the Articles of Confederation (p.175, 177) A. Thus the revolutionary era witnessed the first deliberate attempt to broaden the base of American government, a process today. As a result the legislatures came to include some members who before the war would not have been eligible to vote. Finally, most states lowered property qualifications for voting. Redrew electoral districts to reflect population patterns, increased the number of members in both houses. Every state except PA and VA had a two-house structure.ī. 1st state constitutions- typically provided for the governor to be elected annually, etc. If authority not confined, states might become tyrannical. Framers concerned themselves primarily with outlining the distribution of and limitations on government power- both crucial to the survival of republics. post-revolutionary state constitutions (p.174-175) A. Jefferson acknowledged his intelligence but indicated that he was exceptional he insisted he needed more evidence before he would change his mind. He sent him an almanac as an example of blacks' mental powers.ī. A free black surveyor, astronomer, and mathematical genius, directly disputed Jefferson's belief in Africans' intellectual inferiority. The very notion of "race" appeared in coherent form- skin color as "whites" and "blacks." Jefferson insisted in 1781 that blacks were "inferior to the whites." Benjamin Banneker (p.174) Ø A. Proposed that African-Americans were less than human so that the egalitarian "all men are created equal" would not apply to them.ī. European Americans had long regarded their slaves as inferior, but the most influential writers attributed that inferiority to environmental factors. Post-revolutionary racist theory (p.173-174) A. Freed people quickly learned that, to survive and prosper, they had to rely on their own collective efforts rather than on the benevolence or goodwill of their white compatriots. A Baltimore denomination that later sponsored schools and with other churches, became cultural centers of the free black community.ī. the African Methodist Episcopal (AME) church (p.173) A. Freed people developed their own institutions, often based in their own neighborhoods. Founded by Charleston mulattoes, which provided insurance coverage for its members, financed a school, and helped to support orphans.ī. the Brown Fellowship Society (p.173) Ø A. Escaped slaves, soldiers in American army, emancipated by their owners, etc. Wartime disruptions augmented the freed population. By 1790, 60K free people of color lived in the US. Number of African Americans increased in the first years after the Revolution. Growth of the free black population (p.172) Ø A. No southern state adopted similar general emancipation laws. In the north, only 8 slaves were reported on the 1800 census, and none remained a decade later. VT, MA, most states north of MD (PA and NJ) adopted gradual emancipation laws.ī. The gradual abolition of slavery in the North. Several bonds people claimed slavery is evil. African-Americans did not need revolutionary ideology to tell them that slavery was wrong, but they quickly took advantage of that ideology. Both Europeans and African-Americans saw the irony in slaveholders' claims that they sought to prevent Britain from "enslaving" them.ī. Revolutionary ideology exposed one of the primary contradictions in American society. Benjamin Rush called slavery "a vice which degrades human nature." Common folk pointed it out too. She did not ask that women be allowed to vote, but others claimed that right. Since men were "Naturally Tyrannical," the US should reform colonial marriage laws, which made wives subordinate to their husbands.ī. Wrote a memorable letter to her husband in March 1776 "Remember the Ladies." She deliberately applied the ideology developed to combat parliamentary supremacy to purposes revolutionary leaders had never intended. New ideas developed about the role women should play in a republican society. Her direct challenge has part of a general rethinking of women's position that occurred as a result of the Revolution. Concluded that boys and girls should be offered equal scholastic training.ī. Published essays between 1780-1790s- argued that men and women had equal intellectual capacities, although women's inadequate education might make them seem less intelligent. Chief theorist of women's education in the early republic.
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