States and on the Civil War at this time, and many people in Europe were trying to decide whether they should intervene in the American Civil War. Now, why would they do this? Well, I think the most important reason that they would do this is because the South of the United States supplied 75% of the world's cotton at the beginning of the Civil War. And so to major industrialized nations, especially the United Kingdom, cotton was the source of their prosperity. They based their economy in part around textile mills. This was what England was known for."}, {"video_title": "Antietam part 2.mp3", "Sentence": "Well, I think the most important reason that they would do this is because the South of the United States supplied 75% of the world's cotton at the beginning of the Civil War. And so to major industrialized nations, especially the United Kingdom, cotton was the source of their prosperity. They based their economy in part around textile mills. This was what England was known for. During the Civil War, the North blockaded the South, which meant that they used the ships of the Navy to prevent supplies from getting in or crops from getting out of the American South. So if England can't get their cotton crops, they might be in a whole lot of trouble when it comes to textile manufacturing. And in fact, the Confederacy was counting on having the support of Europe in their rebellion against the United States, partly for this reason."}, {"video_title": "Antietam part 2.mp3", "Sentence": "This was what England was known for. During the Civil War, the North blockaded the South, which meant that they used the ships of the Navy to prevent supplies from getting in or crops from getting out of the American South. So if England can't get their cotton crops, they might be in a whole lot of trouble when it comes to textile manufacturing. And in fact, the Confederacy was counting on having the support of Europe in their rebellion against the United States, partly for this reason. Now, there were other reasons why Europe might have intervened on behalf of the South. One of these was that Europe was traditionally a highly classed society, and they had a lot of sympathy for the way that the South did things with a wealthy planter class similar to the monarchy or the gentry in Europe, which was in control of poorer whites and enslaved people of African descent. Another reason was that it was to the advantage of Europe not to have such a strong nation as the United States operating in the Americas."}, {"video_title": "Antietam part 2.mp3", "Sentence": "And in fact, the Confederacy was counting on having the support of Europe in their rebellion against the United States, partly for this reason. Now, there were other reasons why Europe might have intervened on behalf of the South. One of these was that Europe was traditionally a highly classed society, and they had a lot of sympathy for the way that the South did things with a wealthy planter class similar to the monarchy or the gentry in Europe, which was in control of poorer whites and enslaved people of African descent. Another reason was that it was to the advantage of Europe not to have such a strong nation as the United States operating in the Americas. Remember that this is the era of imperialism, the very beginning of imperialism, as countries like the United Kingdom and France, Germany, and others in Europe begin to look for colonies abroad. And the United States had, in 1820, proclaimed the Monroe Doctrine, which said, Europe, keep out of the Americas. We consider this our area of the world."}, {"video_title": "Antietam part 2.mp3", "Sentence": "Another reason was that it was to the advantage of Europe not to have such a strong nation as the United States operating in the Americas. Remember that this is the era of imperialism, the very beginning of imperialism, as countries like the United Kingdom and France, Germany, and others in Europe begin to look for colonies abroad. And the United States had, in 1820, proclaimed the Monroe Doctrine, which said, Europe, keep out of the Americas. We consider this our area of the world. So dividing what had been the United States into two smaller nations would probably have worked out in their favor. So Europe had the social or cultural reasons to join with the South, and also political or perhaps foreign policy reasons to join with the South. Now, the South was really counting on the intervention of a European nation."}, {"video_title": "Antietam part 2.mp3", "Sentence": "We consider this our area of the world. So dividing what had been the United States into two smaller nations would probably have worked out in their favor. So Europe had the social or cultural reasons to join with the South, and also political or perhaps foreign policy reasons to join with the South. Now, the South was really counting on the intervention of a European nation. They thought certainly the United Kingdom would intercede on their behalf. And it looked, especially early in the Civil War, like that might be the case. But when it came down to it, the United Kingdom did not intercede for the South, and there were a few reasons why that happened."}, {"video_title": "Antietam part 2.mp3", "Sentence": "Now, the South was really counting on the intervention of a European nation. They thought certainly the United Kingdom would intercede on their behalf. And it looked, especially early in the Civil War, like that might be the case. But when it came down to it, the United Kingdom did not intercede for the South, and there were a few reasons why that happened. One of those reasons was that the South had kind of oversold cotton to England in the years leading up to the Civil War. So there was actually a considerable supply on hand, which English merchants had built up before the Civil War, kind of seeing this coming. So the loss of new Southern cotton really didn't turn out to be as big of a problem as many had imagined."}, {"video_title": "Antietam part 2.mp3", "Sentence": "But when it came down to it, the United Kingdom did not intercede for the South, and there were a few reasons why that happened. One of those reasons was that the South had kind of oversold cotton to England in the years leading up to the Civil War. So there was actually a considerable supply on hand, which English merchants had built up before the Civil War, kind of seeing this coming. So the loss of new Southern cotton really didn't turn out to be as big of a problem as many had imagined. And related to that, as the Civil War began to ramp up, both Egypt and India, which were also cotton producers, began to increase their production, understanding that there would be more of a demand coming from England that couldn't be supplied from the American South. So it's interesting to note that it's partly in response to the American Civil War and the northern blockade of Southern ships that Egypt and India become the world suppliers of cotton that they will be for the rest of the 19th century. The other reason that England doesn't aid the South is more of a cultural reason, which I think is very interesting, which is that the novel Uncle Tom's Cabin, which we'll talk about more in other videos, was read really widely in England."}, {"video_title": "Antietam part 2.mp3", "Sentence": "So the loss of new Southern cotton really didn't turn out to be as big of a problem as many had imagined. And related to that, as the Civil War began to ramp up, both Egypt and India, which were also cotton producers, began to increase their production, understanding that there would be more of a demand coming from England that couldn't be supplied from the American South. So it's interesting to note that it's partly in response to the American Civil War and the northern blockade of Southern ships that Egypt and India become the world suppliers of cotton that they will be for the rest of the 19th century. The other reason that England doesn't aid the South is more of a cultural reason, which I think is very interesting, which is that the novel Uncle Tom's Cabin, which we'll talk about more in other videos, was read really widely in England. It was a very popular novel there. The stage shows of Uncle Tom's Cabin were quite common. And this novel, which in the United States had helped to propel the Civil War by showing northerners how barbaric and institution slavery was, also came over to England."}, {"video_title": "Antietam part 2.mp3", "Sentence": "The other reason that England doesn't aid the South is more of a cultural reason, which I think is very interesting, which is that the novel Uncle Tom's Cabin, which we'll talk about more in other videos, was read really widely in England. It was a very popular novel there. The stage shows of Uncle Tom's Cabin were quite common. And this novel, which in the United States had helped to propel the Civil War by showing northerners how barbaric and institution slavery was, also came over to England. And because the Battle of the Antietam allowed Lincoln to make the Emancipation Proclamation to the citizens of England, this meant now that the North was an army of liberation, that they had the choice of siding with either Southern slaveholders who had been demonized in Uncle Tom's Cabin or with northerners who were fighting against those slaveholders. So because of the Emancipation Proclamation and because of these other side issues about the supply of cotton, Antietam really marks the moment when it becomes clear that there is not going to be any European help for the South. And that's really important because think of the American movement for independence."}, {"video_title": "Antietam part 2.mp3", "Sentence": "And this novel, which in the United States had helped to propel the Civil War by showing northerners how barbaric and institution slavery was, also came over to England. And because the Battle of the Antietam allowed Lincoln to make the Emancipation Proclamation to the citizens of England, this meant now that the North was an army of liberation, that they had the choice of siding with either Southern slaveholders who had been demonized in Uncle Tom's Cabin or with northerners who were fighting against those slaveholders. So because of the Emancipation Proclamation and because of these other side issues about the supply of cotton, Antietam really marks the moment when it becomes clear that there is not going to be any European help for the South. And that's really important because think of the American movement for independence. The reason that the United States won, or at least one reason that the United States won, was because of the intervention of France. The South knew that they needed the help of Europe if they were going to succeed. Had England interceded, it's highly likely that the South may have won the American Civil War and it would have been a separate nation."}, {"video_title": "More detail on the Treaty of Versailles and Germany   World history   Khan Academy.mp3", "Sentence": "So we've already talked about it helping to establish the League of Nations, but in specific, or particularly with regards to Germany, the biggest aspect of it was its application of war guilt, essentially putting the full blame of the war on Germany. Maybe you could justify it by saying, look, Germany was the most aggressive actor at the beginning of the war, declaring war on Russia and France without much provocation. But then the counterargument would be, look, Austria-Hungary had already declared war on Serbia, Russia had already mobilized. But then the counter-counterargument, well, Germany gave a blank check to Austria. It said it would back up Austria no matter what Austria had done. Needless to say, this applied a lot of the Germans were not happy about being assigned the full blame of war guilt. Now on top of that, we've already talked about the notion that it really diminished, the Treaty of Versailles really forced the German military to be diminished dramatically down to 100,000 troops, which is really now more of a glorified police force."}, {"video_title": "More detail on the Treaty of Versailles and Germany   World history   Khan Academy.mp3", "Sentence": "But then the counter-counterargument, well, Germany gave a blank check to Austria. It said it would back up Austria no matter what Austria had done. Needless to say, this applied a lot of the Germans were not happy about being assigned the full blame of war guilt. Now on top of that, we've already talked about the notion that it really diminished, the Treaty of Versailles really forced the German military to be diminished dramatically down to 100,000 troops, which is really now more of a glorified police force. It was also forbidden from forming a union with Austria. And you might say, why Austria in particular? Well, Austria is a German-speaking state, and so you could imagine there's a lot of ethnic affinity or linguistic affinity between Germany and Austria."}, {"video_title": "More detail on the Treaty of Versailles and Germany   World history   Khan Academy.mp3", "Sentence": "Now on top of that, we've already talked about the notion that it really diminished, the Treaty of Versailles really forced the German military to be diminished dramatically down to 100,000 troops, which is really now more of a glorified police force. It was also forbidden from forming a union with Austria. And you might say, why Austria in particular? Well, Austria is a German-speaking state, and so you could imagine there's a lot of ethnic affinity or linguistic affinity between Germany and Austria. So this is not allowed according to the Treaty of Versailles. And then on top of that, Germany loses its colonies. And these colonies we've already talked about, these are colonies in Africa, colonies in Asia, and colonies in the Pacific."}, {"video_title": "More detail on the Treaty of Versailles and Germany   World history   Khan Academy.mp3", "Sentence": "Well, Austria is a German-speaking state, and so you could imagine there's a lot of ethnic affinity or linguistic affinity between Germany and Austria. So this is not allowed according to the Treaty of Versailles. And then on top of that, Germany loses its colonies. And these colonies we've already talked about, these are colonies in Africa, colonies in Asia, and colonies in the Pacific. Then on top of that, we have the reparations. We have the reparations estimated at the equivalent in 2013 terms of about $450 billion US dollars. That doesn't get fully paid, but it still has a huge toll on the German economy, especially because the reparations were not just paid in currency, they were paid in resources."}, {"video_title": "More detail on the Treaty of Versailles and Germany   World history   Khan Academy.mp3", "Sentence": "And these colonies we've already talked about, these are colonies in Africa, colonies in Asia, and colonies in the Pacific. Then on top of that, we have the reparations. We have the reparations estimated at the equivalent in 2013 terms of about $450 billion US dollars. That doesn't get fully paid, but it still has a huge toll on the German economy, especially because the reparations were not just paid in currency, they were paid in resources. And to make sure that they were paid in resources, the Allies actually occupied the Saar region right over here, which was coal-rich. And for the next 15 years, it would ship that coal to France. So the Allies weren't just getting paid in currency, they were getting paid in dollars."}, {"video_title": "More detail on the Treaty of Versailles and Germany   World history   Khan Academy.mp3", "Sentence": "That doesn't get fully paid, but it still has a huge toll on the German economy, especially because the reparations were not just paid in currency, they were paid in resources. And to make sure that they were paid in resources, the Allies actually occupied the Saar region right over here, which was coal-rich. And for the next 15 years, it would ship that coal to France. So the Allies weren't just getting paid in currency, they were getting paid in dollars. But this would also have the effect, as Weimar Germany, the Weimar Republic, this is the government of Germany after World War I, called the Weimar Republic because its constitution was drafted in the city of Weimar, in order to try to pay the currency portions of the reparations, lets the printing presses go free, tries to convert into other currencies, and then you essentially have hyperinflation in Germany through the early 20s, through 1923. And on top of that, once this hyperinflation happens and they no longer can pay the reparations, then in order to continue to extract resources from Weimar Germany, France goes ahead and occupies the Ruhr region, which is right about here. It's also very rich in steel and coal, and they began shipping the resources out, which was another huge humiliation for the Germans."}, {"video_title": "More detail on the Treaty of Versailles and Germany   World history   Khan Academy.mp3", "Sentence": "So the Allies weren't just getting paid in currency, they were getting paid in dollars. But this would also have the effect, as Weimar Germany, the Weimar Republic, this is the government of Germany after World War I, called the Weimar Republic because its constitution was drafted in the city of Weimar, in order to try to pay the currency portions of the reparations, lets the printing presses go free, tries to convert into other currencies, and then you essentially have hyperinflation in Germany through the early 20s, through 1923. And on top of that, once this hyperinflation happens and they no longer can pay the reparations, then in order to continue to extract resources from Weimar Germany, France goes ahead and occupies the Ruhr region, which is right about here. It's also very rich in steel and coal, and they began shipping the resources out, which was another huge humiliation for the Germans. And on top of that, it's crippling the German economy. They're taking all of the main resources out of the German economy. This happened in 1923 as well."}, {"video_title": "More detail on the Treaty of Versailles and Germany   World history   Khan Academy.mp3", "Sentence": "It's also very rich in steel and coal, and they began shipping the resources out, which was another huge humiliation for the Germans. And on top of that, it's crippling the German economy. They're taking all of the main resources out of the German economy. This happened in 1923 as well. And the combined effect of, one, just the humiliation of World War I, the shipping away of resources, now this occupation of the Ruhr region, which was never even part of the already bad Treaty of Versailles from the Germans' point of view, this helped bring support for fairly more and more extreme parties in Germany. And as you go into the end of 1923, it gave some energy for Hitler's, at the time, fairly small national socialists, or their Nazis, to attempt a coup d'etat of the government, attempt their Beer Hall Putsch. It ends up failing, but it does give a lot of energy to what was before a very marginalized or very small party."}, {"video_title": "More detail on the Treaty of Versailles and Germany   World history   Khan Academy.mp3", "Sentence": "This happened in 1923 as well. And the combined effect of, one, just the humiliation of World War I, the shipping away of resources, now this occupation of the Ruhr region, which was never even part of the already bad Treaty of Versailles from the Germans' point of view, this helped bring support for fairly more and more extreme parties in Germany. And as you go into the end of 1923, it gave some energy for Hitler's, at the time, fairly small national socialists, or their Nazis, to attempt a coup d'etat of the government, attempt their Beer Hall Putsch. It ends up failing, but it does give a lot of energy to what was before a very marginalized or very small party. Because of this occupation, it allows that party to grow by a significant amount. But on top of that, let's talk about the actual territorial losses, all of the territorial losses. You have this little region up here, the north part of East Prussia."}, {"video_title": "More detail on the Treaty of Versailles and Germany   World history   Khan Academy.mp3", "Sentence": "It ends up failing, but it does give a lot of energy to what was before a very marginalized or very small party. Because of this occupation, it allows that party to grow by a significant amount. But on top of that, let's talk about the actual territorial losses, all of the territorial losses. You have this little region up here, the north part of East Prussia. At first, it becomes a French protectorate, according to the Treaty of Versailles, but then it's later taken over by Lithuania. We've already talked about this whole region of Germany, of the former German Empire, that's carved away in order to give it to the new state of Poland. Most of Poland is carved out of the former Russian Empire, part is carved out of the former German Empire, and also part is carved out of the former Austro-Hungarian Empire."}, {"video_title": "More detail on the Treaty of Versailles and Germany   World history   Khan Academy.mp3", "Sentence": "You have this little region up here, the north part of East Prussia. At first, it becomes a French protectorate, according to the Treaty of Versailles, but then it's later taken over by Lithuania. We've already talked about this whole region of Germany, of the former German Empire, that's carved away in order to give it to the new state of Poland. Most of Poland is carved out of the former Russian Empire, part is carved out of the former German Empire, and also part is carved out of the former Austro-Hungarian Empire. Then you have this region right here in Silesia. Part of it goes to Poland, part of it goes to Czechoslovakia. You have the famous Alsace and Lorraine region right over here."}, {"video_title": "More detail on the Treaty of Versailles and Germany   World history   Khan Academy.mp3", "Sentence": "Most of Poland is carved out of the former Russian Empire, part is carved out of the former German Empire, and also part is carved out of the former Austro-Hungarian Empire. Then you have this region right here in Silesia. Part of it goes to Poland, part of it goes to Czechoslovakia. You have the famous Alsace and Lorraine region right over here. It had been a cause of contention between Germany and France for many, many, many years. Now this goes back to France. You have a little piece right over here that goes to Belgium."}, {"video_title": "More detail on the Treaty of Versailles and Germany   World history   Khan Academy.mp3", "Sentence": "You have the famous Alsace and Lorraine region right over here. It had been a cause of contention between Germany and France for many, many, many years. Now this goes back to France. You have a little piece right over here that goes to Belgium. And then you have the North Schleswig region goes to Denmark. Now on top of that, as you can imagine, the diminished troops, the taking resources away, France really wanted to cripple Germany's ability of being able to invade at any future point in time. But on top of that, they also set up a demilitarized zone in the Rhineland."}, {"video_title": "More detail on the Treaty of Versailles and Germany   World history   Khan Academy.mp3", "Sentence": "You have a little piece right over here that goes to Belgium. And then you have the North Schleswig region goes to Denmark. Now on top of that, as you can imagine, the diminished troops, the taking resources away, France really wanted to cripple Germany's ability of being able to invade at any future point in time. But on top of that, they also set up a demilitarized zone in the Rhineland. The Rhineland, this included both the demilitarized zone, included the west bank of the Rhine River, all of Germany that was west of the Rhine River, so this entire region right over here. And then it was also occupied by the Allies. And Germany was also forbidden from militarizing or mobilizing troops anywhere 50 kilometers east, east of the Rhine River, east of the Rhine River as well."}, {"video_title": "More detail on the Treaty of Versailles and Germany   World history   Khan Academy.mp3", "Sentence": "But on top of that, they also set up a demilitarized zone in the Rhineland. The Rhineland, this included both the demilitarized zone, included the west bank of the Rhine River, all of Germany that was west of the Rhine River, so this entire region right over here. And then it was also occupied by the Allies. And Germany was also forbidden from militarizing or mobilizing troops anywhere 50 kilometers east, east of the Rhine River, east of the Rhine River as well. And so you see going out of Treaty of Versailles, every attempt was made to attempt to cripple Germany's war-making abilities. They were forbidden from trading in arms, and they couldn't have many types of offensive weapons. So this really was to try to prevent Germany from being able to do what they did in World War I."}, {"video_title": "Big takeaways from the Civil War.mp3", "Sentence": "It was the deadliest conflict in all of American history, in which about 620,000 Americans lost their lives. We briefly went over the very end of the war, as Grant caught up to Lee at Appomattox, and Lee surrendered, and then Confederate sympathizer, and sometimes spy, John Wilkes Booth, assassinated American President Abraham Lincoln. Lincoln was followed in office by Andrew Johnson, who will preside over Reconstruction. But now that we've talked about the progress of war, from the first fighting at Fort Sumter in April of 1861, to the last surrenders in November of 1865, I'd like to take just a few minutes to contemplate what some of the bigger issues that the Civil War raises are in American history, and what impact will it have on the future of American life. Well, certainly one of the most important things, if not the most important thing, to come out of the Civil War is the end of slavery. You know, before the Civil War, before the 1850s, your average white American who lived in, say, Pennsylvania or Kentucky probably wasn't very fond of slavery, but probably wouldn't have gone out of his or her way to take a stand against it. I think Lincoln himself was very representative of this view, in that he hated slavery, but he thought that he had no right to interfere with it, and he mostly just wanted to make sure that slave owners couldn't bring enslaved people out west to take lands from what he saw as hardworking, deserving, poor whites."}, {"video_title": "Big takeaways from the Civil War.mp3", "Sentence": "But now that we've talked about the progress of war, from the first fighting at Fort Sumter in April of 1861, to the last surrenders in November of 1865, I'd like to take just a few minutes to contemplate what some of the bigger issues that the Civil War raises are in American history, and what impact will it have on the future of American life. Well, certainly one of the most important things, if not the most important thing, to come out of the Civil War is the end of slavery. You know, before the Civil War, before the 1850s, your average white American who lived in, say, Pennsylvania or Kentucky probably wasn't very fond of slavery, but probably wouldn't have gone out of his or her way to take a stand against it. I think Lincoln himself was very representative of this view, in that he hated slavery, but he thought that he had no right to interfere with it, and he mostly just wanted to make sure that slave owners couldn't bring enslaved people out west to take lands from what he saw as hardworking, deserving, poor whites. By the end of the Civil War, no one could argue that African Americans, especially in the North, did not deserve citizenship. Throughout the Civil War, African Americans proved their importance to the nation time and time again, especially through their military service in units like the 54th Massachusetts, for example. And so, for the approximately four and a half million enslaved people who lived in the South, they now had their freedom."}, {"video_title": "Big takeaways from the Civil War.mp3", "Sentence": "I think Lincoln himself was very representative of this view, in that he hated slavery, but he thought that he had no right to interfere with it, and he mostly just wanted to make sure that slave owners couldn't bring enslaved people out west to take lands from what he saw as hardworking, deserving, poor whites. By the end of the Civil War, no one could argue that African Americans, especially in the North, did not deserve citizenship. Throughout the Civil War, African Americans proved their importance to the nation time and time again, especially through their military service in units like the 54th Massachusetts, for example. And so, for the approximately four and a half million enslaved people who lived in the South, they now had their freedom. And the story of what happens to these people who have been freed from bondage is perhaps the most interesting and important story of American history. Does all men are created equal mean all men and women are created equal? That is the question that will occupy the nation in one way or another, up until the present, really."}, {"video_title": "Big takeaways from the Civil War.mp3", "Sentence": "And so, for the approximately four and a half million enslaved people who lived in the South, they now had their freedom. And the story of what happens to these people who have been freed from bondage is perhaps the most interesting and important story of American history. Does all men are created equal mean all men and women are created equal? That is the question that will occupy the nation in one way or another, up until the present, really. Another major important takeaway from the Civil War is that the Civil War represented a movement in the United States from a union of states to a nation. And you can even see how Abraham Lincoln's thinking on this changes over the course of the war. He starts to even use the word nation more and more."}, {"video_title": "Big takeaways from the Civil War.mp3", "Sentence": "That is the question that will occupy the nation in one way or another, up until the present, really. Another major important takeaway from the Civil War is that the Civil War represented a movement in the United States from a union of states to a nation. And you can even see how Abraham Lincoln's thinking on this changes over the course of the war. He starts to even use the word nation more and more. Throughout the early part of the history of the United States, you see this balance of power between states and between the federal government really shifting all of the time. You see things like the nullification crisis in the 1830s when South Carolina said, we don't like this tariff. We think that as a state, the union is composed out of the consent of the individual states and therefore the state has the right to nullify a law it doesn't agree with."}, {"video_title": "Big takeaways from the Civil War.mp3", "Sentence": "He starts to even use the word nation more and more. Throughout the early part of the history of the United States, you see this balance of power between states and between the federal government really shifting all of the time. You see things like the nullification crisis in the 1830s when South Carolina said, we don't like this tariff. We think that as a state, the union is composed out of the consent of the individual states and therefore the state has the right to nullify a law it doesn't agree with. The same sort of situation happened in 1860 over slavery. The southern states believed that Lincoln would outlaw slavery and thought that it would be more important to secede as a group of states protecting, in their words, their states' rights than to be subject to the laws of the nation. Well, the Civil War ends that kind of thinking."}, {"video_title": "Big takeaways from the Civil War.mp3", "Sentence": "We think that as a state, the union is composed out of the consent of the individual states and therefore the state has the right to nullify a law it doesn't agree with. The same sort of situation happened in 1860 over slavery. The southern states believed that Lincoln would outlaw slavery and thought that it would be more important to secede as a group of states protecting, in their words, their states' rights than to be subject to the laws of the nation. Well, the Civil War ends that kind of thinking. In fact, you even see it from how people write the name of this country. Frequently, it might have been said before the Civil War, these United States. It's a group of states that are united."}, {"video_title": "Big takeaways from the Civil War.mp3", "Sentence": "Well, the Civil War ends that kind of thinking. In fact, you even see it from how people write the name of this country. Frequently, it might have been said before the Civil War, these United States. It's a group of states that are united. After the Civil War, it becomes the United States. One nation, indivisible. And so, this is the moment when the federal government really begins to grow."}, {"video_title": "Big takeaways from the Civil War.mp3", "Sentence": "It's a group of states that are united. After the Civil War, it becomes the United States. One nation, indivisible. And so, this is the moment when the federal government really begins to grow. During wartime, the North had to really organize as a nation to provide resources for their populace and for the soldiers. And so, the president gained powers that he had never had before. And the federal bureaucracy itself grew a great deal."}, {"video_title": "Big takeaways from the Civil War.mp3", "Sentence": "And so, this is the moment when the federal government really begins to grow. During wartime, the North had to really organize as a nation to provide resources for their populace and for the soldiers. And so, the president gained powers that he had never had before. And the federal bureaucracy itself grew a great deal. And you're going to see this throughout the 20th century, really up until the 1970s, that the federal government in the United States is going to have more and more power. A third important takeaway from the Civil War is that during the Civil War, the North industrialized to produce all of the goods and material that the North needed to succeed. They built factories and railroads."}, {"video_title": "Big takeaways from the Civil War.mp3", "Sentence": "And the federal bureaucracy itself grew a great deal. And you're going to see this throughout the 20th century, really up until the 1970s, that the federal government in the United States is going to have more and more power. A third important takeaway from the Civil War is that during the Civil War, the North industrialized to produce all of the goods and material that the North needed to succeed. They built factories and railroads. And those factories and railroads and all the rest of the impressive engineering that went into winning the war is then going to be turned toward making an industrial behemoth in the post-war era. So, a lot of things that started during the Civil War in terms of national industrialization really carry on in the post-war era known as the Gilded Age that help the United States become the world's premier industrial power and later, based on that industrial power, one of the world's premier political powers. Another thing that is not often talked about with the Civil War is the growing role of women in the United States polity."}, {"video_title": "Big takeaways from the Civil War.mp3", "Sentence": "They built factories and railroads. And those factories and railroads and all the rest of the impressive engineering that went into winning the war is then going to be turned toward making an industrial behemoth in the post-war era. So, a lot of things that started during the Civil War in terms of national industrialization really carry on in the post-war era known as the Gilded Age that help the United States become the world's premier industrial power and later, based on that industrial power, one of the world's premier political powers. Another thing that is not often talked about with the Civil War is the growing role of women in the United States polity. You know, in the American Civil War, at first, it was very taboo for a woman of good birth to go and become a nurse. But as the war progressed, that kind of Victorian thinking, believing that a woman belonged only to a very feminine and domestic sphere of life, really had to fade away in the face of the reality that women needed to play a role in the war. In the North, women became nurses."}, {"video_title": "Big takeaways from the Civil War.mp3", "Sentence": "Another thing that is not often talked about with the Civil War is the growing role of women in the United States polity. You know, in the American Civil War, at first, it was very taboo for a woman of good birth to go and become a nurse. But as the war progressed, that kind of Victorian thinking, believing that a woman belonged only to a very feminine and domestic sphere of life, really had to fade away in the face of the reality that women needed to play a role in the war. In the North, women became nurses. They helped to chair the American Sanitary Commission, which was one of the key hospital groups of the time period. And in the South, many women also really took over the running of family farms. As white men went away, white women, poorer white women, for example, would be in charge of a farm themselves."}, {"video_title": "Big takeaways from the Civil War.mp3", "Sentence": "In the North, women became nurses. They helped to chair the American Sanitary Commission, which was one of the key hospital groups of the time period. And in the South, many women also really took over the running of family farms. As white men went away, white women, poorer white women, for example, would be in charge of a farm themselves. A white woman who belonged to a slave-owning family herself would then have charge of enslaved people. So women took a much more leading role during the Civil War. After the Civil War, some of that falls away."}, {"video_title": "Big takeaways from the Civil War.mp3", "Sentence": "As white men went away, white women, poorer white women, for example, would be in charge of a farm themselves. A white woman who belonged to a slave-owning family herself would then have charge of enslaved people. So women took a much more leading role during the Civil War. After the Civil War, some of that falls away. In fact, there's a really difficult moment in the movement for women's rights when, in 1870, the 15th Amendment granted African American men the right to vote, but not women. And so the women's movement will take some time to regroup in the late 19th century. But the Civil War, like many later wars, brought women outside the home."}, {"video_title": "Big takeaways from the Civil War.mp3", "Sentence": "After the Civil War, some of that falls away. In fact, there's a really difficult moment in the movement for women's rights when, in 1870, the 15th Amendment granted African American men the right to vote, but not women. And so the women's movement will take some time to regroup in the late 19th century. But the Civil War, like many later wars, brought women outside the home. And after the war, they were not anxious to go back there. They became involved in many charitable organizations, often known as social housekeeping, as women do more and more things outside the home, which will eventually grow into the women's movement of the early 20th century and lead to women getting the right to vote. This is just a small sampling of some of the major impacts that the Civil War had on the United States."}, {"video_title": "Big takeaways from the Civil War.mp3", "Sentence": "But the Civil War, like many later wars, brought women outside the home. And after the war, they were not anxious to go back there. They became involved in many charitable organizations, often known as social housekeeping, as women do more and more things outside the home, which will eventually grow into the women's movement of the early 20th century and lead to women getting the right to vote. This is just a small sampling of some of the major impacts that the Civil War had on the United States. Often when we think about United States history, we think about it cutting off at the Civil War. Most college courses or high school courses are organized. The US before the Civil War and the US after the Civil War, as it's a really defining moment in our nation's history for these reasons and for many others."}, {"video_title": "Big takeaways from the Civil War.mp3", "Sentence": "This is just a small sampling of some of the major impacts that the Civil War had on the United States. Often when we think about United States history, we think about it cutting off at the Civil War. Most college courses or high school courses are organized. The US before the Civil War and the US after the Civil War, as it's a really defining moment in our nation's history for these reasons and for many others. The United States entered the Civil War, a loose union of states divided by territory and beliefs, and exited the Civil War a single nation, modern, industrial, peopled by an incredibly diverse range of citizens from all over the world. In other words, after the Civil War, the United States will really come into its own, and that's because the Civil War was the moment when the United States grew up. The United States in 1870 looked a lot more like the year 1900 than it did the year 1860."}, {"video_title": "Big takeaways from the Civil War.mp3", "Sentence": "The US before the Civil War and the US after the Civil War, as it's a really defining moment in our nation's history for these reasons and for many others. The United States entered the Civil War, a loose union of states divided by territory and beliefs, and exited the Civil War a single nation, modern, industrial, peopled by an incredibly diverse range of citizens from all over the world. In other words, after the Civil War, the United States will really come into its own, and that's because the Civil War was the moment when the United States grew up. The United States in 1870 looked a lot more like the year 1900 than it did the year 1860. The 13th Amendment and later the 14th and 15th Amendments ruled that people of African descent were citizens of the United States. Remember beforehand, enslaved people in the South counted for only 3 5ths of a person, and that person couldn't vote, move freely, or own his or her own labor, not to mention their own life. The Civil War decided once and for all that everyone born in the United States was a United States citizen."}, {"video_title": "Big takeaways from the Civil War.mp3", "Sentence": "The United States in 1870 looked a lot more like the year 1900 than it did the year 1860. The 13th Amendment and later the 14th and 15th Amendments ruled that people of African descent were citizens of the United States. Remember beforehand, enslaved people in the South counted for only 3 5ths of a person, and that person couldn't vote, move freely, or own his or her own labor, not to mention their own life. The Civil War decided once and for all that everyone born in the United States was a United States citizen. But what citizenship really meant for African Americans, for women, for Native Americans and immigrants, even for whites, was still something that would be hammered out through the rest of the 19th century and the 20th. After the Civil War, the old problems of sectional tension and states' rights were put to rest, but they were replaced by new problems, problems of modern America, industrialization, poverty, immigration. And so as the guns of the Civil War fell quiet, the United States embarked into a new era, the Gilded Age."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "And he was a dictator that was supported by the United States. And just to give a sense of what he was like, here's a quote from John F. Kennedy in 1963. So this is after he's already had a, the Bay of Pigs has happened, the Cuban Missile Crisis has happened. He is not a big fan of Fidel Castro. But with that said, in hindsight, JFK did say this. And this is, I think, a pretty objective assessment of what Batista was like as the dictator of Cuba. This is John F. Kennedy saying this."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "He is not a big fan of Fidel Castro. But with that said, in hindsight, JFK did say this. And this is, I think, a pretty objective assessment of what Batista was like as the dictator of Cuba. This is John F. Kennedy saying this. I believe there's no country in the world, including any and all the countries under colonial domination, where economic colonization, humiliation, and exploitation were worse than in Cuba, in part owing to my country's policies during the Batista regime. To some extent, it is as though Batista was the incarnation of a number of sins on the part of the United States. Now we shall have to pay for those sins."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "This is John F. Kennedy saying this. I believe there's no country in the world, including any and all the countries under colonial domination, where economic colonization, humiliation, and exploitation were worse than in Cuba, in part owing to my country's policies during the Batista regime. To some extent, it is as though Batista was the incarnation of a number of sins on the part of the United States. Now we shall have to pay for those sins. So even John F. Kennedy, in hindsight, is saying that Batista really was not the best person. And it really was not a good idea for the United States to support such a corrupt dictator for so long in Cuba. And this is Batista right over here, riding with some US generals in a parade when he visited DC."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "Now we shall have to pay for those sins. So even John F. Kennedy, in hindsight, is saying that Batista really was not the best person. And it really was not a good idea for the United States to support such a corrupt dictator for so long in Cuba. And this is Batista right over here, riding with some US generals in a parade when he visited DC. So you can imagine he was not a popular person in control of Cuba. And in 1959, you have a successful revolution against him. 1959, there is a revolution."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "And this is Batista right over here, riding with some US generals in a parade when he visited DC. So you can imagine he was not a popular person in control of Cuba. And in 1959, you have a successful revolution against him. 1959, there is a revolution. And the revolution is led by this character, Fidel Castro. Fidel Castro. And his right-hand men are Raul Castro and Che Guevara, right over here."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "1959, there is a revolution. And the revolution is led by this character, Fidel Castro. Fidel Castro. And his right-hand men are Raul Castro and Che Guevara, right over here. And they take control of Cuba. They're part of this nationalist revolutionary movement. Now the one thing they do do, and they are left-leaning from the beginning."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "And his right-hand men are Raul Castro and Che Guevara, right over here. And they take control of Cuba. They're part of this nationalist revolutionary movement. Now the one thing they do do, and they are left-leaning from the beginning. People assume that they are maybe communist or quasi communist. But even from the get-go, as soon as they take power, they start taking over lands that were owned by, well, one, that was private property, private Cuban property. Some of it that was United States property."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "Now the one thing they do do, and they are left-leaning from the beginning. People assume that they are maybe communist or quasi communist. But even from the get-go, as soon as they take power, they start taking over lands that were owned by, well, one, that was private property, private Cuban property. Some of it that was United States property. Their argument would probably have been that this was wealth, that this was private property, that was ill-gotten, that was gotten in the time of Batista. But they did it in a broad sweep. So they took over a lot of private land, a lot of private property, which also led to people thinking that, hey, this is not just a nationalist revolution."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "Some of it that was United States property. Their argument would probably have been that this was wealth, that this was private property, that was ill-gotten, that was gotten in the time of Batista. But they did it in a broad sweep. So they took over a lot of private land, a lot of private property, which also led to people thinking that, hey, this is not just a nationalist revolution. This is also a communist revolution. But you could also imagine that once they take over, there's this huge migration of Cubans to the United States. And it's primarily middle class, upper middle class Cubans, educated Cubans, who are really afraid of what Fidel Castro is doing in terms of taking over private land, taking people's property."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "So they took over a lot of private land, a lot of private property, which also led to people thinking that, hey, this is not just a nationalist revolution. This is also a communist revolution. But you could also imagine that once they take over, there's this huge migration of Cubans to the United States. And it's primarily middle class, upper middle class Cubans, educated Cubans, who are really afraid of what Fidel Castro is doing in terms of taking over private land, taking people's property. So you start having this Cuban exiled community really focused around Florida and mainly Miami. And they're still there. And they're very unhappy with this Fidel Castro character right over here."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "And it's primarily middle class, upper middle class Cubans, educated Cubans, who are really afraid of what Fidel Castro is doing in terms of taking over private land, taking people's property. So you start having this Cuban exiled community really focused around Florida and mainly Miami. And they're still there. And they're very unhappy with this Fidel Castro character right over here. So when we fast forward into 1961, John F. Kennedy becomes president. He gets elected in 1960, becomes president in early 1961. We're now fast forwarding to April 1961."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "And they're very unhappy with this Fidel Castro character right over here. So when we fast forward into 1961, John F. Kennedy becomes president. He gets elected in 1960, becomes president in early 1961. We're now fast forwarding to April 1961. So John F. Kennedy has only been president for a few months. But you can imagine on a lot of levels, you have all of these Cuban exiles, upper middle class, educated, middle class Cuban exiles, who hate Fidel Castro. He's taking over their land."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "We're now fast forwarding to April 1961. So John F. Kennedy has only been president for a few months. But you can imagine on a lot of levels, you have all of these Cuban exiles, upper middle class, educated, middle class Cuban exiles, who hate Fidel Castro. He's taking over their land. He's turning it into what looks like a leftist state. This is all happening within the context of the Cold War. The United States is afraid of countries falling to communism."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "He's taking over their land. He's turning it into what looks like a leftist state. This is all happening within the context of the Cold War. The United States is afraid of countries falling to communism. It looks like Fidel Castro is a communist. So the United States, besides the fact that you have all of these exiles who want to oust him, the United States probably wants to oust him just because he's a communist. And they're afraid that he's going to align himself with the Soviet Union."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "The United States is afraid of countries falling to communism. It looks like Fidel Castro is a communist. So the United States, besides the fact that you have all of these exiles who want to oust him, the United States probably wants to oust him just because he's a communist. And they're afraid that he's going to align himself with the Soviet Union. So in conjunction with the Cuban exiles and the CIA, and this right here is the director of Central Intelligence during the Kennedy administration, or at least the beginning part of the Kennedy administration. This is Alan Dulles. His brother is John Foster Dulles, who Dulles Airport is named after."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "And they're afraid that he's going to align himself with the Soviet Union. So in conjunction with the Cuban exiles and the CIA, and this right here is the director of Central Intelligence during the Kennedy administration, or at least the beginning part of the Kennedy administration. This is Alan Dulles. His brother is John Foster Dulles, who Dulles Airport is named after. And he was a US Secretary of State. They decide that they want to oust Fidel Castro. But they want to do it in a way that the United States does not look like it's the one doing the invasion."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "His brother is John Foster Dulles, who Dulles Airport is named after. And he was a US Secretary of State. They decide that they want to oust Fidel Castro. But they want to do it in a way that the United States does not look like it's the one doing the invasion. So what they do is they plan an invasion where they'll take Cuban exiles. And they get 1,400 men to sign up. So 1,400 exiled Cubans to sign up to be kind of part of this CIA-backed, US-backed force to invade Cuba and overthrow Fidel Castro."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "But they want to do it in a way that the United States does not look like it's the one doing the invasion. So what they do is they plan an invasion where they'll take Cuban exiles. And they get 1,400 men to sign up. So 1,400 exiled Cubans to sign up to be kind of part of this CIA-backed, US-backed force to invade Cuba and overthrow Fidel Castro. And a lot of this was based on the premise. And you can imagine this. And this even happened in the Iraq War, where the CIA, the American president, they kind of surround themselves with people who tell them, who one, give them a very optimistic scenario, a very hopeful scenario, telling them, look, we represent what the rest of the Cuban people want."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "So 1,400 exiled Cubans to sign up to be kind of part of this CIA-backed, US-backed force to invade Cuba and overthrow Fidel Castro. And a lot of this was based on the premise. And you can imagine this. And this even happened in the Iraq War, where the CIA, the American president, they kind of surround themselves with people who tell them, who one, give them a very optimistic scenario, a very hopeful scenario, telling them, look, we represent what the rest of the Cuban people want. They'll say, look, if we just start a revolution, Fidel Castro will be overthrown. The reality that came out, at least at that point in time, in the early 1960s, Fidel Castro was actually pretty popular with the Cuban people. And you can imagine he was, at that time, pretty popular with the poor people who did not have land."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "And this even happened in the Iraq War, where the CIA, the American president, they kind of surround themselves with people who tell them, who one, give them a very optimistic scenario, a very hopeful scenario, telling them, look, we represent what the rest of the Cuban people want. They'll say, look, if we just start a revolution, Fidel Castro will be overthrown. The reality that came out, at least at that point in time, in the early 1960s, Fidel Castro was actually pretty popular with the Cuban people. And you can imagine he was, at that time, pretty popular with the poor people who did not have land. And now all of a sudden, you have this, I guess you could call him, leader for the people. And I don't know about his popularity now. But at that point, he was probably a lot more popular than the exiles and the CIA would have had Kennedy believe."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "And you can imagine he was, at that time, pretty popular with the poor people who did not have land. And now all of a sudden, you have this, I guess you could call him, leader for the people. And I don't know about his popularity now. But at that point, he was probably a lot more popular than the exiles and the CIA would have had Kennedy believe. And so they planned this attack. Kennedy says, oh, if we can get rid of Fidel Castro, then that de-risks the possibility of having this communist nation right off of the Florida coast. So they planned this invasion."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "But at that point, he was probably a lot more popular than the exiles and the CIA would have had Kennedy believe. And so they planned this attack. Kennedy says, oh, if we can get rid of Fidel Castro, then that de-risks the possibility of having this communist nation right off of the Florida coast. So they planned this invasion. And it's shady to begin with, because they didn't want to make it look like an official US invasion. They wanted to make it look like it was a pure Cuban counter-revolutionary. And to some degree, that really kind of mixed up everything and made it look, well, and it really was suspect, because they really were doing something that was not what it really was."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "So they planned this invasion. And it's shady to begin with, because they didn't want to make it look like an official US invasion. They wanted to make it look like it was a pure Cuban counter-revolutionary. And to some degree, that really kind of mixed up everything and made it look, well, and it really was suspect, because they really were doing something that was not what it really was. But the invasion, the way it all worked out is that by April 15, on April 15, and this is just going into the details of the invasion. So they had the 1,400 exiles. They had some ships, some planes."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "And to some degree, that really kind of mixed up everything and made it look, well, and it really was suspect, because they really were doing something that was not what it really was. But the invasion, the way it all worked out is that by April 15, on April 15, and this is just going into the details of the invasion. So they had the 1,400 exiles. They had some ships, some planes. They marked them. They either removed the markings so that it didn't look like they were American ships or planes, or they put false markings of the Cuban military so that it would cause some confusion or whatever. And so on April 15, 1961, and remember, this is only a few months into Kennedy's administration, they start air attacks."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "They had some ships, some planes. They marked them. They either removed the markings so that it didn't look like they were American ships or planes, or they put false markings of the Cuban military so that it would cause some confusion or whatever. And so on April 15, 1961, and remember, this is only a few months into Kennedy's administration, they start air attacks. And these air attacks launch from Nicaragua. And they go to Cuba. And the whole point of these air attacks is to kind of soften the Cuban Air Force for an eventual invasion by the 1,400 exiles."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "And so on April 15, 1961, and remember, this is only a few months into Kennedy's administration, they start air attacks. And these air attacks launch from Nicaragua. And they go to Cuba. And the whole point of these air attacks is to kind of soften the Cuban Air Force for an eventual invasion by the 1,400 exiles. And so you have eight aircraft, eight bombers, leaving Nicaragua. They bomb Cuba at a base outside of Havana and a base near the south, actually not too far from current Guantanamo Bay. And their goal was to destroy the Cuban Air Force."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "And the whole point of these air attacks is to kind of soften the Cuban Air Force for an eventual invasion by the 1,400 exiles. And so you have eight aircraft, eight bombers, leaving Nicaragua. They bomb Cuba at a base outside of Havana and a base near the south, actually not too far from current Guantanamo Bay. And their goal was to destroy the Cuban Air Force. It turns out they didn't do it. And once again, they did it to kind of cause confusion. They did it on the markings not of US bombers, but they put Cuban Air Force markings on the planes to cause confusion."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "And their goal was to destroy the Cuban Air Force. It turns out they didn't do it. And once again, they did it to kind of cause confusion. They did it on the markings not of US bombers, but they put Cuban Air Force markings on the planes to cause confusion. You had eight planes going and doing the bombings. One of them gets shot down. And a ninth plane actually leaves from Nicaragua."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "They did it on the markings not of US bombers, but they put Cuban Air Force markings on the planes to cause confusion. You had eight planes going and doing the bombings. One of them gets shot down. And a ninth plane actually leaves from Nicaragua. And they falsely put bullet holes in it to look like it was hit with anti-aircraft guns and had it defect to Florida. So I guess the idea behind this was to make it look like there's a Cuban pilot who takes off from Cuba or somehow gets out of Cuba with a Cuban plane. That's why they put the markings there."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "And a ninth plane actually leaves from Nicaragua. And they falsely put bullet holes in it to look like it was hit with anti-aircraft guns and had it defect to Florida. So I guess the idea behind this was to make it look like there's a Cuban pilot who takes off from Cuba or somehow gets out of Cuba with a Cuban plane. That's why they put the markings there. And then tries to destroy a bunch of Cuban aircraft and then defects to the United States. That's the impression that they wanted to convey. It's not so clear that the Cubans actually fell for it."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "That's why they put the markings there. And then tries to destroy a bunch of Cuban aircraft and then defects to the United States. That's the impression that they wanted to convey. It's not so clear that the Cubans actually fell for it. And so that happened in 1961. Most everyone kind of saw this as a US attack, or at least said they thought viewed it as a US attack. And then you fast forward to the night of April 16, which I haven't written over here."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "It's not so clear that the Cubans actually fell for it. And so that happened in 1961. Most everyone kind of saw this as a US attack, or at least said they thought viewed it as a US attack. And then you fast forward to the night of April 16, which I haven't written over here. April 16. And this whole time, everyone was expecting a US attack. And this is one of the things that it all gets."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "And then you fast forward to the night of April 16, which I haven't written over here. April 16. And this whole time, everyone was expecting a US attack. And this is one of the things that it all gets. It all leads to the fact this was not a well-orchestrated series of events. Is that it's pretty well established that some of these exiles were just not as tight-lipped as they should have been about the invasion. It got out."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "And this is one of the things that it all gets. It all leads to the fact this was not a well-orchestrated series of events. Is that it's pretty well established that some of these exiles were just not as tight-lipped as they should have been about the invasion. It got out. It got to Soviet intelligence. The Cubans knew that an invasion was imminent. So on April 16, you have kind of a false attack, a decoy attack at Bahia Honda right over here, which really just a bunch of decoy boats with loudspeakers on them that made it sound like they were firing and to cause confusion."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "It got out. It got to Soviet intelligence. The Cubans knew that an invasion was imminent. So on April 16, you have kind of a false attack, a decoy attack at Bahia Honda right over here, which really just a bunch of decoy boats with loudspeakers on them that made it sound like they were firing and to cause confusion. And it did temporarily cause Castro to look in that direction, because they were kind of on hair-trigger notice expecting an imminent invasion. But that wasn't the real one. This was on the evening of April 16."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "So on April 16, you have kind of a false attack, a decoy attack at Bahia Honda right over here, which really just a bunch of decoy boats with loudspeakers on them that made it sound like they were firing and to cause confusion. And it did temporarily cause Castro to look in that direction, because they were kind of on hair-trigger notice expecting an imminent invasion. But that wasn't the real one. This was on the evening of April 16. But then when you go to the early morning of April 17, you have the real invasion, where you have the 1,400 Cuban exiles with CIA and US military support, but all of that was hidden, to actually invade at the Bay of Pigs. And this right here is the Bay of Pigs. And to make a long story short, the invasion did not go well."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "This was on the evening of April 16. But then when you go to the early morning of April 17, you have the real invasion, where you have the 1,400 Cuban exiles with CIA and US military support, but all of that was hidden, to actually invade at the Bay of Pigs. And this right here is the Bay of Pigs. And to make a long story short, the invasion did not go well. And it has been blamed on bad planning, on incompetence on some parts of the invasion. If the invasion lasted from April 17, this was the first day of the invasion. But by April 19, essentially the invading force, the counter-revolutionary force, the 1,400 Cuban exiles had been pushed back to the beaches."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "And to make a long story short, the invasion did not go well. And it has been blamed on bad planning, on incompetence on some parts of the invasion. If the invasion lasted from April 17, this was the first day of the invasion. But by April 19, essentially the invading force, the counter-revolutionary force, the 1,400 Cuban exiles had been pushed back to the beaches. And for the most part, a little over 100 of them were killed. And most of them, over 1,000 of them were captured. So over 1,000 captured."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "But by April 19, essentially the invading force, the counter-revolutionary force, the 1,400 Cuban exiles had been pushed back to the beaches. And for the most part, a little over 100 of them were killed. And most of them, over 1,000 of them were captured. So over 1,000 captured. And then later on in the year, Fidel Castro, and some were executed after being captured. But later on in the year, Fidel Castro makes a deal with the United States, where he hands over the captured exiles to the United States in exchange for $58 million in aid and supplies and all the rest. So this, at least from a military point of view, was a complete debacle from the United States point of view."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "So over 1,000 captured. And then later on in the year, Fidel Castro, and some were executed after being captured. But later on in the year, Fidel Castro makes a deal with the United States, where he hands over the captured exiles to the United States in exchange for $58 million in aid and supplies and all the rest. So this, at least from a military point of view, was a complete debacle from the United States point of view. And you can imagine after this happened, people in the United States started pointing figures. You have the CIA, and this is Alan Dulles right here, and the exiles blaming the Kennedy administration, saying that, look, he wasn't willing to do what it takes to actually do a proper invasion. He wasn't willing to provide the proper air support once the invasion started happening."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "So this, at least from a military point of view, was a complete debacle from the United States point of view. And you can imagine after this happened, people in the United States started pointing figures. You have the CIA, and this is Alan Dulles right here, and the exiles blaming the Kennedy administration, saying that, look, he wasn't willing to do what it takes to actually do a proper invasion. He wasn't willing to provide the proper air support once the invasion started happening. He wasn't willing to commit more US troops once the invasion started looking like it wasn't going in the direction of the exiles. Kennedy, on the other hand, blames the CIA. He says, look, this was just done."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "He wasn't willing to provide the proper air support once the invasion started happening. He wasn't willing to commit more US troops once the invasion started looking like it wasn't going in the direction of the exiles. Kennedy, on the other hand, blames the CIA. He says, look, this was just done. This was planned incompetently. And he also says that you gave me all sorts of misinformation. You told me that once the invasion started, that there was all sorts of resentment against Fidel Castro, and it would cause this broader uprising, which never, ever happened."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "He says, look, this was just done. This was planned incompetently. And he also says that you gave me all sorts of misinformation. You told me that once the invasion started, that there was all sorts of resentment against Fidel Castro, and it would cause this broader uprising, which never, ever happened. And so this is actually a quote from John F. Kennedy that he said after the Bay of Pigs invasion. The first advice I'm going to give my successors to watch the generals and to avoid feeling that because they were military men, their opinions on military matters were worth a damn. This is John F. Kennedy saying this after the Bay of Pigs invasion."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "You told me that once the invasion started, that there was all sorts of resentment against Fidel Castro, and it would cause this broader uprising, which never, ever happened. And so this is actually a quote from John F. Kennedy that he said after the Bay of Pigs invasion. The first advice I'm going to give my successors to watch the generals and to avoid feeling that because they were military men, their opinions on military matters were worth a damn. This is John F. Kennedy saying this after the Bay of Pigs invasion. Now, you can dig deeper and figure out who probably was in the right here. But the bottom line is that it led to, I guess, all-around negative consequences for the United States. After this, it kind of strengthened Fidel Castro's hold on Cuba."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "This is John F. Kennedy saying this after the Bay of Pigs invasion. Now, you can dig deeper and figure out who probably was in the right here. But the bottom line is that it led to, I guess, all-around negative consequences for the United States. After this, it kind of strengthened Fidel Castro's hold on Cuba. He was like, hey, that was the United States' best shot. Huge embarrassment for them. It allowed him to concentrate his control."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "After this, it kind of strengthened Fidel Castro's hold on Cuba. He was like, hey, that was the United States' best shot. Huge embarrassment for them. It allowed him to concentrate his control. It also caused him to now become very openly communist. And also, he was now, before the Bay of Pigs invasion, he was kind of trying to get the US to somewhat like him. Although they wouldn't like him, because he was taking over private property, and he was clearly left leaning."}, {"video_title": "Bay of Pigs Invasion   The 20th century   World history   Khan Academy.mp3", "Sentence": "It allowed him to concentrate his control. It also caused him to now become very openly communist. And also, he was now, before the Bay of Pigs invasion, he was kind of trying to get the US to somewhat like him. Although they wouldn't like him, because he was taking over private property, and he was clearly left leaning. But after the Bay of Pigs invasion, he definitely aligned himself closely with the Soviet Union. So he became much more open about being a Marxist-Leninist communist state. And because he was afraid of future US invasions, he was open to what eventually leads to the Cuban Missile Crisis, which is the Soviet Union actually placing ballistic missiles with nuclear warheads in Cuba at short range to the United States."}, {"video_title": "Slavery in the British colonies   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "I've arranged this more or less from north to south, and you can see that as you go farther south, the percentage of the population that was enslaved and African grew greater and greater. But one thing to note here is that not any one of these colonies had zero enslaved people at all. Even New Hampshire, the farthest north with the smallest percentage of enslaved Africans, had some enslaved people there before the American Revolution. We frequently have the misconception that slavery only happened in the south. In fact, all British colonies had some amount of slavery, and all British colonies had some involvement in the institution of slavery, whether that was bankrolling it as a financier, growing food that was intended for the slave colonies in the West Indies that didn't want to spare even an acre of land to grow something other than sugar, or shipping enslaved Africans by either owning or captaining the boats of the Middle Passage. In fact, one of the largest ports where slaves entered the North American colonies and were sold at auction was at Newport, Rhode Island. But despite this, the largest share of enslaved people were in the southern colonies, which focused on plantation agriculture."}, {"video_title": "Slavery in the British colonies   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "We frequently have the misconception that slavery only happened in the south. In fact, all British colonies had some amount of slavery, and all British colonies had some involvement in the institution of slavery, whether that was bankrolling it as a financier, growing food that was intended for the slave colonies in the West Indies that didn't want to spare even an acre of land to grow something other than sugar, or shipping enslaved Africans by either owning or captaining the boats of the Middle Passage. In fact, one of the largest ports where slaves entered the North American colonies and were sold at auction was at Newport, Rhode Island. But despite this, the largest share of enslaved people were in the southern colonies, which focused on plantation agriculture. So Maryland, Virginia, and then even farther south into the British colonies in the Caribbean. In some of these southernmost colonies, you can see that enslaved Africans outnumbered white people by sometimes quite a considerable amount. As the enslaved population in the colonies grew, colonial governments began passing more and more restrictions on the lives of enslaved people, and began codifying who was or was not a slave."}, {"video_title": "Slavery in the British colonies   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "But despite this, the largest share of enslaved people were in the southern colonies, which focused on plantation agriculture. So Maryland, Virginia, and then even farther south into the British colonies in the Caribbean. In some of these southernmost colonies, you can see that enslaved Africans outnumbered white people by sometimes quite a considerable amount. As the enslaved population in the colonies grew, colonial governments began passing more and more restrictions on the lives of enslaved people, and began codifying who was or was not a slave. For example, if a white man and an enslaved woman had a child together, would that child be free like her father or enslaved like her mother? What about the opposite case? In Virginia in 1662, the government passed a law specifying that the children of enslaved women would follow the condition of their mothers."}, {"video_title": "Slavery in the British colonies   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "As the enslaved population in the colonies grew, colonial governments began passing more and more restrictions on the lives of enslaved people, and began codifying who was or was not a slave. For example, if a white man and an enslaved woman had a child together, would that child be free like her father or enslaved like her mother? What about the opposite case? In Virginia in 1662, the government passed a law specifying that the children of enslaved women would follow the condition of their mothers. Other laws prevented interracial relationships and defined enslaved Africans as chattel slaves, which means personal property. And as the personal property of slave owners, enslaved people had little to no legal rights. So over the course of the 1600s, slavery became stricter and more exclusively defined by race."}, {"video_title": "Slavery in the British colonies   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "In Virginia in 1662, the government passed a law specifying that the children of enslaved women would follow the condition of their mothers. Other laws prevented interracial relationships and defined enslaved Africans as chattel slaves, which means personal property. And as the personal property of slave owners, enslaved people had little to no legal rights. So over the course of the 1600s, slavery became stricter and more exclusively defined by race. The experience of being enslaved was unimaginably physically and emotionally taxing. Since enslaved people had no legal protections, owners could maim or even kill enslaved people with little to no repercussion. For women, life in slavery also meant the constant threats and frequent reality of rape at the hands of slave owners."}, {"video_title": "Slavery in the British colonies   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "So over the course of the 1600s, slavery became stricter and more exclusively defined by race. The experience of being enslaved was unimaginably physically and emotionally taxing. Since enslaved people had no legal protections, owners could maim or even kill enslaved people with little to no repercussion. For women, life in slavery also meant the constant threats and frequent reality of rape at the hands of slave owners. Religion, dance, music, and family helped enslaved people deal with the harsh realities of everyday life, and enslaved people also developed both covert means of resisting slavery, like for example, breaking tools, which made it more difficult to work, or overt means of resisting slavery, particularly in slave uprisings. One of these, the Stono Rebellion in 1739 in South Carolina resulted in the deaths of about 42 whites and about 44 blacks. The South Carolina government responded to the rebellion by making slave codes even harsher."}, {"video_title": "Slavery in the British colonies   Period 2 1607-1754   AP US History   Khan Academy.mp3", "Sentence": "For women, life in slavery also meant the constant threats and frequent reality of rape at the hands of slave owners. Religion, dance, music, and family helped enslaved people deal with the harsh realities of everyday life, and enslaved people also developed both covert means of resisting slavery, like for example, breaking tools, which made it more difficult to work, or overt means of resisting slavery, particularly in slave uprisings. One of these, the Stono Rebellion in 1739 in South Carolina resulted in the deaths of about 42 whites and about 44 blacks. The South Carolina government responded to the rebellion by making slave codes even harsher. I wanna finish by just reiterating how central the institution of slavery was to not just some, but all of the English colonies. In the 19th century, Americans would refer to slavery as the peculiar institution, meaning not so much that it was strange, but that it was specific to the South part of the United States. But slavery really wasn't specific to the South part."}, {"video_title": "The Market Revolution -  part 2.mp3", "Sentence": "So we've been talking about the market revolution in the United States, which was this period in the first half of the 19th century where the way that Americans did business really changed. And it changed in a number of ways. So the kinds of work that people did changed, and the people they sold their goods to changed, in the form of new markets. And even the kinds of commodities that they were producing. All of these were altered in the first half of the 19th century, thanks to a couple of simultaneous trends. The Industrial Revolution, in which new technologies were developed to make production more efficient. And revolutions in transportation and communication, which made it easier to get goods and people to far distances more quickly, and to communicate over considerable distances more quickly."}, {"video_title": "The Market Revolution -  part 2.mp3", "Sentence": "And even the kinds of commodities that they were producing. All of these were altered in the first half of the 19th century, thanks to a couple of simultaneous trends. The Industrial Revolution, in which new technologies were developed to make production more efficient. And revolutions in transportation and communication, which made it easier to get goods and people to far distances more quickly, and to communicate over considerable distances more quickly. And these really resulted in a reorganization of the way that people were doing business. And resulted in a reorganization of American society that some historians have actually said was more revolutionary than the American Revolution. So in the last video we discussed some of the new technologies which changed American work in the early 19th century."}, {"video_title": "The Market Revolution -  part 2.mp3", "Sentence": "And revolutions in transportation and communication, which made it easier to get goods and people to far distances more quickly, and to communicate over considerable distances more quickly. And these really resulted in a reorganization of the way that people were doing business. And resulted in a reorganization of American society that some historians have actually said was more revolutionary than the American Revolution. So in the last video we discussed some of the new technologies which changed American work in the early 19th century. One of these was the introduction of the textile mill, which was powered by a water wheel by Samuel Slater. Which helped textile mills become the chief industry of New England. Also helped women start working outside the home in the Lowell Mills, started by Charles Lowell."}, {"video_title": "The Market Revolution -  part 2.mp3", "Sentence": "So in the last video we discussed some of the new technologies which changed American work in the early 19th century. One of these was the introduction of the textile mill, which was powered by a water wheel by Samuel Slater. Which helped textile mills become the chief industry of New England. Also helped women start working outside the home in the Lowell Mills, started by Charles Lowell. And also began the system by which factory owners would hire individuals, rather than family units, to work for wages in their factories. The other major invention that had a really important impact on American society was the cotton gin. Which was a machine that separated cotton seeds from the fiber."}, {"video_title": "The Market Revolution -  part 2.mp3", "Sentence": "Also helped women start working outside the home in the Lowell Mills, started by Charles Lowell. And also began the system by which factory owners would hire individuals, rather than family units, to work for wages in their factories. The other major invention that had a really important impact on American society was the cotton gin. Which was a machine that separated cotton seeds from the fiber. And it made the production of cotton considerably more profitable. And so with cotton a profitable crop, the American South really invested in cotton. And investing in cotton as its main cash crop meant they really entrenched the system of slavery."}, {"video_title": "The Market Revolution -  part 2.mp3", "Sentence": "Which was a machine that separated cotton seeds from the fiber. And it made the production of cotton considerably more profitable. And so with cotton a profitable crop, the American South really invested in cotton. And investing in cotton as its main cash crop meant they really entrenched the system of slavery. So even though in the 1780s, early 1790s, many southern states were thinking perhaps they'd abolish slavery because the institution was not overly profitable, as cotton became the cash crop of the South, the institution of slavery would be entrenched and continue to grow until the 1860s. So those are some of the new technologies of production. In this video I want to spend some time talking about the revolution in communication and transportation that happened also in this time period."}, {"video_title": "The Market Revolution -  part 2.mp3", "Sentence": "And investing in cotton as its main cash crop meant they really entrenched the system of slavery. So even though in the 1780s, early 1790s, many southern states were thinking perhaps they'd abolish slavery because the institution was not overly profitable, as cotton became the cash crop of the South, the institution of slavery would be entrenched and continue to grow until the 1860s. So those are some of the new technologies of production. In this video I want to spend some time talking about the revolution in communication and transportation that happened also in this time period. So just like inventions like the textile mill or the cotton gin made it easier to work faster, inventions in transportation and communication in the early 19th century also made it possible to transport goods faster and to transport information faster. So I want to talk about just a few of these transportation inventions. One of these was the railroad."}, {"video_title": "The Market Revolution -  part 2.mp3", "Sentence": "In this video I want to spend some time talking about the revolution in communication and transportation that happened also in this time period. So just like inventions like the textile mill or the cotton gin made it easier to work faster, inventions in transportation and communication in the early 19th century also made it possible to transport goods faster and to transport information faster. So I want to talk about just a few of these transportation inventions. One of these was the railroad. Now the railroad was not invented in the United States. Rather, the United States imported the railroad technology from England and Germany. And this is one of the very first railroads in the United States."}, {"video_title": "The Market Revolution -  part 2.mp3", "Sentence": "One of these was the railroad. Now the railroad was not invented in the United States. Rather, the United States imported the railroad technology from England and Germany. And this is one of the very first railroads in the United States. I think it's kind of adorable because you can see how it still is really owing a debt stylistically to a wagon, even looks like a wagon here on the end. So railroads begin to come into the United States in the early 1800s, and first they're mostly for cargo or helping to move stone things to help build canals, which we'll get to in a second. But soon they're also passenger rail stations."}, {"video_title": "The Market Revolution -  part 2.mp3", "Sentence": "And this is one of the very first railroads in the United States. I think it's kind of adorable because you can see how it still is really owing a debt stylistically to a wagon, even looks like a wagon here on the end. So railroads begin to come into the United States in the early 1800s, and first they're mostly for cargo or helping to move stone things to help build canals, which we'll get to in a second. But soon they're also passenger rail stations. And the Baltimore and Ohio Railroad, or B&O Railroad, which you may know from your Monopoly board, was one of the first passenger rail lines in the United States. Another major transportation revolution of this time period was shipping on water. So in 1807, inventor Robert Fulton came up with the steamship."}, {"video_title": "The Market Revolution -  part 2.mp3", "Sentence": "But soon they're also passenger rail stations. And the Baltimore and Ohio Railroad, or B&O Railroad, which you may know from your Monopoly board, was one of the first passenger rail lines in the United States. Another major transportation revolution of this time period was shipping on water. So in 1807, inventor Robert Fulton came up with the steamship. And so a steamship, and you can see the little smokestacks right here, makes it much easier to power the ship. And one thing you can do then is go against the tide of a river. So instead of just, for example, going down the Mississippi River to the Port of New Orleans, you can also go back up the Mississippi River, which means commerce can go more easily in both directions."}, {"video_title": "The Market Revolution -  part 2.mp3", "Sentence": "So in 1807, inventor Robert Fulton came up with the steamship. And so a steamship, and you can see the little smokestacks right here, makes it much easier to power the ship. And one thing you can do then is go against the tide of a river. So instead of just, for example, going down the Mississippi River to the Port of New Orleans, you can also go back up the Mississippi River, which means commerce can go more easily in both directions. Another major innovation of the time period are canals. And this here is a map of the Erie Canal, which was completed in 1825. And a canal is a relatively narrow, relatively shallow waterway, but it still allows cargo barges to move across what otherwise would be really hard to navigate territory."}, {"video_title": "The Market Revolution -  part 2.mp3", "Sentence": "So instead of just, for example, going down the Mississippi River to the Port of New Orleans, you can also go back up the Mississippi River, which means commerce can go more easily in both directions. Another major innovation of the time period are canals. And this here is a map of the Erie Canal, which was completed in 1825. And a canal is a relatively narrow, relatively shallow waterway, but it still allows cargo barges to move across what otherwise would be really hard to navigate territory. So it's hard to see here, but there are mountains here. So now you can take cargo across mountains, across large stretches of land by ship, which is much faster than trying to do it on foot or with a wagon. And I think it's actually hard for us to imagine now, but in the early 19th century, and really for most of time before then, waterways were the highways of the world."}, {"video_title": "The Market Revolution -  part 2.mp3", "Sentence": "And a canal is a relatively narrow, relatively shallow waterway, but it still allows cargo barges to move across what otherwise would be really hard to navigate territory. So it's hard to see here, but there are mountains here. So now you can take cargo across mountains, across large stretches of land by ship, which is much faster than trying to do it on foot or with a wagon. And I think it's actually hard for us to imagine now, but in the early 19th century, and really for most of time before then, waterways were the highways of the world. It was a lot easier to get from Boston to London across the Atlantic by ship than it would have been to get from Boston to the Appalachian Mountains on foot. Before the invention of air travel, before the interstate highway system, and really up until the invention of the railroad, waterways were the easiest way to get around in the world. And the last communication revolution that I want to talk about is the invention of the telegraph, which a portrait painter turned inventor named Samuel Morse first patented in 1844."}, {"video_title": "The Market Revolution -  part 2.mp3", "Sentence": "And I think it's actually hard for us to imagine now, but in the early 19th century, and really for most of time before then, waterways were the highways of the world. It was a lot easier to get from Boston to London across the Atlantic by ship than it would have been to get from Boston to the Appalachian Mountains on foot. Before the invention of air travel, before the interstate highway system, and really up until the invention of the railroad, waterways were the easiest way to get around in the world. And the last communication revolution that I want to talk about is the invention of the telegraph, which a portrait painter turned inventor named Samuel Morse first patented in 1844. And Morse invented Morse code because the telegraph worked by sending pulses down copper wires, so it made it easy to communicate through coded messages of dots and dashes. So dots and dashes corresponded with letters, which allowed you to send messages over extremely long distances. So you could send a message by telegraph in an instant as opposed to sending a letter, which might take days or even weeks to get to its destination."}, {"video_title": "The Market Revolution -  part 2.mp3", "Sentence": "And the last communication revolution that I want to talk about is the invention of the telegraph, which a portrait painter turned inventor named Samuel Morse first patented in 1844. And Morse invented Morse code because the telegraph worked by sending pulses down copper wires, so it made it easy to communicate through coded messages of dots and dashes. So dots and dashes corresponded with letters, which allowed you to send messages over extremely long distances. So you could send a message by telegraph in an instant as opposed to sending a letter, which might take days or even weeks to get to its destination. So all these revolutions in transportation and communication kind of translate into two major transformations in American business at this time period. One is that the scope of business that you can do is much greater because now if you're a farmer who lives in say Rochester, your radius of people you can sell your produce to your radius of people you can sell your produce to before it goes bad is considerably larger. Now instead of just being able to get to where you can get maybe in a wagon's trip of a day, you can send your crops on the Erie Canal and suddenly you're dealing with a much larger market."}, {"video_title": "The Market Revolution -  part 2.mp3", "Sentence": "So you could send a message by telegraph in an instant as opposed to sending a letter, which might take days or even weeks to get to its destination. So all these revolutions in transportation and communication kind of translate into two major transformations in American business at this time period. One is that the scope of business that you can do is much greater because now if you're a farmer who lives in say Rochester, your radius of people you can sell your produce to your radius of people you can sell your produce to before it goes bad is considerably larger. Now instead of just being able to get to where you can get maybe in a wagon's trip of a day, you can send your crops on the Erie Canal and suddenly you're dealing with a much larger market. So they're not only creating a national web of commerce, they're also creating an international web of commerce because these canals and steamships go to international ports, which mean that you can now do business from the western part of New York with people who live in London. And the other thing that increases here is the pace of business. Right, so instead of having to negotiate a business deal through a series of letters, which might take you many weeks, now you can negotiate a business deal by the telegraph and it's only gonna take you a couple of days."}, {"video_title": "The Market Revolution -  part 2.mp3", "Sentence": "Now instead of just being able to get to where you can get maybe in a wagon's trip of a day, you can send your crops on the Erie Canal and suddenly you're dealing with a much larger market. So they're not only creating a national web of commerce, they're also creating an international web of commerce because these canals and steamships go to international ports, which mean that you can now do business from the western part of New York with people who live in London. And the other thing that increases here is the pace of business. Right, so instead of having to negotiate a business deal through a series of letters, which might take you many weeks, now you can negotiate a business deal by the telegraph and it's only gonna take you a couple of days. Likewise, it might have taken you weeks to send your logs, for example, down the Mississippi River. Now you have them in a steamship and it takes just a couple of days. So there's an overall expansion in the number of people who can participate in markets, the expansion of the distance at which you can participate in a market, and the pace at which you can do it."}, {"video_title": "Jim Crow part 3   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "In the last video, we were talking about the era of Reconstruction, and how after the Civil War, when the 13th Amendment to the Constitution outlawed slavery, many southern states enacted laws known as Black Codes, which in many cases were really just slavery by another name. They prevented African Americans from voting, from owning firearms, from not being in some kind of labor contract, or they might be enslaved or jailed for vagrancy. And the North, controlled by a Republican Congress, was outraged by these codes, having just fought an incredibly destructive war to end slavery. In response to the Black Codes, Congress passed the 14th Amendment to the Constitution. And the 14th Amendment guaranteed that anyone born in the United States, regardless of previous condition of servitude, had full citizenship, meaning they're entitled to all the rights and privileges of being a citizen, and equal protection under the law. So a law could not target someone on the basis of their race. Now to enforce the 14th Amendment, Congress sent federal troops to the states in the South, divided the Southern region up into military zones, and said that the South would be occupied by federal troops until the states rewrote their constitutions to recognize the 14th Amendment, in effect to give equal citizenship to African Americans."}, {"video_title": "Jim Crow part 3   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "In response to the Black Codes, Congress passed the 14th Amendment to the Constitution. And the 14th Amendment guaranteed that anyone born in the United States, regardless of previous condition of servitude, had full citizenship, meaning they're entitled to all the rights and privileges of being a citizen, and equal protection under the law. So a law could not target someone on the basis of their race. Now to enforce the 14th Amendment, Congress sent federal troops to the states in the South, divided the Southern region up into military zones, and said that the South would be occupied by federal troops until the states rewrote their constitutions to recognize the 14th Amendment, in effect to give equal citizenship to African Americans. In fact, they also passed the 15th Amendment two years later in 1870, which said voting rights are included among these citizenship rights guaranteed in the 14th Amendment. I should mention that these voting rights were only for African American men, as women will not get the right to vote until 1920. So from the 14th Amendment until 1877, there's a military occupation in the South, and military troops are only taken away from the Southern states when they rewrite their constitutions to grant equal citizenship to African Americans."}, {"video_title": "Jim Crow part 3   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Now to enforce the 14th Amendment, Congress sent federal troops to the states in the South, divided the Southern region up into military zones, and said that the South would be occupied by federal troops until the states rewrote their constitutions to recognize the 14th Amendment, in effect to give equal citizenship to African Americans. In fact, they also passed the 15th Amendment two years later in 1870, which said voting rights are included among these citizenship rights guaranteed in the 14th Amendment. I should mention that these voting rights were only for African American men, as women will not get the right to vote until 1920. So from the 14th Amendment until 1877, there's a military occupation in the South, and military troops are only taken away from the Southern states when they rewrite their constitutions to grant equal citizenship to African Americans. Now you can imagine, in the South, where whites have had racial supremacy from the 1600s, getting them to recognize social equality with African Americans was an incredible struggle, and it was a struggle that the Republicans in Congress and the federal troops really didn't win. This is the era of the Ku Klux Klan, which ran terrorist raids at night trying to prevent African Americans from voting or to prevent their allies from helping them to vote. This era of Reconstruction was really a continuation of the Civil War, where troops from the North tried to enforce the 14th Amendment, tried to enforce the end of slavery and the citizenship of African Americans with really implacable resistance from white Southerners."}, {"video_title": "Jim Crow part 3   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "So from the 14th Amendment until 1877, there's a military occupation in the South, and military troops are only taken away from the Southern states when they rewrite their constitutions to grant equal citizenship to African Americans. Now you can imagine, in the South, where whites have had racial supremacy from the 1600s, getting them to recognize social equality with African Americans was an incredible struggle, and it was a struggle that the Republicans in Congress and the federal troops really didn't win. This is the era of the Ku Klux Klan, which ran terrorist raids at night trying to prevent African Americans from voting or to prevent their allies from helping them to vote. This era of Reconstruction was really a continuation of the Civil War, where troops from the North tried to enforce the 14th Amendment, tried to enforce the end of slavery and the citizenship of African Americans with really implacable resistance from white Southerners. So by 1877, only two states were left that still had troops, because the rest of the states had rewritten their constitutions to acknowledge the 14th Amendment. But that is not to say that racial equality had been achieved in the South whatsoever. So what happened in 1877, which is generally known as the end of Reconstruction and the beginning of this period of Jim Crow segregation?"}, {"video_title": "The Columbian Exchange.mp3", "Sentence": "And in this video, I wanna talk about the larger world historical process that Columbus' voyage opened up, that transformed not only the Americas, but also Europe and Africa. And this was called the Columbian Exchange. So what was the Columbian Exchange? This is a process of transferring plants, animals, microbes, and people across the Atlantic in both directions. And not just trading these goods, but transplanting them from Europe and Africa into the Americas and the other way around. And some of these exchanges of species were intentional, like bringing new crops to grow in environments that were suited to them. And some of them were unintentional, like the microbes and pests, which were like little hitchhikers on the bodies and crops that Europeans brought to the New World."}, {"video_title": "The Columbian Exchange.mp3", "Sentence": "This is a process of transferring plants, animals, microbes, and people across the Atlantic in both directions. And not just trading these goods, but transplanting them from Europe and Africa into the Americas and the other way around. And some of these exchanges of species were intentional, like bringing new crops to grow in environments that were suited to them. And some of them were unintentional, like the microbes and pests, which were like little hitchhikers on the bodies and crops that Europeans brought to the New World. And it had a tremendous environmental effect that had real consequences for people on both sides of the Atlantic. So let's look a little bit closer at some of the things that were exchanged across the Atlantic after Columbus began the process of bringing things from the Old World to the New World, and from the New World to the Old World. So first let's take a closer look at the plants."}, {"video_title": "The Columbian Exchange.mp3", "Sentence": "And some of them were unintentional, like the microbes and pests, which were like little hitchhikers on the bodies and crops that Europeans brought to the New World. And it had a tremendous environmental effect that had real consequences for people on both sides of the Atlantic. So let's look a little bit closer at some of the things that were exchanged across the Atlantic after Columbus began the process of bringing things from the Old World to the New World, and from the New World to the Old World. So first let's take a closer look at the plants. Now Spain, much like Portugal, was hoping to use this tropical landscape to grow cash crops. And so Columbus brought with him sugar and grapes for wine and coffee. These were all crops that would fetch high prices in Europe."}, {"video_title": "The Columbian Exchange.mp3", "Sentence": "So first let's take a closer look at the plants. Now Spain, much like Portugal, was hoping to use this tropical landscape to grow cash crops. And so Columbus brought with him sugar and grapes for wine and coffee. These were all crops that would fetch high prices in Europe. It was so lucrative to grow sugar in the Caribbean that they didn't even want to give up any space to grow food. They imported their food so that they could spend all of their land growing sugar. The Europeans also brought New World crops back to the Old World."}, {"video_title": "The Columbian Exchange.mp3", "Sentence": "These were all crops that would fetch high prices in Europe. It was so lucrative to grow sugar in the Caribbean that they didn't even want to give up any space to grow food. They imported their food so that they could spend all of their land growing sugar. The Europeans also brought New World crops back to the Old World. And some of these, it's almost impossible to imagine a world before, for example, the tomato had ever come to Europe. Can you imagine Italian food with no tomato sauce? They also brought corn and potatoes and sweet potatoes and cassava or manioc."}, {"video_title": "The Columbian Exchange.mp3", "Sentence": "The Europeans also brought New World crops back to the Old World. And some of these, it's almost impossible to imagine a world before, for example, the tomato had ever come to Europe. Can you imagine Italian food with no tomato sauce? They also brought corn and potatoes and sweet potatoes and cassava or manioc. And what's important about most of these crops is that they're very calorically dense. So if you grew a field of potatoes instead of a field of wheat, which might be a typical crop grown in the Old World before contact, you can feed three times as many people with a field of potatoes than you can with wheat. So what does this cause?"}, {"video_title": "The Columbian Exchange.mp3", "Sentence": "They also brought corn and potatoes and sweet potatoes and cassava or manioc. And what's important about most of these crops is that they're very calorically dense. So if you grew a field of potatoes instead of a field of wheat, which might be a typical crop grown in the Old World before contact, you can feed three times as many people with a field of potatoes than you can with wheat. So what does this cause? It causes a real increase in population in Europe. It also causes an increase in population in Africa where manioc is a crop that was frequently grown and also very calorically dense. So New World foods helped Europe and Africa increase their populations."}, {"video_title": "The Columbian Exchange.mp3", "Sentence": "So what does this cause? It causes a real increase in population in Europe. It also causes an increase in population in Africa where manioc is a crop that was frequently grown and also very calorically dense. So New World foods helped Europe and Africa increase their populations. So what about these animals? The Europeans brought cattle, sheep, pigs, and horses to the New World with mixed results. Horses, for example, were a tremendous technology that was widely adopted throughout Mexico and the Native Americans living in the Great Plains of what is today the United States found that horses revolutionized their ability to hunt."}, {"video_title": "The Columbian Exchange.mp3", "Sentence": "So New World foods helped Europe and Africa increase their populations. So what about these animals? The Europeans brought cattle, sheep, pigs, and horses to the New World with mixed results. Horses, for example, were a tremendous technology that was widely adopted throughout Mexico and the Native Americans living in the Great Plains of what is today the United States found that horses revolutionized their ability to hunt. So that was a great step up for them. The pigs they brought over, however, weren't so great because Europeans allowed the pigs to roam freely, which meant that they ate everything, including the Native Americans' crops, and they multiplied very quickly. So they became kind of a pest in the New World."}, {"video_title": "The Columbian Exchange.mp3", "Sentence": "Horses, for example, were a tremendous technology that was widely adopted throughout Mexico and the Native Americans living in the Great Plains of what is today the United States found that horses revolutionized their ability to hunt. So that was a great step up for them. The pigs they brought over, however, weren't so great because Europeans allowed the pigs to roam freely, which meant that they ate everything, including the Native Americans' crops, and they multiplied very quickly. So they became kind of a pest in the New World. Probably the thing that had the biggest effect on the Columbian Exchange was the transfer of Old World diseases to the New World. So with Europeans came smallpox, measles, whooping cough, and the Native Americans had very little immunity to these diseases. It's estimated that within 100 years of Columbus landing in Hispaniola, 90% of all people who were living in the Americas died of disease."}, {"video_title": "The Columbian Exchange.mp3", "Sentence": "So they became kind of a pest in the New World. Probably the thing that had the biggest effect on the Columbian Exchange was the transfer of Old World diseases to the New World. So with Europeans came smallpox, measles, whooping cough, and the Native Americans had very little immunity to these diseases. It's estimated that within 100 years of Columbus landing in Hispaniola, 90% of all people who were living in the Americas died of disease. This is a demographic catastrophe, the likes of which the world has never seen before or since. And most of the Native Americans who were affected by these diseases would never have actually interacted with a European. They just had trade networks that spread these diseases back and forth throughout the Americas."}, {"video_title": "The Columbian Exchange.mp3", "Sentence": "It's estimated that within 100 years of Columbus landing in Hispaniola, 90% of all people who were living in the Americas died of disease. This is a demographic catastrophe, the likes of which the world has never seen before or since. And most of the Native Americans who were affected by these diseases would never have actually interacted with a European. They just had trade networks that spread these diseases back and forth throughout the Americas. Now you might be wondering, okay, so if the Native Americans were being exposed to new diseases from the Europeans, weren't the Europeans also being exposed to new diseases from the Native Americans? Why didn't it have such a strong impact on them? There are a couple of reasons for that."}, {"video_title": "The Columbian Exchange.mp3", "Sentence": "They just had trade networks that spread these diseases back and forth throughout the Americas. Now you might be wondering, okay, so if the Native Americans were being exposed to new diseases from the Europeans, weren't the Europeans also being exposed to new diseases from the Native Americans? Why didn't it have such a strong impact on them? There are a couple of reasons for that. One is that there was a greater population density in Europe and Africa. There were more people and they lived closer together in cities. And so this gave diseases opportunities to bounce back and forth between people and evolve and become stronger."}, {"video_title": "The Columbian Exchange.mp3", "Sentence": "There are a couple of reasons for that. One is that there was a greater population density in Europe and Africa. There were more people and they lived closer together in cities. And so this gave diseases opportunities to bounce back and forth between people and evolve and become stronger. The other important thing is that Europeans lived close to animals. And as we remember from things like bird flu or swine flu, animals and humans can pass diseases back and forth between each other and that makes those diseases even stronger. In comparison, Native Americans didn't have much population density and they only domesticated dogs."}, {"video_title": "The Columbian Exchange.mp3", "Sentence": "And so this gave diseases opportunities to bounce back and forth between people and evolve and become stronger. The other important thing is that Europeans lived close to animals. And as we remember from things like bird flu or swine flu, animals and humans can pass diseases back and forth between each other and that makes those diseases even stronger. In comparison, Native Americans didn't have much population density and they only domesticated dogs. And dogs, unlike pigs, can't pass that many diseases back and forth between humans. So Native Americans just didn't have diseases that were as vicious as the diseases that had been passed from person to person for many thousands of years in Europe and Africa. So this gets to the last aspect of the Columbian Exchange, the exchange of people."}, {"video_title": "The Columbian Exchange.mp3", "Sentence": "In comparison, Native Americans didn't have much population density and they only domesticated dogs. And dogs, unlike pigs, can't pass that many diseases back and forth between humans. So Native Americans just didn't have diseases that were as vicious as the diseases that had been passed from person to person for many thousands of years in Europe and Africa. So this gets to the last aspect of the Columbian Exchange, the exchange of people. So very quickly after Europeans arrived, the Native American population suffered from a tremendous outbreak of disease. from a tremendous outbreak of disease. Which meant that although the Europeans had hoped to enslave them and use them as a labor force in these Caribbean plantations, very few of them survived."}, {"video_title": "The Columbian Exchange.mp3", "Sentence": "So this gets to the last aspect of the Columbian Exchange, the exchange of people. So very quickly after Europeans arrived, the Native American population suffered from a tremendous outbreak of disease. from a tremendous outbreak of disease. Which meant that although the Europeans had hoped to enslave them and use them as a labor force in these Caribbean plantations, very few of them survived. Which meant that the Europeans needed another labor force. They found that labor source on the west coast of Africa where there was a long tradition of slave trading. And they brought enslaved African people against their will across the Atlantic to work in the Caribbean."}, {"video_title": "The Columbian Exchange.mp3", "Sentence": "Which meant that although the Europeans had hoped to enslave them and use them as a labor force in these Caribbean plantations, very few of them survived. Which meant that the Europeans needed another labor force. They found that labor source on the west coast of Africa where there was a long tradition of slave trading. And they brought enslaved African people against their will across the Atlantic to work in the Caribbean. So that very quickly, a majority of the population in the Caribbean was of African descent. Ironically, this population explosion brought on by New World foods meant that there were more people in Africa who were possible subjects to enslavement and it helped them keep their population numbers relatively steady despite the exodus of as many as 12 to 13 million people over the course of the years between Columbus arriving and approximately 1800. Likewise, this population explosion in Europe led to worries about overpopulation in the 1600s and 1700s."}, {"video_title": "The Columbian Exchange.mp3", "Sentence": "And they brought enslaved African people against their will across the Atlantic to work in the Caribbean. So that very quickly, a majority of the population in the Caribbean was of African descent. Ironically, this population explosion brought on by New World foods meant that there were more people in Africa who were possible subjects to enslavement and it helped them keep their population numbers relatively steady despite the exodus of as many as 12 to 13 million people over the course of the years between Columbus arriving and approximately 1800. Likewise, this population explosion in Europe led to worries about overpopulation in the 1600s and 1700s. And what did the nations of Europe do? They began sending people over to the colonies. So the contact and exchange initiated by Christopher Columbus when he connected the Old World with the New had a profound effect on the environment, not just of the New World but of the Old World as well."}, {"video_title": "The Gettysburg Address - part 1.mp3", "Sentence": "And as I mentioned in the last video, Gettysburg was a really significant battle in the Civil War. It was a real turning point for the Civil War, at which Lee brought the forces of the South up into the North for a second attempt at an invasion, and once again was turned away by the forces of Union General George Meade. Gettysburg was the most destructive battle of the Civil War. There were about 50,000 casualties, and it, along with the victory at the Siege of Vicksburg, which followed the day after on July 4th, really start to signify the beginning of the end of the Confederacy's bid for independence. Now, what you may not know about the Battle of Gettysburg is that it was almost the end of the war. In fact, Lee took his army, trying to cross back over the Potomac into the South, and the Potomac was flooded, so he and his army were pretty much pinned between this flooded river and the forces of Meade in the North. Now, Meade, if he had attacked, probably could have won the war right there and then, and Lincoln was so angry that Meade didn't attack, he wrote him this really nasty letter saying, I think you don't even realize what you've done here by letting Lee get away."}, {"video_title": "The Gettysburg Address - part 1.mp3", "Sentence": "There were about 50,000 casualties, and it, along with the victory at the Siege of Vicksburg, which followed the day after on July 4th, really start to signify the beginning of the end of the Confederacy's bid for independence. Now, what you may not know about the Battle of Gettysburg is that it was almost the end of the war. In fact, Lee took his army, trying to cross back over the Potomac into the South, and the Potomac was flooded, so he and his army were pretty much pinned between this flooded river and the forces of Meade in the North. Now, Meade, if he had attacked, probably could have won the war right there and then, and Lincoln was so angry that Meade didn't attack, he wrote him this really nasty letter saying, I think you don't even realize what you've done here by letting Lee get away. We could have ended the war right now, but actually, Lincoln didn't send that letter. He thought better of it, and instead congratulated Meade on his great victory and the boost of morale that it gave the forces of the United States at Gettysburg. So now I'd like to take some time to talk about the Gettysburg Address, which is arguably the most famous speech in American history."}, {"video_title": "The Gettysburg Address - part 1.mp3", "Sentence": "Now, Meade, if he had attacked, probably could have won the war right there and then, and Lincoln was so angry that Meade didn't attack, he wrote him this really nasty letter saying, I think you don't even realize what you've done here by letting Lee get away. We could have ended the war right now, but actually, Lincoln didn't send that letter. He thought better of it, and instead congratulated Meade on his great victory and the boost of morale that it gave the forces of the United States at Gettysburg. So now I'd like to take some time to talk about the Gettysburg Address, which is arguably the most famous speech in American history. It's pretty up there, and it's extremely short. It's only 272 words. Now, Lincoln delivered the Gettysburg Address on November 19th, 1863."}, {"video_title": "The Gettysburg Address - part 1.mp3", "Sentence": "So now I'd like to take some time to talk about the Gettysburg Address, which is arguably the most famous speech in American history. It's pretty up there, and it's extremely short. It's only 272 words. Now, Lincoln delivered the Gettysburg Address on November 19th, 1863. So it's about three and a half months after the Battle of Gettysburg. I think the Gettysburg Address is really interesting, and all of the events surrounding it, the circumstances surrounding it, tell us a lot about the culture and society of the 19th century, the progress of the Civil War, and also the way that things are going to kind of be wrapped up in the end of the Civil War. What the ultimate message of the war is going to be, and what the blueprint of reuniting the country is going to look like."}, {"video_title": "The Gettysburg Address - part 1.mp3", "Sentence": "Now, Lincoln delivered the Gettysburg Address on November 19th, 1863. So it's about three and a half months after the Battle of Gettysburg. I think the Gettysburg Address is really interesting, and all of the events surrounding it, the circumstances surrounding it, tell us a lot about the culture and society of the 19th century, the progress of the Civil War, and also the way that things are going to kind of be wrapped up in the end of the Civil War. What the ultimate message of the war is going to be, and what the blueprint of reuniting the country is going to look like. So Gettysburg was this tremendously destructive battle with 50,000 casualties. And remember that after the battle, Lee is kind of fleeing for the life of his army, and not too long after that, Meade pursues him. So the armies make kind of an incredible mess, and then they take off, leaving this tiny town of Gettysburg, which has, I think, about 2,500 people, to deal with 50,000 casualties."}, {"video_title": "The Gettysburg Address - part 1.mp3", "Sentence": "What the ultimate message of the war is going to be, and what the blueprint of reuniting the country is going to look like. So Gettysburg was this tremendously destructive battle with 50,000 casualties. And remember that after the battle, Lee is kind of fleeing for the life of his army, and not too long after that, Meade pursues him. So the armies make kind of an incredible mess, and then they take off, leaving this tiny town of Gettysburg, which has, I think, about 2,500 people, to deal with 50,000 casualties. So men who are dead or wounded, maybe missing in action somewhere, and they really just don't have the capacity for it. So the governor of Pennsylvania contracts out to create a cemetery, and in this period of three and a half months, there are bodies literally rotting on the ground. So it's a bit of a hellscape."}, {"video_title": "The Gettysburg Address - part 1.mp3", "Sentence": "So the armies make kind of an incredible mess, and then they take off, leaving this tiny town of Gettysburg, which has, I think, about 2,500 people, to deal with 50,000 casualties. So men who are dead or wounded, maybe missing in action somewhere, and they really just don't have the capacity for it. So the governor of Pennsylvania contracts out to create a cemetery, and in this period of three and a half months, there are bodies literally rotting on the ground. So it's a bit of a hellscape. The entire town of Gettysburg stinks. They had to burn all the dead horses, so it smells like burning horses and rotting human flesh. It is not a happy place to be."}, {"video_title": "The Gettysburg Address - part 1.mp3", "Sentence": "So it's a bit of a hellscape. The entire town of Gettysburg stinks. They had to burn all the dead horses, so it smells like burning horses and rotting human flesh. It is not a happy place to be. So the town of Gettysburg and the state of Pennsylvania are very eager to get a cemetery underway at Gettysburg. And so they begin the process of burying the bodies and reburying the bodies, trying to identify the various corpses that are left on the field. And they ask this man, Edward Everett, who's really the preeminent orator of his day."}, {"video_title": "The Gettysburg Address - part 1.mp3", "Sentence": "It is not a happy place to be. So the town of Gettysburg and the state of Pennsylvania are very eager to get a cemetery underway at Gettysburg. And so they begin the process of burying the bodies and reburying the bodies, trying to identify the various corpses that are left on the field. And they ask this man, Edward Everett, who's really the preeminent orator of his day. He was like the rock concert of the 19th century, to come and give an oration on the dedication of the Gettysburg Cemetery. And they say, Everett, do you think you could do this on October 23rd? And Everett says, no, I definitely won't be ready to have a script for an oration by then, so can you push it back to November 19th?"}, {"video_title": "The Gettysburg Address - part 1.mp3", "Sentence": "And they ask this man, Edward Everett, who's really the preeminent orator of his day. He was like the rock concert of the 19th century, to come and give an oration on the dedication of the Gettysburg Cemetery. And they say, Everett, do you think you could do this on October 23rd? And Everett says, no, I definitely won't be ready to have a script for an oration by then, so can you push it back to November 19th? So it's actually Everett who decides what day the Gettysburg Address is going to take place on. Lincoln, by contrast, was only invited maybe a month or so before, and he wasn't really considered the important speaker of the day. That was Everett."}, {"video_title": "The Gettysburg Address - part 1.mp3", "Sentence": "And Everett says, no, I definitely won't be ready to have a script for an oration by then, so can you push it back to November 19th? So it's actually Everett who decides what day the Gettysburg Address is going to take place on. Lincoln, by contrast, was only invited maybe a month or so before, and he wasn't really considered the important speaker of the day. That was Everett. But Lincoln knew that he wanted to make something of his remarks at Gettysburg. Now remember that an election year is coming up in 1864. It's been a hard year."}, {"video_title": "The Gettysburg Address - part 1.mp3", "Sentence": "That was Everett. But Lincoln knew that he wanted to make something of his remarks at Gettysburg. Now remember that an election year is coming up in 1864. It's been a hard year. Gettysburg is the first major victory that the United States forces have had in a long time. So he kinda wants to make sure that he can set the tone of how Gettysburg is going to be remembered, and to reconfirm a sense of mission about the Civil War, right, when there's been such a great loss of life. And when you're standing around looking at that loss of life, it can be very easy to get discouraged and say, okay, maybe we should just end the war."}, {"video_title": "The Gettysburg Address - part 1.mp3", "Sentence": "It's been a hard year. Gettysburg is the first major victory that the United States forces have had in a long time. So he kinda wants to make sure that he can set the tone of how Gettysburg is going to be remembered, and to reconfirm a sense of mission about the Civil War, right, when there's been such a great loss of life. And when you're standing around looking at that loss of life, it can be very easy to get discouraged and say, okay, maybe we should just end the war. We should have peace now, allow the South to secede and retain slavery. And Lincoln wants to make sure that people come away from this dedication at Gettysburg with a renewed sense of purpose in continuing to fight the Civil War. Now there's a common misconception that Lincoln wrote the Gettysburg Address on the back of an envelope on the train to Gettysburg."}, {"video_title": "The Gettysburg Address - part 1.mp3", "Sentence": "And when you're standing around looking at that loss of life, it can be very easy to get discouraged and say, okay, maybe we should just end the war. We should have peace now, allow the South to secede and retain slavery. And Lincoln wants to make sure that people come away from this dedication at Gettysburg with a renewed sense of purpose in continuing to fight the Civil War. Now there's a common misconception that Lincoln wrote the Gettysburg Address on the back of an envelope on the train to Gettysburg. That is almost certainly not the case, because Lincoln was a planner. Remember that he was self-educated, and he always took a lot of time in anything that he wrote. He wrote drafts and got revisions and wrote yet another draft."}, {"video_title": "The Gettysburg Address - part 1.mp3", "Sentence": "Now there's a common misconception that Lincoln wrote the Gettysburg Address on the back of an envelope on the train to Gettysburg. That is almost certainly not the case, because Lincoln was a planner. Remember that he was self-educated, and he always took a lot of time in anything that he wrote. He wrote drafts and got revisions and wrote yet another draft. He liked to be extremely precise with his language, and you can see that throughout pretty much everything that he's written, that he is an extremely effective and eloquent writer. And that wasn't just because he was an extremely eloquent person, he was. That's because he worked really hard at it."}, {"video_title": "The Gettysburg Address - part 1.mp3", "Sentence": "He wrote drafts and got revisions and wrote yet another draft. He liked to be extremely precise with his language, and you can see that throughout pretty much everything that he's written, that he is an extremely effective and eloquent writer. And that wasn't just because he was an extremely eloquent person, he was. That's because he worked really hard at it. So we're fairly certain that Lincoln spent some time drafting the Gettysburg Address in the White House long before he left. So the day arrives, November 19th, 1863, and Everett gets set up in a tent, because he's the real headliner of the day. Now Edward Everett was, I think, the undisputed champion of giving speeches in his day."}, {"video_title": "The Gettysburg Address - part 1.mp3", "Sentence": "That's because he worked really hard at it. So we're fairly certain that Lincoln spent some time drafting the Gettysburg Address in the White House long before he left. So the day arrives, November 19th, 1863, and Everett gets set up in a tent, because he's the real headliner of the day. Now Edward Everett was, I think, the undisputed champion of giving speeches in his day. He was an incredible speaker, and everyone who was there actually agreed that Everett did an incredible job speaking. He spoke for over two hours, and if that sounds like a really long time to us, for the 19th century, that was actually pretty appropriate. That's what people expected out of oratory in the 19th century."}, {"video_title": "The Gettysburg Address - part 1.mp3", "Sentence": "Now Edward Everett was, I think, the undisputed champion of giving speeches in his day. He was an incredible speaker, and everyone who was there actually agreed that Everett did an incredible job speaking. He spoke for over two hours, and if that sounds like a really long time to us, for the 19th century, that was actually pretty appropriate. That's what people expected out of oratory in the 19th century. They paid attention, they were riveted by it. It was like going to see a movie or a concert today. So people really wanted to hear Everett talk for that long."}, {"video_title": "The Gettysburg Address - part 1.mp3", "Sentence": "That's what people expected out of oratory in the 19th century. They paid attention, they were riveted by it. It was like going to see a movie or a concert today. So people really wanted to hear Everett talk for that long. In fact, they were quite confused when Lincoln didn't talk for longer than just a couple of minutes. A lot of people even were reported to say, was that it? So here in the center, we have a picture of the day at Gettysburg, and we're pretty sure that this is the only confirmed picture of Lincoln at Gettysburg."}, {"video_title": "The Gettysburg Address - part 1.mp3", "Sentence": "So people really wanted to hear Everett talk for that long. In fact, they were quite confused when Lincoln didn't talk for longer than just a couple of minutes. A lot of people even were reported to say, was that it? So here in the center, we have a picture of the day at Gettysburg, and we're pretty sure that this is the only confirmed picture of Lincoln at Gettysburg. Now he's kinda small here, but I think this is a really interesting picture because it gives you a sense of what Lincoln's stature was at the time, and also the people that he surrounded himself with. So this is Lincoln here, right here in the center, not wearing a hat, looking down, and then he's surrounded by the important people of his cabinet. So right here, I'm pretty sure this is William Seward, who was the Secretary of State, and over here, these are John Hay and John Nicolay, who were Lincoln's personal secretaries."}, {"video_title": "The Gettysburg Address - part 1.mp3", "Sentence": "So here in the center, we have a picture of the day at Gettysburg, and we're pretty sure that this is the only confirmed picture of Lincoln at Gettysburg. Now he's kinda small here, but I think this is a really interesting picture because it gives you a sense of what Lincoln's stature was at the time, and also the people that he surrounded himself with. So this is Lincoln here, right here in the center, not wearing a hat, looking down, and then he's surrounded by the important people of his cabinet. So right here, I'm pretty sure this is William Seward, who was the Secretary of State, and over here, these are John Hay and John Nicolay, who were Lincoln's personal secretaries. They went everywhere with him. And this guy up here is a little harder to see. That is Edward Everett."}, {"video_title": "The Gettysburg Address - part 1.mp3", "Sentence": "So right here, I'm pretty sure this is William Seward, who was the Secretary of State, and over here, these are John Hay and John Nicolay, who were Lincoln's personal secretaries. They went everywhere with him. And this guy up here is a little harder to see. That is Edward Everett. Now imagine what it would have been like to stand on this field in this growing cemetery at Gettysburg and listen to Edward Everett and Abraham Lincoln talk about the meaning of the battle around you. Now remember that it's November, so it's been three and a half months since the battle, but the Battle of Gettysburg took place in the beginning of July, and it was 90, 100 degrees outside. So when Lee and Meade left Gettysburg, they left 8,000 or more bodies rotting in the hot July sun, and many of them had been out there rotting for those three months."}, {"video_title": "The Gettysburg Address - part 1.mp3", "Sentence": "That is Edward Everett. Now imagine what it would have been like to stand on this field in this growing cemetery at Gettysburg and listen to Edward Everett and Abraham Lincoln talk about the meaning of the battle around you. Now remember that it's November, so it's been three and a half months since the battle, but the Battle of Gettysburg took place in the beginning of July, and it was 90, 100 degrees outside. So when Lee and Meade left Gettysburg, they left 8,000 or more bodies rotting in the hot July sun, and many of them had been out there rotting for those three months. So when you were standing on this field at Gettysburg, there would have literally been human bones around you that you could see. It probably would have still smelled pretty terrible. So you're really kind of in the thick of the destruction of the Civil War and listening to these two men who are trying to make meaning out of it for you."}, {"video_title": "The Gettysburg Address - part 1.mp3", "Sentence": "So when Lee and Meade left Gettysburg, they left 8,000 or more bodies rotting in the hot July sun, and many of them had been out there rotting for those three months. So when you were standing on this field at Gettysburg, there would have literally been human bones around you that you could see. It probably would have still smelled pretty terrible. So you're really kind of in the thick of the destruction of the Civil War and listening to these two men who are trying to make meaning out of it for you. So Everett gets up and he gives this fiery speech for two hours, and he goes through all of the details of the battle and says, this is what happened over on that hill, and this is what happened over on that hill. And he tries to rev up the crowd into kind of this patriotic fervor of not only appreciating the glory of the Union victory at Gettysburg, but also renewing their hatred for their enemy. And then Lincoln gets up to speak, and he speaks for just a couple minutes, and we'll talk more about that in the next video."}, {"video_title": "Reform in the Gilded Age   AP US History   Khan Academy.mp3", "Sentence": "The United States in the year 2000 was very different from the Gilded Age he knew. It was a utopian society where there was no poverty, no labor strikes, no pollution. His new friends in the future explained to him how this society worked. There was no private property and no money. Everyone worked at the job they were most suited for and received their fair share of the national wealth on a credit card that they could use to buy necessities. This is the plot of Edward Bellamy's 1888 novel, ''Looking Backward.'' It was a bestseller of its day, but today we remember it not only for its predictions about the future, but as an example of how thinkers of the time period explored the burning question of the Gilded Age."}, {"video_title": "Reform in the Gilded Age   AP US History   Khan Academy.mp3", "Sentence": "There was no private property and no money. Everyone worked at the job they were most suited for and received their fair share of the national wealth on a credit card that they could use to buy necessities. This is the plot of Edward Bellamy's 1888 novel, ''Looking Backward.'' It was a bestseller of its day, but today we remember it not only for its predictions about the future, but as an example of how thinkers of the time period explored the burning question of the Gilded Age. Was it possible to have a modern industrial society without great inequalities of wealth? In the late 19th century, the rapid changes in American life stemming from the rise of industrial capitalism caused a great deal of concern. The United States prided itself on being different from the countries of Europe, where the inequality between the aristocracy and the working class caused strife and revolution."}, {"video_title": "Reform in the Gilded Age   AP US History   Khan Academy.mp3", "Sentence": "It was a bestseller of its day, but today we remember it not only for its predictions about the future, but as an example of how thinkers of the time period explored the burning question of the Gilded Age. Was it possible to have a modern industrial society without great inequalities of wealth? In the late 19th century, the rapid changes in American life stemming from the rise of industrial capitalism caused a great deal of concern. The United States prided itself on being different from the countries of Europe, where the inequality between the aristocracy and the working class caused strife and revolution. But industrialization had brought both millionaires and impoverished millions to the United States, packing them into cities where mansions sat side by side with filthy tenements. Suddenly, the new world looked a lot more like the old world and so people at the time wondered, was inequality an inevitable byproduct of advancing society? Those who answered yes were called social Darwinists, who thought that the survival of the fittest would weed out the weak and improve society overall."}, {"video_title": "Reform in the Gilded Age   AP US History   Khan Academy.mp3", "Sentence": "The United States prided itself on being different from the countries of Europe, where the inequality between the aristocracy and the working class caused strife and revolution. But industrialization had brought both millionaires and impoverished millions to the United States, packing them into cities where mansions sat side by side with filthy tenements. Suddenly, the new world looked a lot more like the old world and so people at the time wondered, was inequality an inevitable byproduct of advancing society? Those who answered yes were called social Darwinists, who thought that the survival of the fittest would weed out the weak and improve society overall. We'll talk more about social Darwinism elsewhere, but in this video, I wanna concentrate on those who believed that it was possible to have a society that was both modern and equitable. During the Gilded Age, there were a number of reformers and reform movements that attempted to solve the problems posed by urban and industrial life. So let's talk about some of the ways that reformers attempted to respond to the inequalities of the Gilded Age."}, {"video_title": "Reform in the Gilded Age   AP US History   Khan Academy.mp3", "Sentence": "Those who answered yes were called social Darwinists, who thought that the survival of the fittest would weed out the weak and improve society overall. We'll talk more about social Darwinism elsewhere, but in this video, I wanna concentrate on those who believed that it was possible to have a society that was both modern and equitable. During the Gilded Age, there were a number of reformers and reform movements that attempted to solve the problems posed by urban and industrial life. So let's talk about some of the ways that reformers attempted to respond to the inequalities of the Gilded Age. One was to suggest new economic systems for the United States. For example, you might have noticed that in Edward Bellamy's Utopian Society, there was no private property and the national wealth was equally shared. In fact, what he was suggesting was socialism, a system in which the government, not private individuals, owns economic enterprises."}, {"video_title": "Reform in the Gilded Age   AP US History   Khan Academy.mp3", "Sentence": "So let's talk about some of the ways that reformers attempted to respond to the inequalities of the Gilded Age. One was to suggest new economic systems for the United States. For example, you might have noticed that in Edward Bellamy's Utopian Society, there was no private property and the national wealth was equally shared. In fact, what he was suggesting was socialism, a system in which the government, not private individuals, owns economic enterprises. Bellamy carefully avoided saying the word socialism, which was associated with anarchists and immigrant radicals, but he portrayed it as the ultimate remedy to all problems in the country. Bellamy's work influenced many reformers, including the labor activist and socialist leader, Eugene V. Debs, who ran for president on a socialist platform five times. Another popular suggestion of the time was the single tax, which was proposed by Henry George in his book Progress and Poverty."}, {"video_title": "Reform in the Gilded Age   AP US History   Khan Academy.mp3", "Sentence": "In fact, what he was suggesting was socialism, a system in which the government, not private individuals, owns economic enterprises. Bellamy carefully avoided saying the word socialism, which was associated with anarchists and immigrant radicals, but he portrayed it as the ultimate remedy to all problems in the country. Bellamy's work influenced many reformers, including the labor activist and socialist leader, Eugene V. Debs, who ran for president on a socialist platform five times. Another popular suggestion of the time was the single tax, which was proposed by Henry George in his book Progress and Poverty. George's solution to wealth inequality was to replace all other taxes with a single high tax on the value of land. He believed that the revenue from this tax would be enough to pay for all necessary government services. One of George's many admirers was Jacob Rees."}, {"video_title": "Reform in the Gilded Age   AP US History   Khan Academy.mp3", "Sentence": "Another popular suggestion of the time was the single tax, which was proposed by Henry George in his book Progress and Poverty. George's solution to wealth inequality was to replace all other taxes with a single high tax on the value of land. He believed that the revenue from this tax would be enough to pay for all necessary government services. One of George's many admirers was Jacob Rees. He was a social reformer who published a photo expose of tenement life in New York City called How the Other Half Lives. Rees was one of the first muckrakers whose chosen method of combating social problems was to shine a light on them. His images of dangerous living conditions in tenements led to laws which regulated building safety."}, {"video_title": "Reform in the Gilded Age   AP US History   Khan Academy.mp3", "Sentence": "One of George's many admirers was Jacob Rees. He was a social reformer who published a photo expose of tenement life in New York City called How the Other Half Lives. Rees was one of the first muckrakers whose chosen method of combating social problems was to shine a light on them. His images of dangerous living conditions in tenements led to laws which regulated building safety. Other muckrakers targeted the corruption in industry, like Ida Tarbell, who wrote a history of the Standard Oil Company that exposed its unscrupulous practices. Some focused on the unjust treatment of racial minorities. In 1881, Helen Hunt Jackson published a book called A Century of Dishonor, which discussed the mistreatment, violence, and broken treaties that indigenous Americans had faced at the hands of the US government and white settlers."}, {"video_title": "Reform in the Gilded Age   AP US History   Khan Academy.mp3", "Sentence": "His images of dangerous living conditions in tenements led to laws which regulated building safety. Other muckrakers targeted the corruption in industry, like Ida Tarbell, who wrote a history of the Standard Oil Company that exposed its unscrupulous practices. Some focused on the unjust treatment of racial minorities. In 1881, Helen Hunt Jackson published a book called A Century of Dishonor, which discussed the mistreatment, violence, and broken treaties that indigenous Americans had faced at the hands of the US government and white settlers. Journalist Ida B. Wells campaigned against the lynching of black men in the South. In addition to campaigning against economic and social inequality, many Gilded Age reformers attempted to remedy the problems befalling cities and their residents."}, {"video_title": "Reform in the Gilded Age   AP US History   Khan Academy.mp3", "Sentence": "In 1881, Helen Hunt Jackson published a book called A Century of Dishonor, which discussed the mistreatment, violence, and broken treaties that indigenous Americans had faced at the hands of the US government and white settlers. Journalist Ida B. Wells campaigned against the lynching of black men in the South. In addition to campaigning against economic and social inequality, many Gilded Age reformers attempted to remedy the problems befalling cities and their residents. The most famous of these was the settlement house movement. Settlement houses were community centers based in immigrant neighborhoods where newcomers could learn English, get job skills, obtain childcare, and find a range of services that helped them adapt to life in urban America. Jane Addams founded Whole House in Chicago in 1889, and many other reformers founded settlement houses in other cities."}, {"video_title": "Reform in the Gilded Age   AP US History   Khan Academy.mp3", "Sentence": "In addition to campaigning against economic and social inequality, many Gilded Age reformers attempted to remedy the problems befalling cities and their residents. The most famous of these was the settlement house movement. Settlement houses were community centers based in immigrant neighborhoods where newcomers could learn English, get job skills, obtain childcare, and find a range of services that helped them adapt to life in urban America. Jane Addams founded Whole House in Chicago in 1889, and many other reformers founded settlement houses in other cities. Similarly, some churches of the time period began to emphasize that confronting contemporary social problems and helping the poor were the embodiment of the teachings of Christianity. This social gospel movement, as it was known, led to the establishment of missions in urban areas, and churches opened libraries, gymnasiums, and classrooms for public use. Some reformers focused their energies on the physical setting of cities, believing that the squalor of dirty streets and tenements depressed people and encouraged moral decay."}, {"video_title": "Reform in the Gilded Age   AP US History   Khan Academy.mp3", "Sentence": "Jane Addams founded Whole House in Chicago in 1889, and many other reformers founded settlement houses in other cities. Similarly, some churches of the time period began to emphasize that confronting contemporary social problems and helping the poor were the embodiment of the teachings of Christianity. This social gospel movement, as it was known, led to the establishment of missions in urban areas, and churches opened libraries, gymnasiums, and classrooms for public use. Some reformers focused their energies on the physical setting of cities, believing that the squalor of dirty streets and tenements depressed people and encouraged moral decay. The City Beautiful movement worked to incorporate parks, inspiring architecture, and good design into American cities. Frederick Law Olmsted designed Central Park in New York City to be a respite from the urban jungle, and City Beautiful architects like Daniel Burnham created monumental spaces and buildings in Washington, DC. These spaces were supposed to inspire harmony, order, and civic virtue in society."}, {"video_title": "Reform in the Gilded Age   AP US History   Khan Academy.mp3", "Sentence": "Some reformers focused their energies on the physical setting of cities, believing that the squalor of dirty streets and tenements depressed people and encouraged moral decay. The City Beautiful movement worked to incorporate parks, inspiring architecture, and good design into American cities. Frederick Law Olmsted designed Central Park in New York City to be a respite from the urban jungle, and City Beautiful architects like Daniel Burnham created monumental spaces and buildings in Washington, DC. These spaces were supposed to inspire harmony, order, and civic virtue in society. One aspect of Gilded Age reform you may have noticed by now is that a large number of reformers were women. Jane Addams, Ida B. Wells, and Ida Tarbell all played prominent roles in the movement."}, {"video_title": "Reform in the Gilded Age   AP US History   Khan Academy.mp3", "Sentence": "These spaces were supposed to inspire harmony, order, and civic virtue in society. One aspect of Gilded Age reform you may have noticed by now is that a large number of reformers were women. Jane Addams, Ida B. Wells, and Ida Tarbell all played prominent roles in the movement. After the Civil War, a growing number of middle-class women went to college, and these active and educated women began looking for work and meaning outside of the home. Many white, middle, and upper-class women joined clubs dedicated to social reforms, and they argued that women's traditional role of keeping their homes clean and the people within them upstanding and moral also extended to their communities, which they called municipal housekeeping. The Women's Christian Temperance Union, for example, became the Gilded Age's largest female organization with more than 150,000 members."}, {"video_title": "Reform in the Gilded Age   AP US History   Khan Academy.mp3", "Sentence": "Wells, and Ida Tarbell all played prominent roles in the movement. After the Civil War, a growing number of middle-class women went to college, and these active and educated women began looking for work and meaning outside of the home. Many white, middle, and upper-class women joined clubs dedicated to social reforms, and they argued that women's traditional role of keeping their homes clean and the people within them upstanding and moral also extended to their communities, which they called municipal housekeeping. The Women's Christian Temperance Union, for example, became the Gilded Age's largest female organization with more than 150,000 members. Led by Frances Willard, the WCTU grew from its roots in opposing the sale and consumption of alcohol to advocate for policy solutions to social problems ranging from prison reform to domestic violence. The WCTU also campaigned for women's suffrage. In 1890, the two major women's suffrage organizations, which had been at odds with each other since the passage of the 15th Amendment, reunited to form the National American Woman Suffrage Association."}, {"video_title": "The Reconstruction Amendments Overview and 13th Amendment.mp3", "Sentence": "And I'm here with Jeffrey Rosen, a professor of constitutional law at George Washington University and the president of the National Constitution Center in Philadelphia. Jeffrey, let's start with the end of the Civil War. Let's go on this timeline here. In Appomattox, we have the surrender of General Robert E. Lee to the Union General Ulysses Grant in April of 1865. So take us from there and tell us when we start having these Reconstruction Amendments. Well, the debates over the Reconstruction Amendments had actually begun before the end of the Civil War. President Lincoln issued his Emancipation Proclamation in 1863, but he wasn't sure that he had the constitutional authority to free the slaves."}, {"video_title": "The Reconstruction Amendments Overview and 13th Amendment.mp3", "Sentence": "In Appomattox, we have the surrender of General Robert E. Lee to the Union General Ulysses Grant in April of 1865. So take us from there and tell us when we start having these Reconstruction Amendments. Well, the debates over the Reconstruction Amendments had actually begun before the end of the Civil War. President Lincoln issued his Emancipation Proclamation in 1863, but he wasn't sure that he had the constitutional authority to free the slaves. And therefore, it was part of his party platform in 1864 that he would pass constitutional amendments abolishing slavery. So as you said, the Civil War ended in April 1865. Even before then, the Senate had already introduced the 13th Amendment, which would abolish slavery."}, {"video_title": "The Reconstruction Amendments Overview and 13th Amendment.mp3", "Sentence": "President Lincoln issued his Emancipation Proclamation in 1863, but he wasn't sure that he had the constitutional authority to free the slaves. And therefore, it was part of his party platform in 1864 that he would pass constitutional amendments abolishing slavery. So as you said, the Civil War ended in April 1865. Even before then, the Senate had already introduced the 13th Amendment, which would abolish slavery. The House passed it in January of 1865, and it was ratified at the end of that year in December of 1865. So that's the one that Spielberg did that movie about. The movie Lincoln is about the 13th Amendment, right?"}, {"video_title": "The Reconstruction Amendments Overview and 13th Amendment.mp3", "Sentence": "Even before then, the Senate had already introduced the 13th Amendment, which would abolish slavery. The House passed it in January of 1865, and it was ratified at the end of that year in December of 1865. So that's the one that Spielberg did that movie about. The movie Lincoln is about the 13th Amendment, right? Exactly. You know the story from that great movie. Yeah, that's right."}, {"video_title": "The Reconstruction Amendments Overview and 13th Amendment.mp3", "Sentence": "The movie Lincoln is about the 13th Amendment, right? Exactly. You know the story from that great movie. Yeah, that's right. Well, you know, the Declaration of Independence says that all men are created equal, but the original Constitution contains no guarantee of equality. How did that become a constitutional right? It was Lincoln who proclaimed at Gettysburg a new birth of freedom that would ensure that Jefferson's promise that all men are created equal would actually become a legal reality."}, {"video_title": "The Reconstruction Amendments Overview and 13th Amendment.mp3", "Sentence": "Yeah, that's right. Well, you know, the Declaration of Independence says that all men are created equal, but the original Constitution contains no guarantee of equality. How did that become a constitutional right? It was Lincoln who proclaimed at Gettysburg a new birth of freedom that would ensure that Jefferson's promise that all men are created equal would actually become a legal reality. But again, Lincoln's promise in Gettysburg wasn't enshrined in the Constitution until the 13th Amendment was passed, and that's the amendment that abolishes slavery. It says, neither slavery nor involuntary servitude, except as punishment for a crime, wherever the party shall have been duly convicted, shall exist within the United States or any place subject to their jurisdiction. So that, did that actually end slavery right away?"}, {"video_title": "The Reconstruction Amendments Overview and 13th Amendment.mp3", "Sentence": "It was Lincoln who proclaimed at Gettysburg a new birth of freedom that would ensure that Jefferson's promise that all men are created equal would actually become a legal reality. But again, Lincoln's promise in Gettysburg wasn't enshrined in the Constitution until the 13th Amendment was passed, and that's the amendment that abolishes slavery. It says, neither slavery nor involuntary servitude, except as punishment for a crime, wherever the party shall have been duly convicted, shall exist within the United States or any place subject to their jurisdiction. So that, did that actually end slavery right away? Well, it formally ended slavery, but the Southern states fought back. They passed a series of laws known as the Black Codes that basically reinstated slavery by other means. They denied African Americans the right to make and enforce contracts, the right to sue and be sued, and basically denied them the equal civil rights that white people were entitled to."}, {"video_title": "The Reconstruction Amendments Overview and 13th Amendment.mp3", "Sentence": "So that, did that actually end slavery right away? Well, it formally ended slavery, but the Southern states fought back. They passed a series of laws known as the Black Codes that basically reinstated slavery by other means. They denied African Americans the right to make and enforce contracts, the right to sue and be sued, and basically denied them the equal civil rights that white people were entitled to. So didn't the 13th Amendment apply also to the states or just to the federal government? The 13th Amendment does indeed apply to the federal government, to the states, and to private parties, too. Private parties are forbidden from putting others in peonage or slavery."}, {"video_title": "The Reconstruction Amendments Overview and 13th Amendment.mp3", "Sentence": "They denied African Americans the right to make and enforce contracts, the right to sue and be sued, and basically denied them the equal civil rights that white people were entitled to. So didn't the 13th Amendment apply also to the states or just to the federal government? The 13th Amendment does indeed apply to the federal government, to the states, and to private parties, too. Private parties are forbidden from putting others in peonage or slavery. The problem is that the Southern states just ignored it, and even though they'd formally emancipated the slaves, they continued to deny slaves their equal civil rights. So how did Congress push back on that? So they pushed back by passing the Civil Rights Act of 1866."}, {"video_title": "The Reconstruction Amendments Overview and 13th Amendment.mp3", "Sentence": "Private parties are forbidden from putting others in peonage or slavery. The problem is that the Southern states just ignored it, and even though they'd formally emancipated the slaves, they continued to deny slaves their equal civil rights. So how did Congress push back on that? So they pushed back by passing the Civil Rights Act of 1866. That law basically said that African Americans shall have the same rights to make and enforce contracts, to sue and be sued, to inherit property as white people. The problem was, once again, there was question about Congress's constitutional authority to pass that Civil Rights Act. And President Andrew Johnson vetoed the Civil Rights Act, claiming Congress lacked the constitutional authority to pass it."}, {"video_title": "The Reconstruction Amendments Overview and 13th Amendment.mp3", "Sentence": "So they pushed back by passing the Civil Rights Act of 1866. That law basically said that African Americans shall have the same rights to make and enforce contracts, to sue and be sued, to inherit property as white people. The problem was, once again, there was question about Congress's constitutional authority to pass that Civil Rights Act. And President Andrew Johnson vetoed the Civil Rights Act, claiming Congress lacked the constitutional authority to pass it. That's why the 14th Amendment was necessary to make clear that Congress had the power to pass the Civil Rights Act. And at that point, all of the states that had been in rebellion as part of the Confederacy were back as part of the United States? No, not at all."}, {"video_title": "The Reconstruction Amendments Overview and 13th Amendment.mp3", "Sentence": "And President Andrew Johnson vetoed the Civil Rights Act, claiming Congress lacked the constitutional authority to pass it. That's why the 14th Amendment was necessary to make clear that Congress had the power to pass the Civil Rights Act. And at that point, all of the states that had been in rebellion as part of the Confederacy were back as part of the United States? No, not at all. This is part of the fascinating bit of the story. It was a condition to be readmitted to the Union that the states ratified the 14th Amendment. So basically, they were forced at gunpoint to ratify the 14th Amendment."}, {"video_title": "The Reconstruction Amendments Overview and 13th Amendment.mp3", "Sentence": "No, not at all. This is part of the fascinating bit of the story. It was a condition to be readmitted to the Union that the states ratified the 14th Amendment. So basically, they were forced at gunpoint to ratify the 14th Amendment. Congress told them, unless you ratify this amendment, you will not be allowed back in the Union. And what about the 13th Amendment? Did it ratify that as well?"}, {"video_title": "The Reconstruction Amendments Overview and 13th Amendment.mp3", "Sentence": "So basically, they were forced at gunpoint to ratify the 14th Amendment. Congress told them, unless you ratify this amendment, you will not be allowed back in the Union. And what about the 13th Amendment? Did it ratify that as well? The 13th Amendment began to be debated before the Civil War ended. As we remember from the movie, it was a nail-biter. But basically, that one passed without the force of arms behind it."}, {"video_title": "The Reconstruction Amendments Overview and 13th Amendment.mp3", "Sentence": "Did it ratify that as well? The 13th Amendment began to be debated before the Civil War ended. As we remember from the movie, it was a nail-biter. But basically, that one passed without the force of arms behind it. But it passed by not all of the states being participants in the process, because the southern states hadn't all come back in by the time the 13th was ratified. That's exactly right. And that's why there's a serious question about whether the 13th and the 14th Amendment actually were legally ratified."}, {"video_title": "The Reconstruction Amendments Overview and 13th Amendment.mp3", "Sentence": "But basically, that one passed without the force of arms behind it. But it passed by not all of the states being participants in the process, because the southern states hadn't all come back in by the time the 13th was ratified. That's exactly right. And that's why there's a serious question about whether the 13th and the 14th Amendment actually were legally ratified. But of course, the same question arose with the ratification of the original Constitution, which broke the rules of the Articles of Confederation. Therefore, our greatest constitutional guarantees may have been ratified by arguably illegal means. But everybody now accepts, and every court has now accepted, that the 13th Amendment was ratified justifiably."}, {"video_title": "The Reconstruction Amendments Overview and 13th Amendment.mp3", "Sentence": "And that's why there's a serious question about whether the 13th and the 14th Amendment actually were legally ratified. But of course, the same question arose with the ratification of the original Constitution, which broke the rules of the Articles of Confederation. Therefore, our greatest constitutional guarantees may have been ratified by arguably illegal means. But everybody now accepts, and every court has now accepted, that the 13th Amendment was ratified justifiably. They certainly do. And the 14th and 15th too, these are now the centerpiece of our constitutional jurisprudence, arguably the most important constitutional amendments we have. Well, in the next session, we'll get to the 14th Amendment."}, {"video_title": "The Mexican-American War   AP US History   Khan Academy.mp3", "Sentence": "This is a painting of US General Winfield Scott entering Mexico City on September 15th, 1847. Scott landed with a US naval fleet several weeks beforehand. He bombarded the coastal stronghold of Veracruz and then fought his way inland toward the capital. Scott actually followed the same route that Spanish conquistador Hernan Cortes took more than 300 years earlier. Winfield Scott's campaign to Mexico City was just one of three fronts in the two-year-long, continent-spanning effort of the United States to take Mexican territory by force. The other two fronts were in California and New Mexico. After the two nations made peace by signing the Treaty of Guadalupe Hidalgo in mid-1848, the United States gained over a million square miles of new territory, a landmass larger than the Louisiana Purchase."}, {"video_title": "The Mexican-American War   AP US History   Khan Academy.mp3", "Sentence": "Scott actually followed the same route that Spanish conquistador Hernan Cortes took more than 300 years earlier. Winfield Scott's campaign to Mexico City was just one of three fronts in the two-year-long, continent-spanning effort of the United States to take Mexican territory by force. The other two fronts were in California and New Mexico. After the two nations made peace by signing the Treaty of Guadalupe Hidalgo in mid-1848, the United States gained over a million square miles of new territory, a landmass larger than the Louisiana Purchase. For Mexico, this war was a catastrophic defeat, which resulted in the loss of about 1 1\u20443 of its total area. The Mexican-American War doesn't really loom large in American memory compared to the Revolutionary War or the Civil War, but it was a transformative event in the history of the United States and North America. On the scale of national politics, the war led to political realignment and eventually the Civil War."}, {"video_title": "The Mexican-American War   AP US History   Khan Academy.mp3", "Sentence": "After the two nations made peace by signing the Treaty of Guadalupe Hidalgo in mid-1848, the United States gained over a million square miles of new territory, a landmass larger than the Louisiana Purchase. For Mexico, this war was a catastrophic defeat, which resulted in the loss of about 1 1\u20443 of its total area. The Mexican-American War doesn't really loom large in American memory compared to the Revolutionary War or the Civil War, but it was a transformative event in the history of the United States and North America. On the scale of national politics, the war led to political realignment and eventually the Civil War. But on a human scale, it led to transformations in the lives of people who lived in the West, who went to bed one day in Mexico and woke up the next day in the United States. National boundaries shifted under their feet. For those people, the outcome of the war meant new laws, customs, new friends and enemies, and even the loss of rights and privileges."}, {"video_title": "The Mexican-American War   AP US History   Khan Academy.mp3", "Sentence": "On the scale of national politics, the war led to political realignment and eventually the Civil War. But on a human scale, it led to transformations in the lives of people who lived in the West, who went to bed one day in Mexico and woke up the next day in the United States. National boundaries shifted under their feet. For those people, the outcome of the war meant new laws, customs, new friends and enemies, and even the loss of rights and privileges. So let's dive a little deeper into the causes and effects of the Mexican-American War. The war began in April of 1846. A Mexican cavalry brigade attacked US forces, who were under the command of General Zachary Taylor, across the Rio Grande River from the town of Matamoros, Mexico."}, {"video_title": "The Mexican-American War   AP US History   Khan Academy.mp3", "Sentence": "For those people, the outcome of the war meant new laws, customs, new friends and enemies, and even the loss of rights and privileges. So let's dive a little deeper into the causes and effects of the Mexican-American War. The war began in April of 1846. A Mexican cavalry brigade attacked US forces, who were under the command of General Zachary Taylor, across the Rio Grande River from the town of Matamoros, Mexico. After this attack, President James K. Polk sent a war message to Congress. He fumed that the Mexican troops had invaded our territory and shed American blood on the American soil. Now, back up a minute."}, {"video_title": "The Mexican-American War   AP US History   Khan Academy.mp3", "Sentence": "A Mexican cavalry brigade attacked US forces, who were under the command of General Zachary Taylor, across the Rio Grande River from the town of Matamoros, Mexico. After this attack, President James K. Polk sent a war message to Congress. He fumed that the Mexican troops had invaded our territory and shed American blood on the American soil. Now, back up a minute. You may be wondering, as many keen observers did at the time, what exactly were US forces doing there near the Rio Grande River in the first place? And the answer to that reveals the two major causes of the war, Texas annexation and Manifest Destiny. Let's start by talking about Texas annexation."}, {"video_title": "The Mexican-American War   AP US History   Khan Academy.mp3", "Sentence": "Now, back up a minute. You may be wondering, as many keen observers did at the time, what exactly were US forces doing there near the Rio Grande River in the first place? And the answer to that reveals the two major causes of the war, Texas annexation and Manifest Destiny. Let's start by talking about Texas annexation. American settlers, many of whom were slave owners, had been moving to Texas since the 1820s, when the region was still controlled by Spain. After Mexican independence, the country outlawed slavery, but the American settlers resisted the Mexican government's authority. In 1836, they rebelled and won independence for Texas."}, {"video_title": "The Mexican-American War   AP US History   Khan Academy.mp3", "Sentence": "Let's start by talking about Texas annexation. American settlers, many of whom were slave owners, had been moving to Texas since the 1820s, when the region was still controlled by Spain. After Mexican independence, the country outlawed slavery, but the American settlers resisted the Mexican government's authority. In 1836, they rebelled and won independence for Texas. They requested that the United States annex the new nation shortly thereafter, but adding another slave state to the Union was politically dangerous for the administration at that time. So Texas remained an independent nation until 1845. In 1845, Democratic President James K. Polk took office."}, {"video_title": "The Mexican-American War   AP US History   Khan Academy.mp3", "Sentence": "In 1836, they rebelled and won independence for Texas. They requested that the United States annex the new nation shortly thereafter, but adding another slave state to the Union was politically dangerous for the administration at that time. So Texas remained an independent nation until 1845. In 1845, Democratic President James K. Polk took office. Now, Polk was an ardent expansionist. He was a believer in Manifest Destiny, this idea that God wanted the United States to expand across the North American continent. Polk wanted to annex Texas, which his administration undertook immediately."}, {"video_title": "The Mexican-American War   AP US History   Khan Academy.mp3", "Sentence": "In 1845, Democratic President James K. Polk took office. Now, Polk was an ardent expansionist. He was a believer in Manifest Destiny, this idea that God wanted the United States to expand across the North American continent. Polk wanted to annex Texas, which his administration undertook immediately. He also desperately wanted California, which was a hub of commerce on the Pacific Ocean. This is actually before gold was discovered there. So Polk sent a representative to the Mexican government offering to buy California, but Mexico said California was not for sale."}, {"video_title": "The Mexican-American War   AP US History   Khan Academy.mp3", "Sentence": "Polk wanted to annex Texas, which his administration undertook immediately. He also desperately wanted California, which was a hub of commerce on the Pacific Ocean. This is actually before gold was discovered there. So Polk sent a representative to the Mexican government offering to buy California, but Mexico said California was not for sale. Now, Polk was determined to get this territory with blood or money, so he came up with an alternate plan. The border between Mexico and Texas was under dispute, so Polk directed General Zachary Taylor to go down into this disputed territory and provoke hostilities, and that's exactly what happened when the Mexican cavalry attacked Taylor's forces. As far as Mexico was concerned, Taylor's troops were invading their country, and they had no choice but to defend it."}, {"video_title": "The Mexican-American War   AP US History   Khan Academy.mp3", "Sentence": "So Polk sent a representative to the Mexican government offering to buy California, but Mexico said California was not for sale. Now, Polk was determined to get this territory with blood or money, so he came up with an alternate plan. The border between Mexico and Texas was under dispute, so Polk directed General Zachary Taylor to go down into this disputed territory and provoke hostilities, and that's exactly what happened when the Mexican cavalry attacked Taylor's forces. As far as Mexico was concerned, Taylor's troops were invading their country, and they had no choice but to defend it. Despite Polk's war message saying that American blood had been shed on American soil, many US politicians were also skeptical about who started the war and where. A young Whig congressman from Illinois named Abraham Lincoln demanded that Polk show him the exact spot where American blood had been shed. The war that ensued was longer, costlier, and deadlier than the US government had estimated, which is often the case with wars."}, {"video_title": "The Mexican-American War   AP US History   Khan Academy.mp3", "Sentence": "As far as Mexico was concerned, Taylor's troops were invading their country, and they had no choice but to defend it. Despite Polk's war message saying that American blood had been shed on American soil, many US politicians were also skeptical about who started the war and where. A young Whig congressman from Illinois named Abraham Lincoln demanded that Polk show him the exact spot where American blood had been shed. The war that ensued was longer, costlier, and deadlier than the US government had estimated, which is often the case with wars. At its conclusion, Polk had achieved his vision for Manifest Destiny. In the Treaty of Guadalupe Hidalgo, which ended the war, the United States agreed to pay Mexico $15 million, and in exchange, Mexico ceded Texas, California, and most of the modern-day Southwest to the United States. So where were the effects of this war?"}, {"video_title": "The Mexican-American War   AP US History   Khan Academy.mp3", "Sentence": "The war that ensued was longer, costlier, and deadlier than the US government had estimated, which is often the case with wars. At its conclusion, Polk had achieved his vision for Manifest Destiny. In the Treaty of Guadalupe Hidalgo, which ended the war, the United States agreed to pay Mexico $15 million, and in exchange, Mexico ceded Texas, California, and most of the modern-day Southwest to the United States. So where were the effects of this war? Well, the addition of this Mexican Cession territory had far-reaching consequences for both the United States and the residents of the West. The existing residents of the territory, including Mexicans, Native Americans, and the descendants of Spanish colonists, found that life under the rule of the United States could be very different than under the rule of Mexico. Where Mexican law had abolished slavery and prescribed equality under the law for people regardless of color, the Texas Constitution permitted slavery and denied civil rights to non-white residents."}, {"video_title": "The Mexican-American War   AP US History   Khan Academy.mp3", "Sentence": "So where were the effects of this war? Well, the addition of this Mexican Cession territory had far-reaching consequences for both the United States and the residents of the West. The existing residents of the territory, including Mexicans, Native Americans, and the descendants of Spanish colonists, found that life under the rule of the United States could be very different than under the rule of Mexico. Where Mexican law had abolished slavery and prescribed equality under the law for people regardless of color, the Texas Constitution permitted slavery and denied civil rights to non-white residents. For other residents of the territory, life didn't change much at all. Huge swaths of the West were actually controlled by Native American nations, like the Comanche Empire, which didn't care whether the distant government who claimed their territory on paper was located in Mexico City or in Washington, D.C. For the United States government, the addition of this new territory was political kryptonite. Both Northerners and Southerners were convinced that the opposite region was conspiring to limit their economic opportunities in the West."}, {"video_title": "The Mexican-American War   AP US History   Khan Academy.mp3", "Sentence": "Where Mexican law had abolished slavery and prescribed equality under the law for people regardless of color, the Texas Constitution permitted slavery and denied civil rights to non-white residents. For other residents of the territory, life didn't change much at all. Huge swaths of the West were actually controlled by Native American nations, like the Comanche Empire, which didn't care whether the distant government who claimed their territory on paper was located in Mexico City or in Washington, D.C. For the United States government, the addition of this new territory was political kryptonite. Both Northerners and Southerners were convinced that the opposite region was conspiring to limit their economic opportunities in the West. During the war, Congressman David Wilmot of Pennsylvania introduced a resolution in the House that would prohibit slavery in any territory gained from the conflict. The reaction to the Wilmot Proviso showed just how big the sectional divide in the country was becoming, since party lines broke down entirely. Northerners, Whig and Democrat alike, voted for the Wilmot Proviso, and Southerners, Whig and Democrat alike, voted against it."}, {"video_title": "The Mexican-American War   AP US History   Khan Academy.mp3", "Sentence": "Both Northerners and Southerners were convinced that the opposite region was conspiring to limit their economic opportunities in the West. During the war, Congressman David Wilmot of Pennsylvania introduced a resolution in the House that would prohibit slavery in any territory gained from the conflict. The reaction to the Wilmot Proviso showed just how big the sectional divide in the country was becoming, since party lines broke down entirely. Northerners, Whig and Democrat alike, voted for the Wilmot Proviso, and Southerners, Whig and Democrat alike, voted against it. Ultimately, the Proviso passed in the House, but was defeated in the Senate. And then, gold was discovered in California just before the end of the war, sending hordes of prospectors west and making statehood for California an urgent issue that would soon upset the balance of power between free and slave states in Congress. In other words, we can draw a direct line from the Mexican War to the breakdown of the second party system, which was replaced by a solidly Southern Democratic Party and a new Northern Republican Party, and from there to the Civil War."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "And then in 1910, the Korean Peninsula is formally annexed into the Japanese Empire. So the Japanese are essentially this imperialist power here. And they stay in power in the Korean Peninsula all the way until the end of World War II. And it's probably worth saying here, and it's probably worth making a bunch of videos here, that the Japanese occupation was not a pleasant occupation for the Korean people. They subjugated the Korean people in multiple ways. Forced labor, forced prostitution. They tried to eradicate the Korean language and the Korean culture."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "And it's probably worth saying here, and it's probably worth making a bunch of videos here, that the Japanese occupation was not a pleasant occupation for the Korean people. They subjugated the Korean people in multiple ways. Forced labor, forced prostitution. They tried to eradicate the Korean language and the Korean culture. So this was not in any way a pleasant occupation. They weren't pleasant imperialists. But you fast forward all the way to 1945."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "They tried to eradicate the Korean language and the Korean culture. So this was not in any way a pleasant occupation. They weren't pleasant imperialists. But you fast forward all the way to 1945. We know that Japan loses World War II. And the major two victors on the Allied side that are kind of acting in this part of the world are the United States and the Soviet Union. And so 1945, you have the Soviets coming from above."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "But you fast forward all the way to 1945. We know that Japan loses World War II. And the major two victors on the Allied side that are kind of acting in this part of the world are the United States and the Soviet Union. And so 1945, you have the Soviets coming from above. You have the Soviets coming from above. That's the Soviets coming from above. And eventually you have the Americans coming from below."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "And so 1945, you have the Soviets coming from above. You have the Soviets coming from above. That's the Soviets coming from above. And eventually you have the Americans coming from below. They occupy Japan first. So this is the USA. And they essentially, remember at this point, even though this is kind of the beginning of the Cold War, at this point in World War II, the United States and the Soviet Union are allies."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "And eventually you have the Americans coming from below. They occupy Japan first. So this is the USA. And they essentially, remember at this point, even though this is kind of the beginning of the Cold War, at this point in World War II, the United States and the Soviet Union are allies. And so the United States kind of tells the Soviet Union, hey, why don't we just stop at the 38th parallel? Well, why don't we just stop at the 38th parallel? And the United States actually didn't even think that the Soviets would stop there."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "And they essentially, remember at this point, even though this is kind of the beginning of the Cold War, at this point in World War II, the United States and the Soviet Union are allies. And so the United States kind of tells the Soviet Union, hey, why don't we just stop at the 38th parallel? Well, why don't we just stop at the 38th parallel? And the United States actually didn't even think that the Soviets would stop there. But they actually did. And from the Soviets' point of view, it's believed that they stopped there. Because the United States didn't get there at the same time."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "And the United States actually didn't even think that the Soviets would stop there. But they actually did. And from the Soviets' point of view, it's believed that they stopped there. Because the United States didn't get there at the same time. So there was no one to stop them from going further south. But it's believed that the Soviets wanted to uphold their side of the agreement so that they would be a trusted party to negotiations in Europe and maybe get more in Europe, which is what the Soviets maybe cared about more. So what happens after World War II is that what's now North Korea, essentially, becomes under the influence of the Soviets."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "Because the United States didn't get there at the same time. So there was no one to stop them from going further south. But it's believed that the Soviets wanted to uphold their side of the agreement so that they would be a trusted party to negotiations in Europe and maybe get more in Europe, which is what the Soviets maybe cared about more. So what happens after World War II is that what's now North Korea, essentially, becomes under the influence of the Soviets. Everything below the 38th parallel becomes under the influence of the United States. The Soviets essentially install this gentleman right over here to lead North Korea, Kim Il-sung, or the part of Korea that is north of the 38th parallel. At this point, this was just kind of viewed as a point where the Soviets and the United States should kind of meet up, where they would have to stop."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "So what happens after World War II is that what's now North Korea, essentially, becomes under the influence of the Soviets. Everything below the 38th parallel becomes under the influence of the United States. The Soviets essentially install this gentleman right over here to lead North Korea, Kim Il-sung, or the part of Korea that is north of the 38th parallel. At this point, this was just kind of viewed as a point where the Soviets and the United States should kind of meet up, where they would have to stop. It wasn't meant to be an actual partition of the country. But as we'll see, it actually becomes a partition of the country. But the Soviets install Kim Il-sung."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "At this point, this was just kind of viewed as a point where the Soviets and the United States should kind of meet up, where they would have to stop. It wasn't meant to be an actual partition of the country. But as we'll see, it actually becomes a partition of the country. But the Soviets install Kim Il-sung. He sets up essentially a communist dictatorship in the north. And this is the current leader of North Korea's dad. This is Kim Jong-il's dad."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "But the Soviets install Kim Il-sung. He sets up essentially a communist dictatorship in the north. And this is the current leader of North Korea's dad. This is Kim Jong-il's dad. So he gets installed in the north. And in the south, if you fast forward a little bit to 1948, there is an attempt at elections. But those elections are seriously rigged."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "This is Kim Jong-il's dad. So he gets installed in the north. And in the south, if you fast forward a little bit to 1948, there is an attempt at elections. But those elections are seriously rigged. And this gentleman, Syngman Rhee, comes to power. And although he might look like a nice, pleasant man, he was actually fairly ruthless. And he is unanimously considered a strong man."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "But those elections are seriously rigged. And this gentleman, Syngman Rhee, comes to power. And although he might look like a nice, pleasant man, he was actually fairly ruthless. And he is unanimously considered a strong man. And on both sides of this, once again, this is one of those situations where you really can't call either of these guys good guys, because both of them have done some pretty nasty things to soldiers on either side and to innocent civilians. But Syngman Rhee comes to power in the south. And his, I guess, most attractive feature to the Americans is that he is not a communist."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "And he is unanimously considered a strong man. And on both sides of this, once again, this is one of those situations where you really can't call either of these guys good guys, because both of them have done some pretty nasty things to soldiers on either side and to innocent civilians. But Syngman Rhee comes to power in the south. And his, I guess, most attractive feature to the Americans is that he is not a communist. And so you have this situation setting up, communist north above 38th parallel, non-communist south controlled by Syngman Rhee, supported by the United States. The other thing that happens is that the Soviets help build up the North Korean military. The United States is not as encouraging of a strong South Korean military."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "And his, I guess, most attractive feature to the Americans is that he is not a communist. And so you have this situation setting up, communist north above 38th parallel, non-communist south controlled by Syngman Rhee, supported by the United States. The other thing that happens is that the Soviets help build up the North Korean military. The United States is not as encouraging of a strong South Korean military. So you start having an imbalance between the military of the north and the south. And obviously, either one of these parties, Kim Il-sung wants to unite Korea under his rule, under his communist rule. Syngman Rhee wants to unite Korea under his authoritarian rule."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "The United States is not as encouraging of a strong South Korean military. So you start having an imbalance between the military of the north and the south. And obviously, either one of these parties, Kim Il-sung wants to unite Korea under his rule, under his communist rule. Syngman Rhee wants to unite Korea under his authoritarian rule. So they're both kind of setting up troops along the border. And this whole time, you have skirmishes going on across the border. And just to give you a context, you're probably saying, wait, this was right next to China, what was going on there."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "Syngman Rhee wants to unite Korea under his authoritarian rule. So they're both kind of setting up troops along the border. And this whole time, you have skirmishes going on across the border. And just to give you a context, you're probably saying, wait, this was right next to China, what was going on there. And if you go to China in 1949, the communists come to power. There was a civil war leading up to that between the communists led by Mao Zedong and the nationalists led by Chiang Kai-shek. Mao Zedong comes to power."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "And just to give you a context, you're probably saying, wait, this was right next to China, what was going on there. And if you go to China in 1949, the communists come to power. There was a civil war leading up to that between the communists led by Mao Zedong and the nationalists led by Chiang Kai-shek. Mao Zedong comes to power. He wants to support the communists in North Korea, especially because some of those communists in North Korea actually helped fight on the communist side during the Chinese Civil War. So this is an important factor right here. Mao Zedong is interested in spreading communism."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "Mao Zedong comes to power. He wants to support the communists in North Korea, especially because some of those communists in North Korea actually helped fight on the communist side during the Chinese Civil War. So this is an important factor right here. Mao Zedong is interested in spreading communism. He doesn't like the Americans in South Korea. And he feels some type of allegiance to the communists in North Korea. So now you fast forward to June 25, 1950."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "Mao Zedong is interested in spreading communism. He doesn't like the Americans in South Korea. And he feels some type of allegiance to the communists in North Korea. So now you fast forward to June 25, 1950. And in the north, you have a major imbalance. There's a lot, the North Korean army, and it's not called North Korea at this point. They both consider themselves Korea, competing, I guess, governments of Korea."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "So now you fast forward to June 25, 1950. And in the north, you have a major imbalance. There's a lot, the North Korean army, and it's not called North Korea at this point. They both consider themselves Korea, competing, I guess, governments of Korea. The army in the north is disproportionately stronger than the south. And so they invade. They view this as their chance at unifying the peninsula."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "They both consider themselves Korea, competing, I guess, governments of Korea. The army in the north is disproportionately stronger than the south. And so they invade. They view this as their chance at unifying the peninsula. And essentially, they're able to almost just kind of storm through the Korean peninsula. Immediately when that happens, the UN, and especially the United States, and this is because at this point, the Soviet Union was boycotting the Security Council, so they couldn't even veto it. The UN immediately starts supplying naval and air support for the South Koreans."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "They view this as their chance at unifying the peninsula. And essentially, they're able to almost just kind of storm through the Korean peninsula. Immediately when that happens, the UN, and especially the United States, and this is because at this point, the Soviet Union was boycotting the Security Council, so they couldn't even veto it. The UN immediately starts supplying naval and air support for the South Koreans. But the disparity is so big that the North Koreans are able to just keep marching forward. Within a few days, literally by July 1, the United States decides to commit ground forces, because we had substantial ground forces in Japan, which isn't that far away, just to give you a global perspective. This is the Korean peninsula right here, and this is Japan."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "The UN immediately starts supplying naval and air support for the South Koreans. But the disparity is so big that the North Koreans are able to just keep marching forward. Within a few days, literally by July 1, the United States decides to commit ground forces, because we had substantial ground forces in Japan, which isn't that far away, just to give you a global perspective. This is the Korean peninsula right here, and this is Japan. I know I could have probably found a bigger picture of that. But America had military forces in Japan that they could send. And so the Americans enter the battle in a major way very early on."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "This is the Korean peninsula right here, and this is Japan. I know I could have probably found a bigger picture of that. But America had military forces in Japan that they could send. And so the Americans enter the battle in a major way very early on. But that doesn't stop the North Koreans for some time. So the North Koreans get all the way. They're able to occupy all of the Korean peninsula except for kind of the northeastern corner."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "And so the Americans enter the battle in a major way very early on. But that doesn't stop the North Koreans for some time. So the North Koreans get all the way. They're able to occupy all of the Korean peninsula except for kind of the northeastern corner. So they get around this far. And so over here you have the city of Pusan, and this is called the Pusan perimeter. And it's at the Pusan perimeter that you have a little bit of a, the United States and Korean forces combined are able to halt the North Koreans."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "They're able to occupy all of the Korean peninsula except for kind of the northeastern corner. So they get around this far. And so over here you have the city of Pusan, and this is called the Pusan perimeter. And it's at the Pusan perimeter that you have a little bit of a, the United States and Korean forces combined are able to halt the North Koreans. And you have kind of a slight stalemate for a couple of months here. But while that stalemate is happening, the United States is able to, and especially the UN, but it's mainly the United States, is able to build up significant troops within the Pusan perimeter. But even more, and at this point, the United States and the UN forces go under the control of Douglas MacArthur, General Douglas MacArthur, who's a bit of an interesting character."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "And it's at the Pusan perimeter that you have a little bit of a, the United States and Korean forces combined are able to halt the North Koreans. And you have kind of a slight stalemate for a couple of months here. But while that stalemate is happening, the United States is able to, and especially the UN, but it's mainly the United States, is able to build up significant troops within the Pusan perimeter. But even more, and at this point, the United States and the UN forces go under the control of Douglas MacArthur, General Douglas MacArthur, who's a bit of an interesting character. Until this point, he was able to kind of rule Japan with an iron fist. He's a hugely popular war hero in America. And the current president, Truman, kind of has a little trouble controlling MacArthur, especially during the Korean War."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "But even more, and at this point, the United States and the UN forces go under the control of Douglas MacArthur, General Douglas MacArthur, who's a bit of an interesting character. Until this point, he was able to kind of rule Japan with an iron fist. He's a hugely popular war hero in America. And the current president, Truman, kind of has a little trouble controlling MacArthur, especially during the Korean War. And we'll see that MacArthur really oversteps his bounds during the course of this war. Now at this point, you have the South Koreans and the Americans kind of cornered out down here inside the Pusan perimeter. It looks like North Korea is on the verge of victory, but the US is able to build forces."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "And the current president, Truman, kind of has a little trouble controlling MacArthur, especially during the Korean War. And we'll see that MacArthur really oversteps his bounds during the course of this war. Now at this point, you have the South Koreans and the Americans kind of cornered out down here inside the Pusan perimeter. It looks like North Korea is on the verge of victory, but the US is able to build forces. And the Korean War really just starts becoming into a game of risk. I don't know if you've ever played the game of risk, but whenever it's somebody's turn, they're able to spread their forces, but then they get spread thin, and then the other side's able to come back. And we'll see as the rest of the Korean War is essentially a back and forth between the communists in the North, supported by the Chinese, although the Chinese aren't in the war officially just yet, and then the Americans in the South."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "It looks like North Korea is on the verge of victory, but the US is able to build forces. And the Korean War really just starts becoming into a game of risk. I don't know if you've ever played the game of risk, but whenever it's somebody's turn, they're able to spread their forces, but then they get spread thin, and then the other side's able to come back. And we'll see as the rest of the Korean War is essentially a back and forth between the communists in the North, supported by the Chinese, although the Chinese aren't in the war officially just yet, and then the Americans in the South. And the first really smart thing that MacArthur does is he says, look, instead of trying to fight our way through the Korean forces that are over here, instead of trying to fight our way through all of these Korean forces that are over here, why don't we just kind of outflank them? And why don't we use our navy to do an amphibious landing of an army at Incheon? So in September 15, while you have kind of this stalemate over here, the United States, they have an amphibious landing, so they send troops from all of these places."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "And we'll see as the rest of the Korean War is essentially a back and forth between the communists in the North, supported by the Chinese, although the Chinese aren't in the war officially just yet, and then the Americans in the South. And the first really smart thing that MacArthur does is he says, look, instead of trying to fight our way through the Korean forces that are over here, instead of trying to fight our way through all of these Korean forces that are over here, why don't we just kind of outflank them? And why don't we use our navy to do an amphibious landing of an army at Incheon? So in September 15, while you have kind of this stalemate over here, the United States, they have an amphibious landing, so they send troops from all of these places. They have an amphibious landing at Incheon, which is near Seoul. So they land at Incheon, which is roughly over there. I'm not super accurate here."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "So in September 15, while you have kind of this stalemate over here, the United States, they have an amphibious landing, so they send troops from all of these places. They have an amphibious landing at Incheon, which is near Seoul. So they land at Incheon, which is roughly over there. I'm not super accurate here. And what's interesting about that is, in any battle, all of these Korean troops right here, they have supply chains. They have to get food and supplies and fresh troops from up here. And so the further in you go into enemy territory, the more spread out your troops get."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "I'm not super accurate here. And what's interesting about that is, in any battle, all of these Korean troops right here, they have supply chains. They have to get food and supplies and fresh troops from up here. And so the further in you go into enemy territory, the more spread out your troops get. And the strategies here is, instead of fighting through this, what if we outflank them and are able to land a significant force right here and immediately disrupt the supply lines of the North Koreans? And that's essentially what the Americans did. And it was successful."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "And so the further in you go into enemy territory, the more spread out your troops get. And the strategies here is, instead of fighting through this, what if we outflank them and are able to land a significant force right here and immediately disrupt the supply lines of the North Koreans? And that's essentially what the Americans did. And it was successful. So MacArthur looks like a genius over here. And he's able to retake Seoul. He's able to take what's kind of the North Korean capital at this point, Pyongyang."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "And it was successful. So MacArthur looks like a genius over here. And he's able to retake Seoul. He's able to take what's kind of the North Korean capital at this point, Pyongyang. And you have the Americans marching north. So all of a sudden, it started off with the North Koreans being able to roll down. And now all of a sudden, the Americans and the South Koreans are able to roll up."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "He's able to take what's kind of the North Korean capital at this point, Pyongyang. And you have the Americans marching north. So all of a sudden, it started off with the North Koreans being able to roll down. And now all of a sudden, the Americans and the South Koreans are able to roll up. And they're feeling pretty good about themselves. And the whole time, Truman's trying to keep MacArthur under check. MacArthur's excited."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "And now all of a sudden, the Americans and the South Koreans are able to roll up. And they're feeling pretty good about themselves. And the whole time, Truman's trying to keep MacArthur under check. MacArthur's excited. He's ultra confident. He thinks that the troops are going to be home by Christmas. He doesn't think China is serious about supporting the North Koreans."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "MacArthur's excited. He's ultra confident. He thinks that the troops are going to be home by Christmas. He doesn't think China is serious about supporting the North Koreans. And even more, he almost, it seems like, wants to pick a fight with China. Because he wants to maybe eliminate communism in China as well. He's kind of on this mission to eliminate communism from all of Asia."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "He doesn't think China is serious about supporting the North Koreans. And even more, he almost, it seems like, wants to pick a fight with China. Because he wants to maybe eliminate communism in China as well. He's kind of on this mission to eliminate communism from all of Asia. So Truman is saying, limited war. Don't cross the Yalu River. And be careful."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "He's kind of on this mission to eliminate communism from all of Asia. So Truman is saying, limited war. Don't cross the Yalu River. And be careful. Don't start attacking Chinese up here and enrage them. And you're going to have them enter the war. MacArthur doesn't take that too seriously."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "And be careful. Don't start attacking Chinese up here and enrage them. And you're going to have them enter the war. MacArthur doesn't take that too seriously. And he also says, look, I have to start bombing bombs across the Yalu River so that the Chinese won't be able to send troops and supplies to aid the North Koreans. So he's marching up all confident, going up against the Yalu River. And this whole time, the Chinese under Mao Zedong are sending a pretty substantial army."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "MacArthur doesn't take that too seriously. And he also says, look, I have to start bombing bombs across the Yalu River so that the Chinese won't be able to send troops and supplies to aid the North Koreans. So he's marching up all confident, going up against the Yalu River. And this whole time, the Chinese under Mao Zedong are sending a pretty substantial army. And they're able to do it secretly. They're able to march at night. And they even have these policies where if any surveillance planes go overhead, all of the Chinese soldiers have to freeze."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "And this whole time, the Chinese under Mao Zedong are sending a pretty substantial army. And they're able to do it secretly. They're able to march at night. And they even have these policies where if any surveillance planes go overhead, all of the Chinese soldiers have to freeze. And if they don't freeze, someone else is allowed to shoot them. So everyone wants to freeze so that no one can really see them from above. So it's this really kind of a secret buildup of troops across the Yalu River."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "And they even have these policies where if any surveillance planes go overhead, all of the Chinese soldiers have to freeze. And if they don't freeze, someone else is allowed to shoot them. So everyone wants to freeze so that no one can really see them from above. So it's this really kind of a secret buildup of troops across the Yalu River. And this whole time, MacArthur is just ultra, ultra confident about what's happening over here. But then you fast forward until the end of October. The Americans think that they're on the verge of winning the Korean War."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "So it's this really kind of a secret buildup of troops across the Yalu River. And this whole time, MacArthur is just ultra, ultra confident about what's happening over here. But then you fast forward until the end of October. The Americans think that they're on the verge of winning the Korean War. And all of a sudden, you have the Chinese cross the Yalu River. And the Americans didn't even know that the Chinese had major forces ready to cross. And once again, it's just like a game of risk."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "The Americans think that they're on the verge of winning the Korean War. And all of a sudden, you have the Chinese cross the Yalu River. And the Americans didn't even know that the Chinese had major forces ready to cross. And once again, it's just like a game of risk. So now you have the Chinese cross. They catch the Americans unsuspected. They engage a few times."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "And once again, it's just like a game of risk. So now you have the Chinese cross. They catch the Americans unsuspected. They engage a few times. The Americans weren't sure if the Chinese were serious. So they keep reengaging them. But then it becomes clear, yes, the Chinese are serious."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "They engage a few times. The Americans weren't sure if the Chinese were serious. So they keep reengaging them. But then it becomes clear, yes, the Chinese are serious. The Chinese are serious. And essentially, the Chinese are able to push back the Americans and the South Koreans all the way back so that they're able to recapture Seoul. But once again, like any game of risk, now the Chinese are spread thin."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "But then it becomes clear, yes, the Chinese are serious. The Chinese are serious. And essentially, the Chinese are able to push back the Americans and the South Koreans all the way back so that they're able to recapture Seoul. But once again, like any game of risk, now the Chinese are spread thin. The Americans and the South Koreans and all the other UN forces, although the UN forces are mainly the Americans, are able to regroup. And then in March, so Seoul has changed hands four times. So in March, they're able to retake Seoul again."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "But once again, like any game of risk, now the Chinese are spread thin. The Americans and the South Koreans and all the other UN forces, although the UN forces are mainly the Americans, are able to regroup. And then in March, so Seoul has changed hands four times. So in March, they're able to retake Seoul again. They're able to retake Seoul again. And at this point, MacArthur, ultra confident, he's telling the Chinese, you've essentially lost. He's even trying to get permissions to use nuclear weapons against the Chinese."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "So in March, they're able to retake Seoul again. They're able to retake Seoul again. And at this point, MacArthur, ultra confident, he's telling the Chinese, you've essentially lost. He's even trying to get permissions to use nuclear weapons against the Chinese. To some degree, he doesn't even think he needs the permission of Truman to stop. It sounds like he's eager to push the Chinese further back, even though they kind of surprised him the first go around. So Truman has enough of this wild card guy who thinks that he can call the shots and use nuclear weapons if he wants to willy-nilly."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "He's even trying to get permissions to use nuclear weapons against the Chinese. To some degree, he doesn't even think he needs the permission of Truman to stop. It sounds like he's eager to push the Chinese further back, even though they kind of surprised him the first go around. So Truman has enough of this wild card guy who thinks that he can call the shots and use nuclear weapons if he wants to willy-nilly. And so Truman finally dismisses MacArthur in April of 1951. And at this point, you start having a stalemate near the 30th parallel. So you start having a stalemate across this border right over there."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "So Truman has enough of this wild card guy who thinks that he can call the shots and use nuclear weapons if he wants to willy-nilly. And so Truman finally dismisses MacArthur in April of 1951. And at this point, you start having a stalemate near the 30th parallel. So you start having a stalemate across this border right over there. And both sides think the end of the war is imminent. They're like, OK, we're back to where we both began. We should both stop here."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "So you start having a stalemate across this border right over there. And both sides think the end of the war is imminent. They're like, OK, we're back to where we both began. We should both stop here. But the negotiations, unfortunately, took over two years. And there's a lot of, I guess, back and forth about what to do with prisoners of war and all of the rest. But it finally took two years so that in July 27, 1953, you have an armistice signed between the two parties."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "We should both stop here. But the negotiations, unfortunately, took over two years. And there's a lot of, I guess, back and forth about what to do with prisoners of war and all of the rest. But it finally took two years so that in July 27, 1953, you have an armistice signed between the two parties. And I want to make it clear. An armistice agreement, it is not a peace treaty. It is not saying that we both agree that this is the border of our two new countries and that we are now at peace with each other."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "But it finally took two years so that in July 27, 1953, you have an armistice signed between the two parties. And I want to make it clear. An armistice agreement, it is not a peace treaty. It is not saying that we both agree that this is the border of our two new countries and that we are now at peace with each other. All an armistice means is that we're going to stop fighting. It is not a formal end to the war. So in theory, North and South Korea, even to this day, are in a state of war."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "It is not saying that we both agree that this is the border of our two new countries and that we are now at peace with each other. All an armistice means is that we're going to stop fighting. It is not a formal end to the war. So in theory, North and South Korea, even to this day, are in a state of war. And to this day, I'm recording this video in 2011. Maybe if you view this in the future, hopefully they won't be in an official state of war. But they're in an official state of war under an armistice."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "So in theory, North and South Korea, even to this day, are in a state of war. And to this day, I'm recording this video in 2011. Maybe if you view this in the future, hopefully they won't be in an official state of war. But they're in an official state of war under an armistice. They've just agreed to stop fighting. So all in all, you have this hugely bloody battle with all of these atrocities going on on both sides. Syngman Rhee, when he was the first time the North Korean troops were rolling into South Korea, he essentially beforehand, he was kind of imprisoning a bunch of people who he suspected to be communists."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "But they're in an official state of war under an armistice. They've just agreed to stop fighting. So all in all, you have this hugely bloody battle with all of these atrocities going on on both sides. Syngman Rhee, when he was the first time the North Korean troops were rolling into South Korea, he essentially beforehand, he was kind of imprisoning a bunch of people who he suspected to be communists. And when I'm talking about people, I'm talking about whole families sometimes. And when he was retreating, he essentially allowed the massacre of a huge number of people who were just suspected of being communists. And these weren't just military men."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "Syngman Rhee, when he was the first time the North Korean troops were rolling into South Korea, he essentially beforehand, he was kind of imprisoning a bunch of people who he suspected to be communists. And when I'm talking about people, I'm talking about whole families sometimes. And when he was retreating, he essentially allowed the massacre of a huge number of people who were just suspected of being communists. And these weren't just military men. These were women. These were children. These were entire families."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "And these weren't just military men. These were women. These were children. These were entire families. So he's guilty of that. And Kim Il-sung, just as guilty. When the North Korean soldiers infiltrated the South Korean Seoul, they committed atrocities, killing civil servants, killing any of the kind of established intellectuals in the area."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "These were entire families. So he's guilty of that. And Kim Il-sung, just as guilty. When the North Korean soldiers infiltrated the South Korean Seoul, they committed atrocities, killing civil servants, killing any of the kind of established intellectuals in the area. So on both sides, this hugely horrific war. And just to get a sense of what was happening, you know, Korea isn't a huge country. But you have within Korea, the civilian debts, 1.5 to 3 million civilian debts."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "When the North Korean soldiers infiltrated the South Korean Seoul, they committed atrocities, killing civil servants, killing any of the kind of established intellectuals in the area. So on both sides, this hugely horrific war. And just to get a sense of what was happening, you know, Korea isn't a huge country. But you have within Korea, the civilian debts, 1.5 to 3 million civilian debts. And the consensus is at 2 million. And this tells you how ugly war is. You can't even estimate how many people died to the nearest 500,000 people."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "But you have within Korea, the civilian debts, 1.5 to 3 million civilian debts. And the consensus is at 2 million. And this tells you how ugly war is. You can't even estimate how many people died to the nearest 500,000 people. You just don't know what happened. But 2 million people died in a country that's not too big. You have 30, all in all, you have about 40,000 American soldiers dying."}, {"video_title": "Korean War overview   The 20th century   World history   Khan Academy.mp3", "Sentence": "You can't even estimate how many people died to the nearest 500,000 people. You just don't know what happened. But 2 million people died in a country that's not too big. You have 30, all in all, you have about 40,000 American soldiers dying. China loses on the order of, depending on the estimates, 400,000 soldiers. I mean, the estimates are all over the place. North Korea loses on the order of the same magnitude of soldiers."}, {"video_title": "Jamestown - life and labor in the Chesapeake.mp3", "Sentence": "When last we left our English colonists at Jamestown, things were finally starting to go their way. Lord Delaware had successfully led English forces in their war of extinction against the nearby Algonquin tribe, the Powhatans, and John Rolfe had discovered that Virginia was a perfect place to grow tobacco. So even though they didn't find gold in Virginia, they found something that was almost as good, and that was a luxury commodity that people in Europe were very eager to buy. But tobacco was incredibly labor intensive to grow and process. So in this video, let's talk a little bit more about what that need for labor meant as the Virginia colony began to grow. Now in the last video, I mentioned that the very first ship bearing enslaved Africans arrived in Jamestown in 1619. So just 12 years after Jamestown was founded, Africans had been brought to the area."}, {"video_title": "Jamestown - life and labor in the Chesapeake.mp3", "Sentence": "But tobacco was incredibly labor intensive to grow and process. So in this video, let's talk a little bit more about what that need for labor meant as the Virginia colony began to grow. Now in the last video, I mentioned that the very first ship bearing enslaved Africans arrived in Jamestown in 1619. So just 12 years after Jamestown was founded, Africans had been brought to the area. So this shows that enslaved Africans were some of the very first people who weren't of native origin in the New World and would help shape the English colonies pretty much from the very start. But even though there were enslaved Africans in Virginia that early, the system of broad race-based slavery that will really kick in in the early 20th century and characterize the American South up until the Civil War didn't get started right away. And there were a couple of reasons for that."}, {"video_title": "Jamestown - life and labor in the Chesapeake.mp3", "Sentence": "So just 12 years after Jamestown was founded, Africans had been brought to the area. So this shows that enslaved Africans were some of the very first people who weren't of native origin in the New World and would help shape the English colonies pretty much from the very start. But even though there were enslaved Africans in Virginia that early, the system of broad race-based slavery that will really kick in in the early 20th century and characterize the American South up until the Civil War didn't get started right away. And there were a couple of reasons for that. One was, as we've mentioned many times, it was not particularly healthy to live in this area. You can see here, this is pretty much all a giant swamp. To this day, some people joke that one of the reasons that Washington, D.C. was founded here in this area of Virginia is that it is so unpleasant to be there."}, {"video_title": "Jamestown - life and labor in the Chesapeake.mp3", "Sentence": "And there were a couple of reasons for that. One was, as we've mentioned many times, it was not particularly healthy to live in this area. You can see here, this is pretty much all a giant swamp. To this day, some people joke that one of the reasons that Washington, D.C. was founded here in this area of Virginia is that it is so unpleasant to be there. They thought it would keep the American government smaller because legislators wouldn't actually want to go to the capital. So a pretty good number of people who came to the New World in these early years died of mosquito-borne diseases. So swamp, standing water, mosquitoes, leads to epidemics."}, {"video_title": "Jamestown - life and labor in the Chesapeake.mp3", "Sentence": "To this day, some people joke that one of the reasons that Washington, D.C. was founded here in this area of Virginia is that it is so unpleasant to be there. They thought it would keep the American government smaller because legislators wouldn't actually want to go to the capital. So a pretty good number of people who came to the New World in these early years died of mosquito-borne diseases. So swamp, standing water, mosquitoes, leads to epidemics. So say I'm an English planter, and I want to plant a lot of tobacco, many acres of tobacco. So I'm gonna need some people to help me. Now, I have some choices."}, {"video_title": "Jamestown - life and labor in the Chesapeake.mp3", "Sentence": "So swamp, standing water, mosquitoes, leads to epidemics. So say I'm an English planter, and I want to plant a lot of tobacco, many acres of tobacco. So I'm gonna need some people to help me. Now, I have some choices. I could purchase an enslaved African person from one of these ships, and that might cost me hundreds of pounds. Slaves are pretty expensive. And since it's such an unhealthy environment in this area, there is a reasonable chance that any person that I purchase might die within a year or so, and then I'd lose my investment."}, {"video_title": "Jamestown - life and labor in the Chesapeake.mp3", "Sentence": "Now, I have some choices. I could purchase an enslaved African person from one of these ships, and that might cost me hundreds of pounds. Slaves are pretty expensive. And since it's such an unhealthy environment in this area, there is a reasonable chance that any person that I purchase might die within a year or so, and then I'd lose my investment. So this is a pretty cruel and terrible form of economics, but if you're a planter in this time period, this is exactly how you're thinking. Now, my other option for help is to bring over white laborers from England, and these are called indentured servants. So perhaps there is a young man living in London."}, {"video_title": "Jamestown - life and labor in the Chesapeake.mp3", "Sentence": "And since it's such an unhealthy environment in this area, there is a reasonable chance that any person that I purchase might die within a year or so, and then I'd lose my investment. So this is a pretty cruel and terrible form of economics, but if you're a planter in this time period, this is exactly how you're thinking. Now, my other option for help is to bring over white laborers from England, and these are called indentured servants. So perhaps there is a young man living in London. He has lots of older brothers, so he's not gonna inherit anything. He doesn't have much in the way of economic opportunity, so he thinks, I could go for a new start in the new world, but I don't have the money to pay my passage on a ship across the Atlantic. So what the planters would do is they would say, all right, I will pay your fare across the Atlantic, maybe that's 15 pounds, say, and in exchange, you will work for me for a period of, say, three to seven years."}, {"video_title": "Jamestown - life and labor in the Chesapeake.mp3", "Sentence": "So perhaps there is a young man living in London. He has lots of older brothers, so he's not gonna inherit anything. He doesn't have much in the way of economic opportunity, so he thinks, I could go for a new start in the new world, but I don't have the money to pay my passage on a ship across the Atlantic. So what the planters would do is they would say, all right, I will pay your fare across the Atlantic, maybe that's 15 pounds, say, and in exchange, you will work for me for a period of, say, three to seven years. Now, some indentures were shorter than that, some were longer, but this is a kind of a general guideline of how long they might work, and at the end of that three years, you will get land of your own, and I will give you some tools and clothes, things you need to succeed, and then you can be your own planter. So this was a pretty good investment if you were a young person without many opportunities in England. There is only one problem, and it's the same problem we've been talking about all along, is that this is a swamp full of mosquitoes, and you are quite likely to die in Virginia."}, {"video_title": "Jamestown - life and labor in the Chesapeake.mp3", "Sentence": "So what the planters would do is they would say, all right, I will pay your fare across the Atlantic, maybe that's 15 pounds, say, and in exchange, you will work for me for a period of, say, three to seven years. Now, some indentures were shorter than that, some were longer, but this is a kind of a general guideline of how long they might work, and at the end of that three years, you will get land of your own, and I will give you some tools and clothes, things you need to succeed, and then you can be your own planter. So this was a pretty good investment if you were a young person without many opportunities in England. There is only one problem, and it's the same problem we've been talking about all along, is that this is a swamp full of mosquitoes, and you are quite likely to die in Virginia. So this actually turned out to be a pretty good deal for the planters who were there early. They also took advantage of something called the headright system, which meant that they got 50 acres of land in Virginia, and of course, this is just Native Americans' land that they're just appropriating for themselves, but that's a whole separate issue. So you got 50 acres more land every time you brought one person over from England."}, {"video_title": "Jamestown - life and labor in the Chesapeake.mp3", "Sentence": "There is only one problem, and it's the same problem we've been talking about all along, is that this is a swamp full of mosquitoes, and you are quite likely to die in Virginia. So this actually turned out to be a pretty good deal for the planters who were there early. They also took advantage of something called the headright system, which meant that they got 50 acres of land in Virginia, and of course, this is just Native Americans' land that they're just appropriating for themselves, but that's a whole separate issue. So you got 50 acres more land every time you brought one person over from England. So if you could afford to bring more and more of these indentured servants over from England, you could amass huge, huge amounts of property, just gigantic tobacco plantations. And early on in the history of indentured servitude, very few of the servants, a pretty small percentage, actually lived to finish their indenture and to make good on this promise of land for themselves and tools and clothes to get started. So this very quickly begins to build a social structure in Virginia where there are a few planters who are extremely wealthy, who own lots of land, and then there's everybody else."}, {"video_title": "Jamestown - life and labor in the Chesapeake.mp3", "Sentence": "So you got 50 acres more land every time you brought one person over from England. So if you could afford to bring more and more of these indentured servants over from England, you could amass huge, huge amounts of property, just gigantic tobacco plantations. And early on in the history of indentured servitude, very few of the servants, a pretty small percentage, actually lived to finish their indenture and to make good on this promise of land for themselves and tools and clothes to get started. So this very quickly begins to build a social structure in Virginia where there are a few planters who are extremely wealthy, who own lots of land, and then there's everybody else. There's a large number of indentured servants who've only been there for a couple of years, who may or may not live to see out the end of their indenture. So this is kind of a large lower class. And then there are a handful of small farmers who managed to live through their period of indenture, are now getting started on their own."}, {"video_title": "Jamestown - life and labor in the Chesapeake.mp3", "Sentence": "So this very quickly begins to build a social structure in Virginia where there are a few planters who are extremely wealthy, who own lots of land, and then there's everybody else. There's a large number of indentured servants who've only been there for a couple of years, who may or may not live to see out the end of their indenture. So this is kind of a large lower class. And then there are a handful of small farmers who managed to live through their period of indenture, are now getting started on their own. And then there's just a tiny smattering of enslaved Africans. So just a few slaves in Virginia. This is in the early years of the 1600s."}, {"video_title": "United States enters World War I   The 20th century   World history   Khan Academy.mp3", "Sentence": "Despite the fact that Wilson had just won re-election in 1916 based on a platform of keeping the United States out of war, by April of 1917, the administration had decided that Germany had gone too far, and in particular had gone too far with the unrestricted submarine warfare. So this right over here is a picture of President Wilson on April 2, 1917, giving a war message to Congress as to why the U.S. needs to declare war on Germany. And April 4, Congress passes the resolution to declare war, and then the President approves it on April 6. So by early April, the United States was at war with Germany, which is a good time to start thinking about why did all of this happen. Now the things that are typically cited, and these are the things that are inflamed public opinion in the U.S., and many of which were cited by President Woodrow Wilson. And in this tutorial that this is part of on KhanAcademy.org, I put the entire text of his speech, which I highly recommend reading, to see all of the things that President Wilson cited in his speech. But just as a summary of that, the things that tend to get cited most often are the unrestricted submarine warfare on the part of Germany, unrestricted submarine warfare."}, {"video_title": "United States enters World War I   The 20th century   World history   Khan Academy.mp3", "Sentence": "So by early April, the United States was at war with Germany, which is a good time to start thinking about why did all of this happen. Now the things that are typically cited, and these are the things that are inflamed public opinion in the U.S., and many of which were cited by President Woodrow Wilson. And in this tutorial that this is part of on KhanAcademy.org, I put the entire text of his speech, which I highly recommend reading, to see all of the things that President Wilson cited in his speech. But just as a summary of that, the things that tend to get cited most often are the unrestricted submarine warfare on the part of Germany, unrestricted submarine warfare. And particular cases, or the most cited example of that, is the sinking of the Lusitania. The Germans had stopped doing that for a little under two years, but then as we enter into 1917, they began doing it again. And it also made the Americans quite angry to realize that the Germans were trying to incite the Mexicans against them."}, {"video_title": "United States enters World War I   The 20th century   World history   Khan Academy.mp3", "Sentence": "But just as a summary of that, the things that tend to get cited most often are the unrestricted submarine warfare on the part of Germany, unrestricted submarine warfare. And particular cases, or the most cited example of that, is the sinking of the Lusitania. The Germans had stopped doing that for a little under two years, but then as we enter into 1917, they began doing it again. And it also made the Americans quite angry to realize that the Germans were trying to incite the Mexicans against them. So you have the Zimmermann telegram. It is also a reason that the Wilson administration and why people in general were fairly angry about things. Now on top of that, there were atrocities committed by the Germans in their march through Belgium as they were trying to execute on the Schlieffen Plan."}, {"video_title": "United States enters World War I   The 20th century   World history   Khan Academy.mp3", "Sentence": "And it also made the Americans quite angry to realize that the Germans were trying to incite the Mexicans against them. So you have the Zimmermann telegram. It is also a reason that the Wilson administration and why people in general were fairly angry about things. Now on top of that, there were atrocities committed by the Germans in their march through Belgium as they were trying to execute on the Schlieffen Plan. So Belgian atrocities, and these were earlier in the war, 1914, which immediately made many Americans kind of not like what's going on. Belgian atrocities. And to put on top of that, the British were able to leverage the Belgian atrocities to execute a fairly effective propaganda campaign in America."}, {"video_title": "United States enters World War I   The 20th century   World history   Khan Academy.mp3", "Sentence": "Now on top of that, there were atrocities committed by the Germans in their march through Belgium as they were trying to execute on the Schlieffen Plan. So Belgian atrocities, and these were earlier in the war, 1914, which immediately made many Americans kind of not like what's going on. Belgian atrocities. And to put on top of that, the British were able to leverage the Belgian atrocities to execute a fairly effective propaganda campaign in America. Now on top of that, and this is something that Wilson speaks very strongly about in his speech, is the notion of fighting for democracy. And what you have here in the First World War, the central powers, if you're talking about the German Empire, you're talking about the Austro-Hungarians, these are monarchies, these are emperors who are controlling it. And even though the UK, the United Kingdom, was nominally a kingdom, it was really a democracy, at least for those who could vote."}, {"video_title": "United States enters World War I   The 20th century   World history   Khan Academy.mp3", "Sentence": "And to put on top of that, the British were able to leverage the Belgian atrocities to execute a fairly effective propaganda campaign in America. Now on top of that, and this is something that Wilson speaks very strongly about in his speech, is the notion of fighting for democracy. And what you have here in the First World War, the central powers, if you're talking about the German Empire, you're talking about the Austro-Hungarians, these are monarchies, these are emperors who are controlling it. And even though the UK, the United Kingdom, was nominally a kingdom, it was really a democracy, at least for those who could vote. We're not talking about the entire British Empire. So the UK is functionally a democracy, democratic, and so was the Third French Republic, and so was France. So there's this argument that the US is fighting for the representation of people."}, {"video_title": "United States enters World War I   The 20th century   World history   Khan Academy.mp3", "Sentence": "And even though the UK, the United Kingdom, was nominally a kingdom, it was really a democracy, at least for those who could vote. We're not talking about the entire British Empire. So the UK is functionally a democracy, democratic, and so was the Third French Republic, and so was France. So there's this argument that the US is fighting for the representation of people. Now, there is a more cynical argument that some people have made, and I think it's reasonable to give that due time. And one of the cynical arguments, or more cynical arguments, is that the US had close financial and trade ties to Britain, not to mention cultural ties, financial ties to the British. On top of that, you had very successful British propaganda, the one talking about the atrocities in Belgium, which did actually happen, but the British were able to exploit this as a propaganda machine."}, {"video_title": "United States enters World War I   The 20th century   World history   Khan Academy.mp3", "Sentence": "So there's this argument that the US is fighting for the representation of people. Now, there is a more cynical argument that some people have made, and I think it's reasonable to give that due time. And one of the cynical arguments, or more cynical arguments, is that the US had close financial and trade ties to Britain, not to mention cultural ties, financial ties to the British. On top of that, you had very successful British propaganda, the one talking about the atrocities in Belgium, which did actually happen, but the British were able to exploit this as a propaganda machine. Successful propaganda. But they also spread rumors that after the sinking of the Lusitania, that the Germans had their schoolchildren celebrating, and these were all made up. Propaganda."}, {"video_title": "United States enters World War I   The 20th century   World history   Khan Academy.mp3", "Sentence": "On top of that, you had very successful British propaganda, the one talking about the atrocities in Belgium, which did actually happen, but the British were able to exploit this as a propaganda machine. Successful propaganda. But they also spread rumors that after the sinking of the Lusitania, that the Germans had their schoolchildren celebrating, and these were all made up. Propaganda. And then, a more cynical view of why the US entered the war, and this is true of probably most wars, is that there was a lot of lobbying on the part of war profiteers. In fact, in Little Orphan Annie, Daddy Warbucks, the reason why his last name is Warbucks is because he made his fortune as a war profiteer during World War I. And war profiteers, these are people who might be selling arms to the Allies, or who might sell arms to the US government if the US were to get into a war that might somehow supply the troops."}, {"video_title": "United States enters World War I   The 20th century   World history   Khan Academy.mp3", "Sentence": "Propaganda. And then, a more cynical view of why the US entered the war, and this is true of probably most wars, is that there was a lot of lobbying on the part of war profiteers. In fact, in Little Orphan Annie, Daddy Warbucks, the reason why his last name is Warbucks is because he made his fortune as a war profiteer during World War I. And war profiteers, these are people who might be selling arms to the Allies, or who might sell arms to the US government if the US were to get into a war that might somehow supply the troops. And it includes potentially folks in Wall Street. There was significant lending to the Allies, and mainly the Allies, not the central power. And so the view is, if the Allies win, those loans are going to be made good."}, {"video_title": "United States enters World War I   The 20th century   World history   Khan Academy.mp3", "Sentence": "And war profiteers, these are people who might be selling arms to the Allies, or who might sell arms to the US government if the US were to get into a war that might somehow supply the troops. And it includes potentially folks in Wall Street. There was significant lending to the Allies, and mainly the Allies, not the central power. And so the view is, if the Allies win, those loans are going to be made good. And I have the entire text of the speech from Senator George Norris, who was one of six senators to vote against the resolution to go to war. There were 50 representatives who also voted against it. This is a little excerpt, but also in this tutorial, I have the full text of his speech, and I highly, highly, highly recommend reading that, along with Wilson's text of his speech to Congress in his war message."}, {"video_title": "United States enters World War I   The 20th century   World history   Khan Academy.mp3", "Sentence": "And so the view is, if the Allies win, those loans are going to be made good. And I have the entire text of the speech from Senator George Norris, who was one of six senators to vote against the resolution to go to war. There were 50 representatives who also voted against it. This is a little excerpt, but also in this tutorial, I have the full text of his speech, and I highly, highly, highly recommend reading that, along with Wilson's text of his speech to Congress in his war message. But I'll just read this part, because it does, I think, point out that the US, from the beginning, did have biases that were more pro-British. And so this is part of his speech. The reason given by the President in asking Congress to declare war against Germany is that the German government has declared certain war zones within which, by the use of submarines, she sinks without notice American ships and destroys American lives."}, {"video_title": "United States enters World War I   The 20th century   World history   Khan Academy.mp3", "Sentence": "This is a little excerpt, but also in this tutorial, I have the full text of his speech, and I highly, highly, highly recommend reading that, along with Wilson's text of his speech to Congress in his war message. But I'll just read this part, because it does, I think, point out that the US, from the beginning, did have biases that were more pro-British. And so this is part of his speech. The reason given by the President in asking Congress to declare war against Germany is that the German government has declared certain war zones within which, by the use of submarines, she sinks without notice American ships and destroys American lives. The first war zone was declared by Great Britain. She gave us and the world notice of it on the 4th day of November, 1914. The zone became effective November 5th, 1914."}, {"video_title": "United States enters World War I   The 20th century   World history   Khan Academy.mp3", "Sentence": "The reason given by the President in asking Congress to declare war against Germany is that the German government has declared certain war zones within which, by the use of submarines, she sinks without notice American ships and destroys American lives. The first war zone was declared by Great Britain. She gave us and the world notice of it on the 4th day of November, 1914. The zone became effective November 5th, 1914. This zone, so declared by Great Britain, covered the whole of the North Sea. The first German war zone was declared on the 4th day of February, 1915, just three months after the British war zone was declared. Germany gave 15 days' notice of the establishment of her zone, which became effective on the 18th day of February, 1915."}, {"video_title": "United States enters World War I   The 20th century   World history   Khan Academy.mp3", "Sentence": "The zone became effective November 5th, 1914. This zone, so declared by Great Britain, covered the whole of the North Sea. The first German war zone was declared on the 4th day of February, 1915, just three months after the British war zone was declared. Germany gave 15 days' notice of the establishment of her zone, which became effective on the 18th day of February, 1915. The German war zone covered the English Channel and the high sea waters around the British Isles. It is unnecessary to cite authority to show that both of these orders declaring military zones were illegal and contrary to international law. It is sufficient to say that our government has officially declared both of them to be illegal and has officially protested against both of them."}, {"video_title": "Continuity and change in American society, 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "In 1819, American author Washington Irving published a short story about a man named Rip Van Winkle. In the story, Rip lived in a sleepy village in the Catskill Mountains of New York, where he spent his days hanging around the local tavern, the King George, and avoiding his wife any time she asked him to do some work on their farm. One evening, Rip was walking in the mountains when he came upon a strange group of men who gave him some liquor to drink. He fell asleep, and when he woke up the next morning, he went back into town and found that everything had changed. Instead of a sleepy village, there was a bustling town, and the inhabitants all seemed to be loudly debating over an election. One person wanted to know if Rip favored the Federalists or the Republicans, groups that he'd never heard of. The King George Tavern had transformed into something called the General Washington Tavern, and outside it, someone had put up an unfamiliar flag bearing stars and stripes."}, {"video_title": "Continuity and change in American society, 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "He fell asleep, and when he woke up the next morning, he went back into town and found that everything had changed. Instead of a sleepy village, there was a bustling town, and the inhabitants all seemed to be loudly debating over an election. One person wanted to know if Rip favored the Federalists or the Republicans, groups that he'd never heard of. The King George Tavern had transformed into something called the General Washington Tavern, and outside it, someone had put up an unfamiliar flag bearing stars and stripes. Gradually, Rip realized that he had been asleep not just for one night, but for 20 years, and that he had slept through the entire American Revolution. Now, this is just a story, and it's a pretty fun one. I can't do it justice here, but I highly recommend you read it."}, {"video_title": "Continuity and change in American society, 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "The King George Tavern had transformed into something called the General Washington Tavern, and outside it, someone had put up an unfamiliar flag bearing stars and stripes. Gradually, Rip realized that he had been asleep not just for one night, but for 20 years, and that he had slept through the entire American Revolution. Now, this is just a story, and it's a pretty fun one. I can't do it justice here, but I highly recommend you read it. But this story reveals a lot about how Americans thought about the amount of social change that accompanied the American Revolution. If you, like Rip Van Winkle, fell asleep in the British colonies and woke up in the United States, which aspects of life would be familiar to you, and which would be completely alien? In other words, how much did the American Revolution really affect society?"}, {"video_title": "Continuity and change in American society, 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "I can't do it justice here, but I highly recommend you read it. But this story reveals a lot about how Americans thought about the amount of social change that accompanied the American Revolution. If you, like Rip Van Winkle, fell asleep in the British colonies and woke up in the United States, which aspects of life would be familiar to you, and which would be completely alien? In other words, how much did the American Revolution really affect society? If we set out to answer this question as historians, what we're really doing is exercising the historical thinking skill of continuity and change. What changed, and what stayed the same from before the revolution to after it? We know that the revolution changed the political status of the British colonies in North America, which went from being part of the British Empire to being an independent nation."}, {"video_title": "Continuity and change in American society, 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "In other words, how much did the American Revolution really affect society? If we set out to answer this question as historians, what we're really doing is exercising the historical thinking skill of continuity and change. What changed, and what stayed the same from before the revolution to after it? We know that the revolution changed the political status of the British colonies in North America, which went from being part of the British Empire to being an independent nation. But how big of a deal was that, really? Was it not much more than erasing British colonies from the map and writing in United States instead, or did it actually lead to far-reaching changes in how people lived? If we're trying to answer this question, we really only have three options."}, {"video_title": "Continuity and change in American society, 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "We know that the revolution changed the political status of the British colonies in North America, which went from being part of the British Empire to being an independent nation. But how big of a deal was that, really? Was it not much more than erasing British colonies from the map and writing in United States instead, or did it actually lead to far-reaching changes in how people lived? If we're trying to answer this question, we really only have three options. First, things changed a lot. There was a great deal of change, and things were very different after the revolution compared to beforehand. Second, things didn't change much at all."}, {"video_title": "Continuity and change in American society, 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "If we're trying to answer this question, we really only have three options. First, things changed a lot. There was a great deal of change, and things were very different after the revolution compared to beforehand. Second, things didn't change much at all. The revolution was a revolution in name only, and most things were the same afterwards. Or third, some things changed, but other things stayed the same. When we're asking what changed and what stayed the same over time, we need to be consistent about the aspects of society that we choose so that we're comparing apples to apples."}, {"video_title": "Continuity and change in American society, 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "Second, things didn't change much at all. The revolution was a revolution in name only, and most things were the same afterwards. Or third, some things changed, but other things stayed the same. When we're asking what changed and what stayed the same over time, we need to be consistent about the aspects of society that we choose so that we're comparing apples to apples. So let's decide which aspects we're going to compare over time. There are a lot that we could choose from. Religion, slavery, gender roles, class and social structures, political institutions."}, {"video_title": "Continuity and change in American society, 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "When we're asking what changed and what stayed the same over time, we need to be consistent about the aspects of society that we choose so that we're comparing apples to apples. So let's decide which aspects we're going to compare over time. There are a lot that we could choose from. Religion, slavery, gender roles, class and social structures, political institutions. It's a little like a choose-your-own-adventure book for historians. All right, I'm gonna choose political institutions, social structures, and gender roles. Why am I choosing these?"}, {"video_title": "Continuity and change in American society, 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "Religion, slavery, gender roles, class and social structures, political institutions. It's a little like a choose-your-own-adventure book for historians. All right, I'm gonna choose political institutions, social structures, and gender roles. Why am I choosing these? Well, I guess that I'm interested in how the ideas of the revolution, that all men are created equal and that government should represent the will of the people, played out in reality. Did the revolution really lead to more equality for men or for women? Did government really become more democratic?"}, {"video_title": "Continuity and change in American society, 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "Why am I choosing these? Well, I guess that I'm interested in how the ideas of the revolution, that all men are created equal and that government should represent the will of the people, played out in reality. Did the revolution really lead to more equality for men or for women? Did government really become more democratic? So let's pretend that we're Rip Van Winkle, taking a gander at the society around us before and after the revolution. I'm not gonna go into a whole lot of detail here, but if there's anything you're not familiar with, just jot it down and then you can look it up when you have a chance. So what were political institutions, social structures, and gender roles like before the revolution?"}, {"video_title": "Continuity and change in American society, 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "Did government really become more democratic? So let's pretend that we're Rip Van Winkle, taking a gander at the society around us before and after the revolution. I'm not gonna go into a whole lot of detail here, but if there's anything you're not familiar with, just jot it down and then you can look it up when you have a chance. So what were political institutions, social structures, and gender roles like before the revolution? Well, first of all, there were 13 separate colonies, not just one single nation. The colonies were ruled by a hereditary monarch, the King of England, and they had virtual representation in Parliament. Colonists considered themselves Englishmen, who were entitled to the rights of Englishmen."}, {"video_title": "Continuity and change in American society, 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "So what were political institutions, social structures, and gender roles like before the revolution? Well, first of all, there were 13 separate colonies, not just one single nation. The colonies were ruled by a hereditary monarch, the King of England, and they had virtual representation in Parliament. Colonists considered themselves Englishmen, who were entitled to the rights of Englishmen. Colonies had property requirements and usually also religious requirements for voters. Economically, things weren't too bad for your average white colonist in the North. Although by the eve of the revolution, there was a growing number of poor people, as land became scarcer, American colonists were generally better off than the working class back in Britain."}, {"video_title": "Continuity and change in American society, 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "Colonists considered themselves Englishmen, who were entitled to the rights of Englishmen. Colonies had property requirements and usually also religious requirements for voters. Economically, things weren't too bad for your average white colonist in the North. Although by the eve of the revolution, there was a growing number of poor people, as land became scarcer, American colonists were generally better off than the working class back in Britain. In the South, however, the planter aristocracy ruled, with a handful of wealthy white slave owners dominating society and politics. White indentured servants still existed in both the North and the South, although the practice was becoming a little less common. Most African Americans, excepting a few free people of color in the North, were enslaved and had no hope of social mobility, save for running away."}, {"video_title": "Continuity and change in American society, 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "Although by the eve of the revolution, there was a growing number of poor people, as land became scarcer, American colonists were generally better off than the working class back in Britain. In the South, however, the planter aristocracy ruled, with a handful of wealthy white slave owners dominating society and politics. White indentured servants still existed in both the North and the South, although the practice was becoming a little less common. Most African Americans, excepting a few free people of color in the North, were enslaved and had no hope of social mobility, save for running away. Indigenous people were taking advantage of the dueling empires of Britain and France as best they could. But after the Seven Years' War, the departure of France meant that they were dealing with Britain alone. The British government tried to prevent more conflict between white settlers and indigenous people with the Proclamation of 1763, which stipulated that the colonists could not expand west past the Appalachian Mountains."}, {"video_title": "Continuity and change in American society, 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "Most African Americans, excepting a few free people of color in the North, were enslaved and had no hope of social mobility, save for running away. Indigenous people were taking advantage of the dueling empires of Britain and France as best they could. But after the Seven Years' War, the departure of France meant that they were dealing with Britain alone. The British government tried to prevent more conflict between white settlers and indigenous people with the Proclamation of 1763, which stipulated that the colonists could not expand west past the Appalachian Mountains. Gender roles in the American colonies mimicked those of British society pretty closely. White men did farm labor, women cared for the home and children. A woman had no political or legal identity apart from her husband, in a practice called coverture."}, {"video_title": "Continuity and change in American society, 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "The British government tried to prevent more conflict between white settlers and indigenous people with the Proclamation of 1763, which stipulated that the colonists could not expand west past the Appalachian Mountains. Gender roles in the American colonies mimicked those of British society pretty closely. White men did farm labor, women cared for the home and children. A woman had no political or legal identity apart from her husband, in a practice called coverture. So a married woman couldn't own property or vote. Both enslaved men and enslaved women worked in the fields. All this history has tired me out."}, {"video_title": "Continuity and change in American society, 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "A woman had no political or legal identity apart from her husband, in a practice called coverture. So a married woman couldn't own property or vote. Both enslaved men and enslaved women worked in the fields. All this history has tired me out. Let's take a little rest and come back to our chart in a minute. That was a nice nap. Hang on, what year is it?"}, {"video_title": "Continuity and change in American society, 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "All this history has tired me out. Let's take a little rest and come back to our chart in a minute. That was a nice nap. Hang on, what year is it? Did we sleep through the whole American Revolution? Yikes, let's finish this chart quickly. How different were political institutions, social structures, and gender roles after the Revolution?"}, {"video_title": "Continuity and change in American society, 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "Hang on, what year is it? Did we sleep through the whole American Revolution? Yikes, let's finish this chart quickly. How different were political institutions, social structures, and gender roles after the Revolution? In terms of politics, things had changed. Instead of 13 separate colonies ruled by a king and parliament, there was one nation ruled by a three-branch government where citizens were directly represented in Congress. Instead of the rights of Englishmen, people appealed to Enlightenment ideas of natural rights with protections from government tyranny enshrined in a Bill of Rights."}, {"video_title": "Continuity and change in American society, 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "How different were political institutions, social structures, and gender roles after the Revolution? In terms of politics, things had changed. Instead of 13 separate colonies ruled by a king and parliament, there was one nation ruled by a three-branch government where citizens were directly represented in Congress. Instead of the rights of Englishmen, people appealed to Enlightenment ideas of natural rights with protections from government tyranny enshrined in a Bill of Rights. Many states reduced or eliminated property and religious requirements for voting, expanding the electorate among white men. Overall, social structures were pretty similar, with the exception that the institution of slavery was being phased out in northern states, and the indentured servitude of whites was being phased out pretty much everywhere. In the South, slavery continued."}, {"video_title": "Continuity and change in American society, 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "Instead of the rights of Englishmen, people appealed to Enlightenment ideas of natural rights with protections from government tyranny enshrined in a Bill of Rights. Many states reduced or eliminated property and religious requirements for voting, expanding the electorate among white men. Overall, social structures were pretty similar, with the exception that the institution of slavery was being phased out in northern states, and the indentured servitude of whites was being phased out pretty much everywhere. In the South, slavery continued. For indigenous people, American independence meant that that proclamation line was no longer being enforced, and white settlers saw Western lands as one of the prizes of victory in the Revolution. Gender roles also looked pretty similar to before the war. Coverture remained, and men and women continued working at the same tasks that they had prior to independence."}, {"video_title": "Continuity and change in American society, 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "In the South, slavery continued. For indigenous people, American independence meant that that proclamation line was no longer being enforced, and white settlers saw Western lands as one of the prizes of victory in the Revolution. Gender roles also looked pretty similar to before the war. Coverture remained, and men and women continued working at the same tasks that they had prior to independence. One minor difference was the elevation in the status of white women, who earned respect for their contributions to the war effort as Daughters of Liberty. After the Revolution, they took up roles as Republican Mothers, who instilled civic virtue in their sons, and also required more education in order to properly inculcate those values. So what do we make of these changes and continuities?"}, {"video_title": "Continuity and change in American society, 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "Coverture remained, and men and women continued working at the same tasks that they had prior to independence. One minor difference was the elevation in the status of white women, who earned respect for their contributions to the war effort as Daughters of Liberty. After the Revolution, they took up roles as Republican Mothers, who instilled civic virtue in their sons, and also required more education in order to properly inculcate those values. So what do we make of these changes and continuities? The biggest area of change was going from hereditary monarchy to democracy, expanding the vote for white men. The ideas of liberty and equality had some impact on social structures and gender roles, leading to the gradual abolition of slavery in the North, and some new opportunities for women. If I were to answer our question with one of those three options, I'd say some things changed and some things stayed the same."}, {"video_title": "Continuity and change in American society, 1754-1800   AP US History   Khan Academy.mp3", "Sentence": "So what do we make of these changes and continuities? The biggest area of change was going from hereditary monarchy to democracy, expanding the vote for white men. The ideas of liberty and equality had some impact on social structures and gender roles, leading to the gradual abolition of slavery in the North, and some new opportunities for women. If I were to answer our question with one of those three options, I'd say some things changed and some things stayed the same. The Revolution changed the rhetoric of rights and expanded democracy for white men, but didn't have much of a positive impact on the lives of women, enslaved people, or indigenous people. You could choose totally different aspects of society to look at and come up with a completely different take than me. This is what being a historian is all about."}, {"video_title": "Jim Crow part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "So in the last video, we started talking about the system of Jim Crow segregation, which was a legal form of segregation and denial of voting rights or disenfranchisement, which characterized the American South from approximately 1877 to 1954. And we finished up by saying that with the end of the Civil War, the system of slavery, which had been the economic and political system, which characterized all of the South for the 200 plus years before the Civil War. And we finished up by saying, now that the Civil War has outlawed slavery in 1865, what is the South going to look like without slavery? So in this video, I want to really dial in in this period after the Civil War, known as Reconstruction. Now I don't have room here to go into a great deal of detail about the Civil War. I will make many more videos about that in the future. But what I do think is important to note about the Civil War is that for the United States of America, often called the North in the Civil War, even though the Civil War really didn't start out as a war to end slavery, by the end of the Civil War, it had really become a war to end slavery as Northern armies became, in effect, armies of liberation in the South."}, {"video_title": "Jim Crow part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "So in this video, I want to really dial in in this period after the Civil War, known as Reconstruction. Now I don't have room here to go into a great deal of detail about the Civil War. I will make many more videos about that in the future. But what I do think is important to note about the Civil War is that for the United States of America, often called the North in the Civil War, even though the Civil War really didn't start out as a war to end slavery, by the end of the Civil War, it had really become a war to end slavery as Northern armies became, in effect, armies of liberation in the South. In 1863, Abraham Lincoln issued the Emancipation Proclamation, which ended slavery in all states that were rebelling against the United States. And in 1865, the government ratified the 13th Amendment to the Constitution, which outlawed slavery for good. But all the 13th Amendment said was that you couldn't have slavery."}, {"video_title": "Jim Crow part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "But what I do think is important to note about the Civil War is that for the United States of America, often called the North in the Civil War, even though the Civil War really didn't start out as a war to end slavery, by the end of the Civil War, it had really become a war to end slavery as Northern armies became, in effect, armies of liberation in the South. In 1863, Abraham Lincoln issued the Emancipation Proclamation, which ended slavery in all states that were rebelling against the United States. And in 1865, the government ratified the 13th Amendment to the Constitution, which outlawed slavery for good. But all the 13th Amendment said was that you couldn't have slavery. It really didn't say anything about what race relations between whites and blacks in the South would be after the Civil War, or whether not being a slave meant that an African American person in the South had the full rights of citizenship that a white person would have. So in the immediate aftermath of the Civil War, states in the South began writing new constitutions to account for the end of slavery. But the white leaders in the South really have no conception of a world where African Americans are equal to whites."}, {"video_title": "Jim Crow part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "But all the 13th Amendment said was that you couldn't have slavery. It really didn't say anything about what race relations between whites and blacks in the South would be after the Civil War, or whether not being a slave meant that an African American person in the South had the full rights of citizenship that a white person would have. So in the immediate aftermath of the Civil War, states in the South began writing new constitutions to account for the end of slavery. But the white leaders in the South really have no conception of a world where African Americans are equal to whites. And so the new laws that they write regulating African Americans after the war are known as the Black Codes. And these Black Codes are, in many ways, slavery by a different name. So the Black Codes acknowledge the end of slavery, and they give some basic rights to African Americans, such as the right to marry, which enslaved people could not legally do under the system of slavery, and the right to own property."}, {"video_title": "Jim Crow part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "But the white leaders in the South really have no conception of a world where African Americans are equal to whites. And so the new laws that they write regulating African Americans after the war are known as the Black Codes. And these Black Codes are, in many ways, slavery by a different name. So the Black Codes acknowledge the end of slavery, and they give some basic rights to African Americans, such as the right to marry, which enslaved people could not legally do under the system of slavery, and the right to own property. But that is pretty much it. The Black Codes did things like prevent African Americans from owning firearms, owning firearms, from being without a labor contract. Now remember, the South is based on these cash crops like tobacco and cotton, and landowners are terrified that if all of the former enslaved people leave the South, they're going to have nobody to work in their fields, nobody to harvest these crops, and their economic system is going to plummet."}, {"video_title": "Jim Crow part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "So the Black Codes acknowledge the end of slavery, and they give some basic rights to African Americans, such as the right to marry, which enslaved people could not legally do under the system of slavery, and the right to own property. But that is pretty much it. The Black Codes did things like prevent African Americans from owning firearms, owning firearms, from being without a labor contract. Now remember, the South is based on these cash crops like tobacco and cotton, and landowners are terrified that if all of the former enslaved people leave the South, they're going to have nobody to work in their fields, nobody to harvest these crops, and their economic system is going to plummet. They're already in very bad shape after the Civil War. So they say all African Americans have to be in a labor contract, and these labor contracts were usually very small wages for quite a bit of labor. And if they were not in a labor contract, or if they left in the middle of a year, say, then they were considered vagrants."}, {"video_title": "Jim Crow part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "Now remember, the South is based on these cash crops like tobacco and cotton, and landowners are terrified that if all of the former enslaved people leave the South, they're going to have nobody to work in their fields, nobody to harvest these crops, and their economic system is going to plummet. They're already in very bad shape after the Civil War. So they say all African Americans have to be in a labor contract, and these labor contracts were usually very small wages for quite a bit of labor. And if they were not in a labor contract, or if they left in the middle of a year, say, then they were considered vagrants. And the most outrageous thing that these Southern governments do is say that African Americans cannot vote. Now to people in the North, who had just fought a four-year-long war where more than half a million people died to end slavery, seeing Southern states pass laws that are pretty much slavery with another name was galling. And so the more radical Republican elements in Congress, these are members of Abraham Lincoln's party, who are strongly abolitionist, who are strongly in favor of civil rights for African Americans, and strongly in favor of a strong central government, say, okay, this system of black codes is not okay."}, {"video_title": "Jim Crow part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "And if they were not in a labor contract, or if they left in the middle of a year, say, then they were considered vagrants. And the most outrageous thing that these Southern governments do is say that African Americans cannot vote. Now to people in the North, who had just fought a four-year-long war where more than half a million people died to end slavery, seeing Southern states pass laws that are pretty much slavery with another name was galling. And so the more radical Republican elements in Congress, these are members of Abraham Lincoln's party, who are strongly abolitionist, who are strongly in favor of civil rights for African Americans, and strongly in favor of a strong central government, say, okay, this system of black codes is not okay. When we said slavery was over, we didn't just mean that you couldn't enslave someone. We also meant that African Americans had full citizenship rights in the South. So to combat the black codes, Congress passes the 14th Amendment to the Constitution."}, {"video_title": "Jim Crow part 2   The Gilded Age (1865-1898)   US History   Khan Academy.mp3", "Sentence": "And so the more radical Republican elements in Congress, these are members of Abraham Lincoln's party, who are strongly abolitionist, who are strongly in favor of civil rights for African Americans, and strongly in favor of a strong central government, say, okay, this system of black codes is not okay. When we said slavery was over, we didn't just mean that you couldn't enslave someone. We also meant that African Americans had full citizenship rights in the South. So to combat the black codes, Congress passes the 14th Amendment to the Constitution. And the 14th Amendment says that anyone who is born in the United States, regardless of whether or not they were a slave, is a full citizen of the United States, eligible for all of the benefits of citizenship and equal protection under the law. So laws must be equal for whites and for blacks. And we'll get into what that means in the next video."}, {"video_title": "The Gettysburg Address part 2.mp3", "Sentence": "He is just supposed to give a few appropriate remarks while the famous orator Edward Everett gives the really bombastic two-hour long speech that is gonna rile up the crowd and make everyone understand the importance of the battle and the importance of the cemetery that is being dedicated. But somehow, the 272 words that Lincoln says here in the Gettysburg Address has become one of the most famous and important pieces of rhetoric in American history. So in this video, I'd like to just take a little time to read the Gettysburg Address and to interpret it line by line to give a better sense of what it's trying to say and why it's so important. All right, so let's see if I can do this justice. Four score and seven years ago, our fathers brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation or any nation so conceived and so dedicated can long endure. We are met on a great battlefield of that war."}, {"video_title": "The Gettysburg Address part 2.mp3", "Sentence": "All right, so let's see if I can do this justice. Four score and seven years ago, our fathers brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation or any nation so conceived and so dedicated can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But in a larger sense, we cannot dedicate, we cannot consecrate, we cannot hallow this ground."}, {"video_title": "The Gettysburg Address part 2.mp3", "Sentence": "We are met on a great battlefield of that war. We have come to dedicate a portion of that field as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But in a larger sense, we cannot dedicate, we cannot consecrate, we cannot hallow this ground. The brave men living and dead who struggled here have consecrated it far above our poor power to add or detract. The world will little note nor long remember what we say here, but it can never forget what they did here. It is for us, the living, rather to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced."}, {"video_title": "The Gettysburg Address part 2.mp3", "Sentence": "But in a larger sense, we cannot dedicate, we cannot consecrate, we cannot hallow this ground. The brave men living and dead who struggled here have consecrated it far above our poor power to add or detract. The world will little note nor long remember what we say here, but it can never forget what they did here. It is for us, the living, rather to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us that from these honored dead, we take increased devotion to that cause for which they gave the last full measure of devotion. That we here highly resolve that these dead shall not have died in vain, that this nation under God shall have a new birth of freedom, and that government of the people, by the people, for the people, shall not perish from the earth. Wow, it gives me chills just reading this."}, {"video_title": "The Gettysburg Address part 2.mp3", "Sentence": "It is for us, the living, rather to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us that from these honored dead, we take increased devotion to that cause for which they gave the last full measure of devotion. That we here highly resolve that these dead shall not have died in vain, that this nation under God shall have a new birth of freedom, and that government of the people, by the people, for the people, shall not perish from the earth. Wow, it gives me chills just reading this. And there's just something about Lincoln's oratory, the way that he puts things, that just rivets you. And this is why he was such a great leader and such a great politician, because he knew how to use words to his advantage. And he knew how to touch people with what he had to say."}, {"video_title": "The Gettysburg Address part 2.mp3", "Sentence": "Wow, it gives me chills just reading this. And there's just something about Lincoln's oratory, the way that he puts things, that just rivets you. And this is why he was such a great leader and such a great politician, because he knew how to use words to his advantage. And he knew how to touch people with what he had to say. Now it's more than 150 years later, and we still read this and memorize it in school and think about it on kind of a regular basis, because we frequently quote the words that he said here. So how did this get to be so important? Well, let's read it line by line and see what he's really saying."}, {"video_title": "The Gettysburg Address part 2.mp3", "Sentence": "And he knew how to touch people with what he had to say. Now it's more than 150 years later, and we still read this and memorize it in school and think about it on kind of a regular basis, because we frequently quote the words that he said here. So how did this get to be so important? Well, let's read it line by line and see what he's really saying. All right, so, four score and seven years ago, our fathers brought forth on this continent a new nation conceived in liberty and dedicated to the proposition that all men are created equal. All right, well, this, in case you're wondering, means 87 years, four score, a score is 20. In fact, some of the newspapers that printed the text of this speech just said 87 years ago."}, {"video_title": "The Gettysburg Address part 2.mp3", "Sentence": "Well, let's read it line by line and see what he's really saying. All right, so, four score and seven years ago, our fathers brought forth on this continent a new nation conceived in liberty and dedicated to the proposition that all men are created equal. All right, well, this, in case you're wondering, means 87 years, four score, a score is 20. In fact, some of the newspapers that printed the text of this speech just said 87 years ago. So why doesn't Lincoln just say 87? Well, I think this four score and seven years ago has this really strong, I would even say like biblical ring, right? It has this importance and eloquence of oratory."}, {"video_title": "The Gettysburg Address part 2.mp3", "Sentence": "In fact, some of the newspapers that printed the text of this speech just said 87 years ago. So why doesn't Lincoln just say 87? Well, I think this four score and seven years ago has this really strong, I would even say like biblical ring, right? It has this importance and eloquence of oratory. So he's already setting the tone to say, here in this nation, we are measuring time almost biblically. Like this is a sacred mission, and it's been a sacred amount of time since the founding of the nation. I think it's really interesting to note that it's only 87 years between 1776 and 1863."}, {"video_title": "The Gettysburg Address part 2.mp3", "Sentence": "It has this importance and eloquence of oratory. So he's already setting the tone to say, here in this nation, we are measuring time almost biblically. Like this is a sacred mission, and it's been a sacred amount of time since the founding of the nation. I think it's really interesting to note that it's only 87 years between 1776 and 1863. I know this is just basic math, but between the founding of the United States and the Civil War, when the Union fought for its very survival, was less than 100 years. It's a very short period of time. Now, Lincoln, as a young man, would have known older men who had fought in the Revolutionary War."}, {"video_title": "The Gettysburg Address part 2.mp3", "Sentence": "I think it's really interesting to note that it's only 87 years between 1776 and 1863. I know this is just basic math, but between the founding of the United States and the Civil War, when the Union fought for its very survival, was less than 100 years. It's a very short period of time. Now, Lincoln, as a young man, would have known older men who had fought in the Revolutionary War. Andrew Jackson, for example. So Lincoln starts out by saying that less than 100 years ago, the United States was founded, and it was founded on this principle that all men are created equal. Now, if you contrast that with the system of slavery, which the South is fighting to preserve, that is definitely in contradistinction to the concept that all men are created equal."}, {"video_title": "The Gettysburg Address part 2.mp3", "Sentence": "Now, Lincoln, as a young man, would have known older men who had fought in the Revolutionary War. Andrew Jackson, for example. So Lincoln starts out by saying that less than 100 years ago, the United States was founded, and it was founded on this principle that all men are created equal. Now, if you contrast that with the system of slavery, which the South is fighting to preserve, that is definitely in contradistinction to the concept that all men are created equal. So Lincoln reminds his audience immediately that the founding principles of the United States were equality and liberty. All right, so he moves on to say, now we are engaged in a great Civil War, testing whether that nation or any nation so conceived and so dedicated can long endure. So in less than 100 years, the idea that held the United States together is now being tested."}, {"video_title": "The Gettysburg Address part 2.mp3", "Sentence": "Now, if you contrast that with the system of slavery, which the South is fighting to preserve, that is definitely in contradistinction to the concept that all men are created equal. So Lincoln reminds his audience immediately that the founding principles of the United States were equality and liberty. All right, so he moves on to say, now we are engaged in a great Civil War, testing whether that nation or any nation so conceived and so dedicated can long endure. So in less than 100 years, the idea that held the United States together is now being tested. And he's reminding people that the world is watching. They're saying, all right, there's this upstart democracy in the Americas saying that monarchy, which has been the rule of Europe for more than 1,000 years, is a silly proposition and they can do better. Well, now look at them."}, {"video_title": "The Gettysburg Address part 2.mp3", "Sentence": "So in less than 100 years, the idea that held the United States together is now being tested. And he's reminding people that the world is watching. They're saying, all right, there's this upstart democracy in the Americas saying that monarchy, which has been the rule of Europe for more than 1,000 years, is a silly proposition and they can do better. Well, now look at them. They're fighting a Civil War because some folks want to be the masters of others and some folks don't think that's all right. So in a way, what Lincoln is reminding people here is that they're engaged in this grand experiment, right? This grand experiment of liberty and equality where no one is the master of anyone else, where any person like Abraham Lincoln, born in a log cabin, less than a year of school in his entire life can become president."}, {"video_title": "The Gettysburg Address part 2.mp3", "Sentence": "Well, now look at them. They're fighting a Civil War because some folks want to be the masters of others and some folks don't think that's all right. So in a way, what Lincoln is reminding people here is that they're engaged in this grand experiment, right? This grand experiment of liberty and equality where no one is the master of anyone else, where any person like Abraham Lincoln, born in a log cabin, less than a year of school in his entire life can become president. So if the democracy of the United States fails, if this union falls apart, then it will have proved the doubters right that democracy doesn't work. And then he continues, we are met on a great battlefield of that war. We've come to dedicate a portion of that field as a final resting place for those who here gave their lives that that nation might live."}, {"video_title": "The Gettysburg Address part 2.mp3", "Sentence": "This grand experiment of liberty and equality where no one is the master of anyone else, where any person like Abraham Lincoln, born in a log cabin, less than a year of school in his entire life can become president. So if the democracy of the United States fails, if this union falls apart, then it will have proved the doubters right that democracy doesn't work. And then he continues, we are met on a great battlefield of that war. We've come to dedicate a portion of that field as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. I think there are two important things here. So he talks about the concept of a nation."}, {"video_title": "The Gettysburg Address part 2.mp3", "Sentence": "We've come to dedicate a portion of that field as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. I think there are two important things here. So he talks about the concept of a nation. And this is really interesting because prior to the Civil War, it was frequent that people might say things like these United States, right? The idea that the states are the most prominent portion of the country and that the individual states, plural, were together in a union that was secondary to the idea of statehood. But midway through the war, Lincoln starts to use the word nation more and more."}, {"video_title": "The Gettysburg Address part 2.mp3", "Sentence": "So he talks about the concept of a nation. And this is really interesting because prior to the Civil War, it was frequent that people might say things like these United States, right? The idea that the states are the most prominent portion of the country and that the individual states, plural, were together in a union that was secondary to the idea of statehood. But midway through the war, Lincoln starts to use the word nation more and more. And afterwards, it will always be known as the United States. So Lincoln is signaling here that this is one united nation, not just a collection of states. And that is what the American forces are fighting for."}, {"video_title": "The Gettysburg Address part 2.mp3", "Sentence": "But midway through the war, Lincoln starts to use the word nation more and more. And afterwards, it will always be known as the United States. So Lincoln is signaling here that this is one united nation, not just a collection of states. And that is what the American forces are fighting for. That is what the forces of the United States are trying to achieve, a united nation, not a united set of states. The other interesting thing here is that he mentions it's altogether fitting and proper that we should do this. Why wouldn't it be proper to dedicate a cemetery?"}, {"video_title": "The Gettysburg Address part 2.mp3", "Sentence": "And that is what the American forces are fighting for. That is what the forces of the United States are trying to achieve, a united nation, not a united set of states. The other interesting thing here is that he mentions it's altogether fitting and proper that we should do this. Why wouldn't it be proper to dedicate a cemetery? Well, a lot of people thought that it wasn't proper for Lincoln to be speaking at this ceremony dedication. They thought that it was kind of a cheap political maneuvering. Imagine today if the president went to a soldier's funeral."}, {"video_title": "The Gettysburg Address part 2.mp3", "Sentence": "Why wouldn't it be proper to dedicate a cemetery? Well, a lot of people thought that it wasn't proper for Lincoln to be speaking at this ceremony dedication. They thought that it was kind of a cheap political maneuvering. Imagine today if the president went to a soldier's funeral. Many people might say it's not appropriate for the president to be there because it's just a political opportunity, right? That you're trying to get votes from somebody else's tragedy. And it's kind of ironic because Lincoln's speech here is very sacred, very funereal, whereas Everett's speech was very political, saying this was a great battle, we have to remember that the Confederates are our enemies."}, {"video_title": "The Gettysburg Address part 2.mp3", "Sentence": "Imagine today if the president went to a soldier's funeral. Many people might say it's not appropriate for the president to be there because it's just a political opportunity, right? That you're trying to get votes from somebody else's tragedy. And it's kind of ironic because Lincoln's speech here is very sacred, very funereal, whereas Everett's speech was very political, saying this was a great battle, we have to remember that the Confederates are our enemies. But Lincoln's speech is much gentler, much kinder, much more appropriate, actually, to a funeral, perhaps, than Everett's speech. But he feels it necessary to remind people that it is appropriate to gather here together to mark the dedication of this cemetery, even though many might decry it as just political grandstanding. Now, I think it's this next paragraph that makes the Gettysburg Address so powerful."}, {"video_title": "The Gettysburg Address part 2.mp3", "Sentence": "And it's kind of ironic because Lincoln's speech here is very sacred, very funereal, whereas Everett's speech was very political, saying this was a great battle, we have to remember that the Confederates are our enemies. But Lincoln's speech is much gentler, much kinder, much more appropriate, actually, to a funeral, perhaps, than Everett's speech. But he feels it necessary to remind people that it is appropriate to gather here together to mark the dedication of this cemetery, even though many might decry it as just political grandstanding. Now, I think it's this next paragraph that makes the Gettysburg Address so powerful. So let's read it. In a larger sense, we cannot dedicate, we cannot consecrate, we cannot hallow this ground. The brave men living and dead who struggled here have consecrated it far above our poor power to add or detract."}, {"video_title": "The Gettysburg Address part 2.mp3", "Sentence": "Now, I think it's this next paragraph that makes the Gettysburg Address so powerful. So let's read it. In a larger sense, we cannot dedicate, we cannot consecrate, we cannot hallow this ground. The brave men living and dead who struggled here have consecrated it far above our poor power to add or detract. The world will little note nor long remember what we say here, but it can never forget what they did here. So he's drawing attention to the importance of the battlefield dead. He says this is not about us, it's about them."}, {"video_title": "The Gettysburg Address part 2.mp3", "Sentence": "The brave men living and dead who struggled here have consecrated it far above our poor power to add or detract. The world will little note nor long remember what we say here, but it can never forget what they did here. So he's drawing attention to the importance of the battlefield dead. He says this is not about us, it's about them. They have sacrificed, they have become martyrs for this cause, so we cannot consecrate the cemetery. They have already consecrated it with their blood and with their sacrifice. So he's reminding everyone of the sacrifice and the martyrdom of the battlefield dead."}, {"video_title": "The Gettysburg Address part 2.mp3", "Sentence": "He says this is not about us, it's about them. They have sacrificed, they have become martyrs for this cause, so we cannot consecrate the cemetery. They have already consecrated it with their blood and with their sacrifice. So he's reminding everyone of the sacrifice and the martyrdom of the battlefield dead. Now, here's the real power of the Gettysburg Address. The last couple of sentences. Let's read them all together."}, {"video_title": "The Gettysburg Address part 2.mp3", "Sentence": "So he's reminding everyone of the sacrifice and the martyrdom of the battlefield dead. Now, here's the real power of the Gettysburg Address. The last couple of sentences. Let's read them all together. It is for us, the living rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us, that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion, that we here highly resolve that these dead shall not have died in vain, that this nation under God shall have a new birth of freedom, and that government of the people, by the people, for the people shall not perish from the earth. Now, what Lincoln does here is so powerful because it's kind of a rhetorical switcheroo."}, {"video_title": "The Gettysburg Address part 2.mp3", "Sentence": "Let's read them all together. It is for us, the living rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us, that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion, that we here highly resolve that these dead shall not have died in vain, that this nation under God shall have a new birth of freedom, and that government of the people, by the people, for the people shall not perish from the earth. Now, what Lincoln does here is so powerful because it's kind of a rhetorical switcheroo. He says, we're not here to dedicate the cemetery. The cemetery is here to dedicate us. Men have died here, and we must honor their martyrdom, we must honor their sacrifice for the experiment of liberty and equality by taking renewed dedication to that cause."}, {"video_title": "Shaping American national identity from 1890 to 1945   AP US History   Khan Academy.mp3", "Sentence": "In 1890, the United States was not exactly a major player on the world stage. It was an industrial behemoth, attracting immigrants from all over the world, but it was focused on its own internal growth, not foreign affairs. There was little in the way of a shared popular culture, and there was practically no government regulation of industry or the market. Compare that to the United States in 1945, which had a bustling shared national culture, a social safety net, and lots of industry regulations brought on by depression and war. And the United States was the strongest nation on Earth, for a time, the world's lone atomic power. These are all enormous changes, changes in ideas about the economy, American culture, and the United States' role in the world. As a historian, I'm curious about how these changes affected American national identity during this period."}, {"video_title": "Shaping American national identity from 1890 to 1945   AP US History   Khan Academy.mp3", "Sentence": "Compare that to the United States in 1945, which had a bustling shared national culture, a social safety net, and lots of industry regulations brought on by depression and war. And the United States was the strongest nation on Earth, for a time, the world's lone atomic power. These are all enormous changes, changes in ideas about the economy, American culture, and the United States' role in the world. As a historian, I'm curious about how these changes affected American national identity during this period. National identity is a bit of a slippery thing, but it encompasses a lot of core values and beliefs in society about who counts as an American, how Americans should act, and how the United States should relate to other countries. So how can we measure just how much impact the events of the first half of the 20th century had on American national identity? First, we need to get more specific about which core beliefs around national identity we wanna track."}, {"video_title": "Shaping American national identity from 1890 to 1945   AP US History   Khan Academy.mp3", "Sentence": "As a historian, I'm curious about how these changes affected American national identity during this period. National identity is a bit of a slippery thing, but it encompasses a lot of core values and beliefs in society about who counts as an American, how Americans should act, and how the United States should relate to other countries. So how can we measure just how much impact the events of the first half of the 20th century had on American national identity? First, we need to get more specific about which core beliefs around national identity we wanna track. Since one of the changes we're looking at relates to the growing regulation of the American economy in this time period, one belief I think it would be valuable to examine over time is individualism. This is the idea that everyone should be able to pull themselves up by their bootstraps, to earn a good living through their own hard work. This has been a pretty core American value over time, but there certainly have been moments when many have questioned whether it can really be achieved."}, {"video_title": "Shaping American national identity from 1890 to 1945   AP US History   Khan Academy.mp3", "Sentence": "First, we need to get more specific about which core beliefs around national identity we wanna track. Since one of the changes we're looking at relates to the growing regulation of the American economy in this time period, one belief I think it would be valuable to examine over time is individualism. This is the idea that everyone should be able to pull themselves up by their bootstraps, to earn a good living through their own hard work. This has been a pretty core American value over time, but there certainly have been moments when many have questioned whether it can really be achieved. Next, I'm curious about changes in American cultural identity over this period. People did a lot of moving around in the early 20th century, going from farms to cities, and from the old country to the new. So did the United States develop a shared national culture in this time period, along with the advent of new communication technologies like the radio, or were cultural values in the United States fractured along lines of race, class, and ethnicity?"}, {"video_title": "Shaping American national identity from 1890 to 1945   AP US History   Khan Academy.mp3", "Sentence": "This has been a pretty core American value over time, but there certainly have been moments when many have questioned whether it can really be achieved. Next, I'm curious about changes in American cultural identity over this period. People did a lot of moving around in the early 20th century, going from farms to cities, and from the old country to the new. So did the United States develop a shared national culture in this time period, along with the advent of new communication technologies like the radio, or were cultural values in the United States fractured along lines of race, class, and ethnicity? Finally, since this is the era in which the United States grew into a world power, I'd like to look at changes in beliefs about what the proper US role in the world should be. Okay, now that we've decided which core values of national identity we wanna track, let's brainstorm some of the major events that may have affected these values during this period. I encourage you to pause the video here and think about what events you might wanna discuss related to these themes."}, {"video_title": "Shaping American national identity from 1890 to 1945   AP US History   Khan Academy.mp3", "Sentence": "So did the United States develop a shared national culture in this time period, along with the advent of new communication technologies like the radio, or were cultural values in the United States fractured along lines of race, class, and ethnicity? Finally, since this is the era in which the United States grew into a world power, I'd like to look at changes in beliefs about what the proper US role in the world should be. Okay, now that we've decided which core values of national identity we wanna track, let's brainstorm some of the major events that may have affected these values during this period. I encourage you to pause the video here and think about what events you might wanna discuss related to these themes. Think about the big things that happened in this era and how they could affect ideas about individualism, culture, and the United States' role in the world. You may come up with some different things than I do, and that's okay. Remember, we're doing a high-level overview of events here, so I'm not gonna go into much depth about any of them, but if I mention something you're not familiar with, just jot it down and you can follow up on that concept later."}, {"video_title": "Shaping American national identity from 1890 to 1945   AP US History   Khan Academy.mp3", "Sentence": "I encourage you to pause the video here and think about what events you might wanna discuss related to these themes. Think about the big things that happened in this era and how they could affect ideas about individualism, culture, and the United States' role in the world. You may come up with some different things than I do, and that's okay. Remember, we're doing a high-level overview of events here, so I'm not gonna go into much depth about any of them, but if I mention something you're not familiar with, just jot it down and you can follow up on that concept later. Okay, first, let's look at beliefs around individualism. This is really a question about whether people thought it was possible for them to earn a good living through hard work alone. In the 1890s, there were a few questions about whether industrialization and business consolidation was making it impossible for ordinary people to succeed, like the farmers who supported the Populist Party and wanted the government to regulate railroads and alter the money supply, but they didn't get too much traction."}, {"video_title": "Shaping American national identity from 1890 to 1945   AP US History   Khan Academy.mp3", "Sentence": "Remember, we're doing a high-level overview of events here, so I'm not gonna go into much depth about any of them, but if I mention something you're not familiar with, just jot it down and you can follow up on that concept later. Okay, first, let's look at beliefs around individualism. This is really a question about whether people thought it was possible for them to earn a good living through hard work alone. In the 1890s, there were a few questions about whether industrialization and business consolidation was making it impossible for ordinary people to succeed, like the farmers who supported the Populist Party and wanted the government to regulate railroads and alter the money supply, but they didn't get too much traction. The Progressive Era also introduced some regulations on business, with presidents like Teddy Roosevelt busting trusts and reformers helping to pass laws protecting workers and consumers. The Roaring Twenties, by contrast, was an era of boundless optimism about the individual's ability to get wealthy, with lots of ordinary folks investing in the stock market and believing that the economic boom would never end, but of course it did end, and with it, so did a lot of people's faith in individualism. Factors outside the control of any one person brought on the Great Depression, and people looked to the government to provide relief to citizens in a way that it had never done before."}, {"video_title": "Shaping American national identity from 1890 to 1945   AP US History   Khan Academy.mp3", "Sentence": "In the 1890s, there were a few questions about whether industrialization and business consolidation was making it impossible for ordinary people to succeed, like the farmers who supported the Populist Party and wanted the government to regulate railroads and alter the money supply, but they didn't get too much traction. The Progressive Era also introduced some regulations on business, with presidents like Teddy Roosevelt busting trusts and reformers helping to pass laws protecting workers and consumers. The Roaring Twenties, by contrast, was an era of boundless optimism about the individual's ability to get wealthy, with lots of ordinary folks investing in the stock market and believing that the economic boom would never end, but of course it did end, and with it, so did a lot of people's faith in individualism. Factors outside the control of any one person brought on the Great Depression, and people looked to the government to provide relief to citizens in a way that it had never done before. The New Deal established a social safety net and a limited welfare state that would influence the American economy for decades. So looking at this period as a whole, it seems like the events of the first half of the 20th century had a pretty profound effect on the belief in American individualism. Industrialization and then the Great Depression led to a growing sense that the modern industrial economy was too large of a machine for individuals to navigate it successfully on their own, and therefore the government had a duty to see to the welfare of its citizens."}, {"video_title": "Shaping American national identity from 1890 to 1945   AP US History   Khan Academy.mp3", "Sentence": "Factors outside the control of any one person brought on the Great Depression, and people looked to the government to provide relief to citizens in a way that it had never done before. The New Deal established a social safety net and a limited welfare state that would influence the American economy for decades. So looking at this period as a whole, it seems like the events of the first half of the 20th century had a pretty profound effect on the belief in American individualism. Industrialization and then the Great Depression led to a growing sense that the modern industrial economy was too large of a machine for individuals to navigate it successfully on their own, and therefore the government had a duty to see to the welfare of its citizens. Next, let's examine American culture over this time period. Was there one shared national culture, like the melting pot analogy, or were there many tensions and divisions in culture over things like ideas, race, religion, or gender roles? During this time period, migration to cities led to the development of cultural enclaves, like Little Italy, and new cultural movements, like the Harlem Renaissance."}, {"video_title": "Shaping American national identity from 1890 to 1945   AP US History   Khan Academy.mp3", "Sentence": "Industrialization and then the Great Depression led to a growing sense that the modern industrial economy was too large of a machine for individuals to navigate it successfully on their own, and therefore the government had a duty to see to the welfare of its citizens. Next, let's examine American culture over this time period. Was there one shared national culture, like the melting pot analogy, or were there many tensions and divisions in culture over things like ideas, race, religion, or gender roles? During this time period, migration to cities led to the development of cultural enclaves, like Little Italy, and new cultural movements, like the Harlem Renaissance. Those might suggest a more divided culture. On the other hand, the growing popularity of radio and cinema in the 1920s contributed to the development of a national culture where people across the country could watch the same movies, listen to the same radio shows, and root for the same sports stars. But there was also a backlash against immigrant culture and the urban modern environment, with the reemergence of the KKK, restrictions on freedom of speech and calls for 100% Americanism during World War I, and immigration restrictions in the 1920s."}, {"video_title": "Shaping American national identity from 1890 to 1945   AP US History   Khan Academy.mp3", "Sentence": "During this time period, migration to cities led to the development of cultural enclaves, like Little Italy, and new cultural movements, like the Harlem Renaissance. Those might suggest a more divided culture. On the other hand, the growing popularity of radio and cinema in the 1920s contributed to the development of a national culture where people across the country could watch the same movies, listen to the same radio shows, and root for the same sports stars. But there was also a backlash against immigrant culture and the urban modern environment, with the reemergence of the KKK, restrictions on freedom of speech and calls for 100% Americanism during World War I, and immigration restrictions in the 1920s. However, American propaganda during World War II emphasized the diversity and inclusiveness of the United States, in contrast to Nazi racial ideology. And US culture became more accepting toward immigrants from European backgrounds. But Asian Americans and African Americans were still largely excluded."}, {"video_title": "Shaping American national identity from 1890 to 1945   AP US History   Khan Academy.mp3", "Sentence": "But there was also a backlash against immigrant culture and the urban modern environment, with the reemergence of the KKK, restrictions on freedom of speech and calls for 100% Americanism during World War I, and immigration restrictions in the 1920s. However, American propaganda during World War II emphasized the diversity and inclusiveness of the United States, in contrast to Nazi racial ideology. And US culture became more accepting toward immigrants from European backgrounds. But Asian Americans and African Americans were still largely excluded. So the cultural transition of the United States is a bit of a mixed bag in this time period. There were both elements that brought the country together in a shared national culture and elements that divided it based on race, ethnicity, and belief. Last, let's look at beliefs about the role of the United States in the world."}, {"video_title": "Shaping American national identity from 1890 to 1945   AP US History   Khan Academy.mp3", "Sentence": "But Asian Americans and African Americans were still largely excluded. So the cultural transition of the United States is a bit of a mixed bag in this time period. There were both elements that brought the country together in a shared national culture and elements that divided it based on race, ethnicity, and belief. Last, let's look at beliefs about the role of the United States in the world. Up until the Spanish-American War in 1898, the guiding US foreign policy was isolationism, staying out of world affairs. But by the turn of the 20th century, the US government was tempted to get in on the imperial game like the great powers of Europe. And it did so with the acquisition of Cuba, Hawaii, and the Philippines."}, {"video_title": "Shaping American national identity from 1890 to 1945   AP US History   Khan Academy.mp3", "Sentence": "Last, let's look at beliefs about the role of the United States in the world. Up until the Spanish-American War in 1898, the guiding US foreign policy was isolationism, staying out of world affairs. But by the turn of the 20th century, the US government was tempted to get in on the imperial game like the great powers of Europe. And it did so with the acquisition of Cuba, Hawaii, and the Philippines. United States was also reluctant to get involved in World War I and did so only very late in the war after provocation. After World War I, the United States returned to its policy of isolationism throughout the 1920s and 1930s. But the Japanese bombing of Pearl Harbor in 1941 led the country to fully mobilize for war."}, {"video_title": "Shaping American national identity from 1890 to 1945   AP US History   Khan Academy.mp3", "Sentence": "And it did so with the acquisition of Cuba, Hawaii, and the Philippines. United States was also reluctant to get involved in World War I and did so only very late in the war after provocation. After World War I, the United States returned to its policy of isolationism throughout the 1920s and 1930s. But the Japanese bombing of Pearl Harbor in 1941 led the country to fully mobilize for war. After the war, with Europe in ruins and growing tensions with the Soviet Union, the United States would abandon isolationism as a foreign policy in favor of membership in the United Nations and military interventions to contain communism. So this too is a major shift from outright isolationism to imperialism to interventionism. The events of the first half of the 20th century changed the core belief that the United States was better off staying out of world affairs into the belief that US involvement was crucial to maintaining order in world affairs."}, {"video_title": "Shaping American national identity from 1890 to 1945   AP US History   Khan Academy.mp3", "Sentence": "But the Japanese bombing of Pearl Harbor in 1941 led the country to fully mobilize for war. After the war, with Europe in ruins and growing tensions with the Soviet Union, the United States would abandon isolationism as a foreign policy in favor of membership in the United Nations and military interventions to contain communism. So this too is a major shift from outright isolationism to imperialism to interventionism. The events of the first half of the 20th century changed the core belief that the United States was better off staying out of world affairs into the belief that US involvement was crucial to maintaining order in world affairs. So given the evidence we've compiled here, which major events of the first half of the 20th century had the greatest impact on national identity? It seems like the aspects of national identity that changed the most were the belief in individualism, which transitioned into a greater acceptance of the role of government in advancing citizens' welfare, and the belief in isolationism, which transitioned into the belief that the United States should intervene in world affairs. Which events were most crucial in changing those beliefs?"}, {"video_title": "Shaping American national identity from 1890 to 1945   AP US History   Khan Academy.mp3", "Sentence": "The events of the first half of the 20th century changed the core belief that the United States was better off staying out of world affairs into the belief that US involvement was crucial to maintaining order in world affairs. So given the evidence we've compiled here, which major events of the first half of the 20th century had the greatest impact on national identity? It seems like the aspects of national identity that changed the most were the belief in individualism, which transitioned into a greater acceptance of the role of government in advancing citizens' welfare, and the belief in isolationism, which transitioned into the belief that the United States should intervene in world affairs. Which events were most crucial in changing those beliefs? I would say that the Great Depression was the most influential in altering individualism, and World War II was the most influential in altering isolationism. What do you think? Would you come to the same conclusions that I have?"}, {"video_title": "Shaping American national identity from 1890 to 1945   AP US History   Khan Academy.mp3", "Sentence": "Which events were most crucial in changing those beliefs? I would say that the Great Depression was the most influential in altering individualism, and World War II was the most influential in altering isolationism. What do you think? Would you come to the same conclusions that I have? Next, think about how you might write a thesis statement in order to answer this question using the evidence that we've gathered."}, {"video_title": "Shaping American national identity from 1890 to 1945   AP US History   Khan Academy.mp3", "Sentence": "Would you come to the same conclusions that I have? Next, think about how you might write a thesis statement in order to answer this question using the evidence that we've gathered."}]