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Baylor School Hedges Library

US History -- Events Prior to Civil War Historians debating the origins of the American Civil War focus on the reasons why seven Southern states declared their secession from the United States -- the Union. The primary catalyst for secession was slavery, especially Southern political leaders resistance to attempts by Northern antislavery political forces to block the expansion of slavery into the western territories. Another

explanation for secession, and the subsequent formation of the Confederacy, was white Southern nationalism. The primary reason for the North to reject secession was to preserve the Union, a cause based on American nationalism.

Reference Books R 301.0973 C385e Encyclopedia of American social history R 301.451 A655d A documentary history of the Negro people in the United States R 320.973 E56e Encyclopedia of American political history: studies of the principal movements

and ideas R 320.973 R649e Encyclopedia of U.S. political history R 355.009 C178c The Cambridge illustrated history of warfare: the triumph of the West R 355.0973 O98o Oxford companion to American military history R 355.092 W385w Webster's American military biographies R 396 M439a American women's history: a student companion R 396 M938s Second to none: a documentary history of American women R 909.81 P884g Great events from history: The 19th century, 1801-1900 R 920.72 R332r Reference library of American women R 920.72 S651n Notable Black American women R 920.073 L831d Dictionary of American Negro biography R 920.073 S434s The Scribner encyclopedia of American lives R 920.3 D554d Dictionary of world biography R 973.02 D554d Dictionary of American history R 973 A512a American eras: 1850-1877 R 973.7 E56e Encyclopedia of the Confederacy R 973.7 K19c The Civil War source book R 973.7 M172c Civil War (1860-1865) R 973.7 S673u The Underground Railroad: an encyclopedia of people, places, and operations R 973.711 Blo Hippocrene guide to the Underground Railroad R 973.741 F853f Freedom, a documentary history of emancipation, 1861-1867

Select Databases

America the Beautiful

America the Beautiful -- This online database for state research reports is precise and easy to use, with options that allow for both narrowly focused and comprehensive searches. Over 1,400 colorful, easy-to-read, highly interactive articles with over 2,300 of the most useful Web links—complete with summaries—in just one click.

American History - ABC-CLIO

From the explorers of the Americas to the issues of today’s headlines, American History investigates the people, events, and stories of our nation’s evolution.

Classroom Video on Demand

Classroom Video On Demand is a comprehensive streaming video subscription service for high schools, featuring unlimited access to more than 5,000 educational programs that can be viewed in class, at the library, or from home. Brought to you by Facts On File, in conjunction with Films for the Humanities and Sciences (FFH&S), CVOD is a compilation of FFH&S’s best high-school-level video content spanning across all subject areas.

Daily Life through History -

ABC-CLIO

In Daily Life through History - ABC-CLIO, students and researchers discover the everyday details about past eras that make historical accounts relevant and meaningful.

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Encyclopedia Americana

A standard in school, academic, and public libraries, the Encyclopedia Americana is easy to search online. This database helps middle- to upper-grade students find a wealth of information to assist with homework and research projects.

Encyclopædia Britannica

School Edition

Encyclopædia Britannica Online School Edition provides access to three databases: -- Encyclopædia Britannica for high school students and up, -- Comptons by Britannica for middle school students and up and -- Britannica Elementary for elementary students and up.

History Reference Center

History Reference Center -- A comprehensive full text history reference database designed by EBSCO for secondary schools, public libraries, junior/community colleges and undergraduate research, this database features full text for more than 1,990 reference books, encyclopedias and non-fiction books from leading history publishers.

Issues and Controversies in American History

With Issues and Controversies in American History, history comes to life, not as a mere recitation of names and dates, but as a series of turning points where the future hung in the balance and opinions raged on all sides. Each in-depth exploration delivers dynamic, concise, and balanced coverage that provides the background, outcomes, and contemporary points of view for the major topics in every American history curriculum.

JSTOR JSTOR offers a high-quality, interdisciplinary archive to support scholarship and teaching. It includes archives of over one thousand leading academic journals across the humanities, social sciences, and sciences, as well as select monographs and other materials valuable for academic work.

ProQuest Central K12

ProQuest Central K12 offers a comprehensive publication collection that meets a wide range of research demands. From general reference to advanced subject matter, ProQuest has more than 2,000 periodicals and newspapers. Simply ProQuest and look for articles dealing ―ancient civilizations‖ and Mesopotamia.

ProQuest Historical

Newspapers

ProQuest Historical Newspapers delivers the complete run of The New York Times -- 1851-2001, The Wall St. Journal -- 1889-1996, The Washington Post -- 1877-1997, The Christian Science Monitor -- 1908-2000 and the Los Angeles Times -- 1881-1990. ProQuest Historical Newspapers™ is the definitive newspaper digital archive offering full-text and full-image articles. More current articles may found in ProQuest Central K12.

ProQuest History Study Center

History Study Center provides current and backfile journal articles, rare books, newspaper articles, video clips, parliamentary papers, criminal trial records, radio and television news, maps, images, student guides and a bookshelf of respected reference titles. In addition, the history Web Gateway provides links to thousands of reliable and informative Web sites. History Study Center provides over 40,000 documents and articles organized under 515 widely-studied topics, with over 50 reference works, 3,000 images and links to 2,000 Web sites.

Women and the American Civil War

The American Civil War, 1861-1865

The origins of the American Civil War

Leaders, strategy and tactics in the American Civil War

American society and culture, 1801-1865

American society and culture, 1865-1918

The 'Peculiar Institution': the slavery issue in American politics

Slave life in America

The abolition of slavery

Salem Press History

Databases

Salem Press History Databases at present include:

Great Events from History: The Sixties in America, The Ancient World, The Middle Ages, The Renaissance & Early Modern Era, The 17th Century, The 18th Century, The 19th Century, The 20th Century 1901-1940, The 20th Century 1941-1970, The 20th Century 1971-2000, Modern Scandals.

Great Lives from History: Notorious Lives includes biographies of notorious personages, from the merely controversial to extremely negative, from ancient times to the present and worldwide, with emphasis on their roles in historical events or impact on law enforcement or popular culture.

Musicians and Composers provides biographical profiles of important figures in all genres of music.

SIRS Renaissance

SIRS® Renaissance—Current Perspectives on the Arts & Humanities—is a reference database that provides dynamic information on the following topics: architecture and design, culture, literature, multimedia, music, performing arts, philosophy and religion, and visual arts.

World Book Encyclopedia

Early World of Learning World Book Kids World Book Student World Book Advanced World Book Discover

Enciclopedia Estudiantil Hallazgos World Book for Kids World Book Info Finder World Book Reference Center

World History Collection

World History Collection provides access to scholarly journals and magazines useful to both novice historians as well as advanced academic researchers. The database offers balanced coverage of events in world history and scholarly work being established in the field.

World History: The Modern Era

- ABC-CLIO

World History: The Modern Era (covering history from the Renaissance to today) is the latest update of the reference standard of electronic history reference materials for high school and high-level middle school coursework.

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Remote Access to Hedges Library Online Databases

You may also access the library page from the Baylor School homepage: (http://www.baylorschool.org/) Mouse over ACADEMICS and click on the library link located at the right side of that drop down menu. Once there, select “Online Resources” from the options from the menu on the left side of the page.

Once there, at the top of the center column, click on

Remote access information. You will be prompted for your current First Class account username and password. Once there, click the link “Remote access” again and a pdf file with database information will open. Select desired database and follow directions.

Vetted General Internet Staking Claims: The Gold Rush in Nineteenth-Century America URL: https://dp.la/exhibitions/exhibits/show/gold-rush Discovering gold was the main goal for early explorers in America. Even early colonizers had high hopes for gold. The best Easterners did, however, was grow tobacco (very profitable crop). After the Revolutionary War, Americans thought it their right to settle in the western lands, a movement called Manifest Destiny. Gold was discovered in California in 1849 and the rush to stake claims was on. What was life like for gold prospectors? Did anyone actually get rich? A whole culture developed around the mines, including numerous gold-hungry immigrants. How did this affect the Native Americans? What lasting impact did the gold rushes have on the U.S.?

The California Gold Rush: An American Story URL: http://ed.ted.com/featured/Cj4h5a8H James Marshall found gold in California in January of 1848, and the news spread like wildfire, starting the California Gold Rush. The allure of get rich quick money drew some 300,000 new people to California, but most endured failure and hardships. Everyone understood that luck was just as much a factor as anything else. The Gold Rush has a tragic history of death, abuse of ethnic groups, and destruction of the land in the mad dash to get rich. At the same time, the Gold Rush helped build California and turn it into the extraordinary state it is today.

American Frontiers: The California Gold Rush URL: http://sites.oxy.edu/special-collections/amer-frontier/americanfrontiersgroup-goldrush.htm The California Gold Rush was created more through hysterical and fictitious ideas of everyone who went striking it rich rather than the reality of most everyone experiencing just the opposite. But when people got the fever, they dropped everything and headed to the gold fields, blazing new trails, abandoning their established careers and homes, and some soldiers even fled their posts to go. San Francisco looked like a ghost town. But along with the flood of fortune seekers came an environment with little law and justice.

1848-1865: The Gold Rush Era URL: https://calisphere.org/exhibitions/t3/gold-rush/ California's population was transformed during the Gold Rush of the mid-19th century. People from around the world added to this state's ethnic diversity. The long journey and earthquakes failed to deter them. Cities sprang up to house all the people searching for gold, but the legal infrastructure took a while to catch up. Duels, saloon brawls, public hangings, pickpockets, vigilante justice, and opium dens showed the need for legal infrastructure. Many stayed as merchants or farmers when they failed to find gold. Discover the environmental impact of the Gold Rush.

Texas Revolution URL: http://spartacus-educational.com/WWtexasrevolution.htm

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A lawyer named William Travis led the war party in an early attempt to rid Texas of Mexican rule by capturing a military commander. Texans weren't yet ready to fight a war for independence, but Travis became the lieutenant colonel of the cavalry when the Texas Revolution began two years later. A group led by James Bowie attacked a mule train, believing it held silver for paying Mexican soldiers. Both Travis and Bowie died at the Alamo, but Sam Houston's army took up position at San Jacinto. A surprise attack killed and captured Santa Anna's forces, including the general.

1835: First Shots of the Texas Revolution Fired in the Battle of Gonzales URL: http://www.history.com/this-day-in-history/first-shots-of-the-texas-revolution-fired-in-the-battle-of-gonzales

Tensions between Texans and Mexican solders broke out in violence when Mexico tried to disarm colonists at Gonzales. Tejas, the Spanish name for Texas, had been under Spanish control with the rest of Mexico. It was sparsely populated when Mexico won its independence. Mexico welcomed American immigrants, but started to worry when their new citizens wouldn't speak Spanish and continued to trade with the U.S. The Mexican president became a dictator and ordered his military to disarm the American Texans. Militias fought back. Texans eventually defeated President Santa Anna and won independence.

Texas Revolution URL: https://tshaonline.org/handbook/online/articles/qdt01 Beginning in 1835, with the Battle of Gonzales, the Texas Revolution went on for less than a year before Texans triumphed over Mexican troops in the Battle of San Jacinto. Cultural differences formed the foundation of the conflict, but Mexican rulers blamed the U.S. government for using Anglo-American settlers to take over Texas. Earlier colonial rebellions had been successfully suppressed. Although colonists pledged loyalty to Mexico, Santa Anna set up a military dictatorship. When colonists refused to surrender a cannon, war broke out. Texans were overwhelmed at the Alamo, but the Battle of San Jacinto was brief and decisive.

Texas Revolution URL: http://www.softschools.com/timelines/texas_revolution_timeline/64/ The road to revolution in Texas started in 1830, when the Mexican government banned Americans from immigrating to Texas. The ban didn't stop Americans from pouring into Texas. Texans wrote their own constitution, but the Mexican government rejected it. Solders from Mexico went to Gonzales to take back a cannon, but the settlers shot at the Mexicans to stop them. Texans won battles at Goliad and San Antonio in 1835, and declared their independence. Mexican soldiers retook the Alamo and Goliad, killing even those who surrendered. Texas won its independence and defeated Santa Anna at San Jacinto.

Stono's Rebellion URL: http://www.americaslibrary.gov/jb/colonial/jb_colonial_stono_1.html In 1739, twenty African-American slaves met secretly on a Sunday morning near Stono River. They were planning their escape from South Carolina and slavery. They needed weapons, and killed two shopkeepers to steal guns. This slave uprising became the biggest one before the Revolutionary War, as more slaves joined in. Many died as they fought for freedom. South Carolina made the laws stricter for slaves. They couldn't meet together, grow their own food, or learn to read. There were more than 250 other slave rebellions.

Nat Turner's Rebellion, 1831 URL: http://ctah.binghamton.edu/student/nash/nashprint.html Between the 18th and 19th centuries, slave rebellions were rising up across the United States. These rebellions caused for worry from Southern slave owners thinking their own slaves might revolt. This soon became a reality in 1831 when Nat Turner led a bloody rebellion across the state of Virginia. The aftermath of this rebellion resulted in more than 200 innocent slaves as well as free blacks. This site will help you have a better understanding of the Southampton Insurrection.

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Nat Turner's Rebellion URL: http://www.lva.virginia.gov/exhibits/DeathLiberty/natturner/index.htm An exhibition entitled, Death or Liberty includes information and primary sources related to Nat Turner's Rebellion. The opening page provides you with an excerpt from the note Governor John Floyd received that described the insurrection of slaves that had led to massacres and that military was needed. It also describes newspaper reports of the rebellion, the spread of rumors regarding slave rebellions, and Turner's surrender. The impact of this revolt is also discussed and you will find a link to the Nat Turner Rebellion Documents, which consists of approximately eight documents related to the historic event.

Slave Insurrections URL: https://www.tshaonline.org/handbook/online/articles/jcs02 The Handbook of Texas Online, sponsored by the Texas State Historical Association and the General Libraries at the University of Texas (Austin), comprises more than twenty-three hundred articles on the culture, history, and geography of Texas. The Handbook includes an entry on slavery insurrections. It begins, A web of rumor, contradiction, exaggeration, demagoguery, and factual error enshrouds the subject of slave revolt in Texas. Even the most basic of questions remains open to debate: Were there real plots that threatened to overthrow the institution or only panics roused by self-serving politicians? The entry proceeds to address those queries.

Denmark Vesey URL: http://www.pbs.org/thisfarbyfaith/people/denmark_vesey.html In 1771, a slave trader Captain Joseph Vesey brought a load of slaves from St. Thomas to Cape Francais. When the Captain returned, one of the masters returned Denmark, saying he was epileptic. Denmark took the Captain’s last name and stayed with him until he retired to Charleston. In 1799 Denmark won the lottery and bought his freedom for $600, but he wasn’t able to purchase his family’s freedom. Some say that was the impetus for him to attempt to bring down slavery with a plan for thousands of blacks in the Charleston area to revolt against their white masters.

Denmark Vesey Slave Rebellion URL: https://www.c-span.org/video/?300457-1/denmark-vesey-slave-rebellion Bernard Powers, College of Charleston History Professor, tells the story of Denmark Vesey and his failed slave revolt. Powers is standing in front of the Emanuel African Methodist Episcopal (A.M.E.) Church in downtown Charleston. Vesey was a slave until he won a lottery and was able to buy his freedom. The original church where Vesey held meetings to plan the insurrection was destroyed after the plot was discovered, but Vesey’s son rebuilt the A.M.E. church in 1865.

The Amistad Court Case URL: http://www.ct.gov/kids/cwp/view.asp?a=2573&q=392830 One of the first major rulings in the United States against slavery was the famous Amistad Court Case that took place in Connecticut in the 1800s. Learn about the ship called the La Amistad that was used to transport 53 slaves from Cuba. Find out how the slaves were treated on the ship and how the slaves took over the ship. Learn how the Amistad ended up in Connecticut and read about the trial that determined that the Africans were not slaves.

The Amistad case URL: https://www.archives.gov/education/lessons/amistad The National Archives and Records Administration web site presents this lesson on the Amistad case. The brief history recounts the illegal capture of more than 50 Africans who were then sold into slavery and then intercepted by the American navy after they had seized their transport ship and killed the captain. A long legal battle that followed ended up in the United States Supreme Court with former President John Adams defending the Africans. This page provides access to important documents relating to the Amistad case, plus a list of suggested classroom activities.

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William Lloyd Garrison House URL: https://www.nps.gov/nr/travel/underground/ma2.htm In 1829 William Lloyd Garrison delivered the first of many public speeches about the evils of slavery. Garrison's home is now a National Historic Monument. Read about Garrison's life to discover why he is called one of the most articulate and influential advocates of the abolitionist movement in the United States. Find out about the newspaper he founded and the anti-slavery organizations he started. This entry is part of a web site about the Underground Railroad.

William Lloyd Garrison URL: http://spartacus-educational.com/USASgarrison.htm Learn about the life of William Lloyd Garrison. He was born in 1805 in Newburyport Massachusetts, and spent his life fighting the idea of slavery and supporting woman's suffrage and pacifism. Starting in 1828 as the co-editor of Benjamin Lundy's newspaper, Garrison was imprisoned for libel when he wrote about a merchant involved in the slave trade. When released from prison in 1830, Garrison became determined to end slavery in the United States. In Boston, Garrison established his own anti slavery newspaper, the Liberator. The following year he helped organize the Anti-Slavery Society.

William Lloyd Garrison and The Liberator URL: http://www.ushistory.org/us/28a.asp Often called the voice of abolitionism, William Lloyd Garrison vocally fought for the freedom of slaves. Read about Garrison's role in the anti-slavery movement and learn about the newspaper he published that reached thousands of readers across the world. His opening statement from the first publication in 1831 explains his feelings about his work to end slavery. Find out about the attacks on Garrison because of his beliefs and see how he used moral persuasion to try to end slavery.

Frederick Douglass' Letter to Mary Todd Lincoln URL: http://www.digitalhistory.uh.edu/exhibits/douglass_exhibit/index.html After Abraham Lincoln died, his widow gave a gift to Frederick Douglass. Learn about the significance of the gift and about the man who received it at this online exhibit. Discover why Frederick Douglass is considered the father of the Civil Rights movement. You will find out about the relationship between Frederick Douglass and Abraham Lincoln. View the original letter written by Douglass to Mrs. Lincoln, thanking her for the gift, and read the transcript of the letter. You can also access a timeline of Douglass' life.

Frederick Douglass URL: https://rrlc.org/winningthevote/biographies/frederick-douglass/ Frederick Douglass was an African American abolitionist who eventually became a supporter of women's suffrage. Before escaping slavery he learned to read and write and eventually became a leading abolitionist speaker and publisher. Although this biography offers you the details of Douglass' life and efforts surrounding his abolitionist efforts, it also focuses on Douglass' role in the women's suffrage movement. A variety of primary sources accompanies the biography and documents and images are able to be enlarged.

Frederick Douglass, 1818-1895 URL: http://docsouth.unc.edu/neh/douglass/menu.html Many writings and speeches by the well-known abolitionist Frederick Douglass are accessible on this site, including his autobiography: Narrative of the Life of Frederick Douglass, An American Slave, Written by Himself. Images of the cover of the book and first few pages are also provided, which contains a sketch of a young Douglass. Several reviews of his book are also listed. Some of his letters are also reproduced, including several to fellow abolitionist William Lloyd Garrison, written while Douglass lived in Glasgow, Scotland. Several speeches were given in Ireland and England.

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Abolition of Slavery URL: http://www.nationalarchives.gov.uk/slavery/ You have the convenience of having all of the National Archives' resources on abolition of slavery in one convenient location. This collection offers you a wide variety of information, primary sources, and secondary sources that involve Great Britain and the American colonies. The opening page allows you to access information and sources that tell you about the slave trade and the eventual abolition of slavery. You can download multiple sources from the National Archives, explore learning and teaching resources that serve as online lessons, and you can access a research guide on slavery and the slave trade.

Transatlantic Slave Trade and Abolition URL: http://www.rmg.co.uk/discover/explore/transatlantic-slave-trade-and-abolition Five key themes about the Transatlantic Slave Trade are available for you to explore at the web site of the National Maritime Museum. Look at maps of the triangular trade route and see the different types of goods that were traded. Understand what life was like for an enslaved person and learn about different ways in which slaves resisted oppression. You can read about abolition in Britain and find out who slavery has impacted history. A timeline and images are included.

Abolition, Anti-Slavery Movements, and the Rise of the Sectional Controversy (Part 2) URL: http://memory.loc.gov/ammem/aaohtml/exhibit/aopart3.html The Library of Congress and its American Memory collection has produced this web site, which is one page of the larger site titled The African American Odyssey. Typically, this site is outstanding in its organization and authenticity. It is also liberally illustrated with documents and photographs from the Library of Congress collection. Beginning in the eighteenth century and continuing through the Civil War, the antislavery movement was often violent and always divisive. This site does an excellent job of capturing the drama of this historical movement.

The Thirteenth Amendment: The Abolition of Slavery URL: http://law2.umkc.edu/faculty/projects/ftrials/conlaw/thirteenthamendment.html The Thirteenth Amendment, the abolition of slavery, is examined in this Constitutional conflicts project. The specific issues addressed is the history behind the amendment, whether or not it is self-enacting, and the private activities Congress might regulate under its enforcement provision. You will be introduced by a discussion on the amendment that briefly describes related cases that help examine these issues. The detailed cases can be accessed and you will find a series of questions to think about as you examine the cases.

Harriet Tubman (c.1820-1913) URL: http://www.nwhm.org/education-resources/biography/biographies/harriet-tubman/ The National Women's History Museum introduces Harriet Tubman. Both a slave and abolitionist, her fight against slavery began when she was 12 years old. After refusing to help tie up a captured slave, she was hit in the head with a two-pound weight. Despite the disabilities caused by the injury Tubman went on to later escape to Pennsylvania. Find out about the many trips Tubman made back into slave holding states to rescue other slaves. Her work in the Underground Railroad network is described in detail. Learn about her spy tactics during the Civil War.

Harriet Tubman URL: http://www.civilwar.org/education/history/biographies/harriet-tubman.html?referrer=http://webpath.follettsoftware.com/resource/viewurl?encodedUrl=keZ8pL8j9gKBTdMZILLComNkbhuQzUFbK8LYHEY_CkM&version=1&appsignature=Destiny&appversion=14.0.0.16%20%2814_0_0_AU2%29 Harriet Tubman was born a slave and was almost 30 years old when she finally escaped. Read about the life of this legendary woman and find out why she decided to leave her family in Maryland. Learn about her work with the Underground Railroad and the many trips Tubman made to rescue other slaves. Also discussed are her services to the Union Army during the Civil War and the home for the aged that she established.

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Harriet Tubman: Civil War Spy URL: http://kids.nationalgeographic.com/explore/history/harriet-tubman/#harriet_lg.jpg You probably already know that Harriet Tubman helped slaves escape on the Underground Railroad. Did you know that she was also a secret agent or a spy during the Civil War? Find out why she joined the Union Army and encouraged other African-Americans to join too. Learn about her daring mission with hundreds of Union soldiers to free slaves from South Carolina plantations. Tubman had already discovered where Confederate soldiers were hiding and where barrels filled with gunpowder were hidden. She helped the troops rescue 750 slaves without losing one soldier.

Harriet Tubman URL: http://www.americaslibrary.gov/aa/tubman/aa_tubman_subj.html Harriet Tubman was a runaway slave who, for 10 years, risked her life to help hundreds of other slaves escape to freedom through the Underground Railroad. Here you can get to know Tubman a bit better through this brief biography and three stories about her life: Running to Freedom, Freeing the Slaves, and Spying for the Union. Sponsored by the Library of Congress: America's Story, this site has many other wonderful biographies of famous Americans as well.

Women's Rights URL: http://www.ushistory.org/us/26c.asp Moral duties kept 19th century American women busy at home and in the church, but they lacked the legal and political rights of men. John Adams had been reminded by his wife to remember the ladies when the Constitution was created, but most men thought that women belonged at home. Women joined reform movements in the 19th century to abolish slavery and reform prisons. In 1848, women gathered in Seneca Falls to declare their rights. They wanted women to have equal wages, property rights, and the right to vote.

Women's Rights URL: https://www.aclu.org/issues/womens-rights?redirect=womens-rights Access the web site of the American Civil Liberties Union in order to learn the current happenings in the area of women's rights. View a timeline of major Supreme Court decisions on women's rights, or access information about specific women's rights issues: criminal justice, discrimination, violence against women, education, employment, poverty and welfare, or pregnancy and parenting. Use the provided links to access press releases, action items, publications, legal documents, legislative documents, and resources pertaining to this human rights topic.

Women's Rights Movement in the U.S. URL: http://www.factmonster.com/spot/womenstimeline1.html One hundred and fifty years ago, women in America weren't allowed to vote and the law treated them differently than men. The women's rights movement changed all that. Explore a timeline of the events that gave women the right to vote and other rights that once only men could enjoy. Learn about a famous convention held in Seneca Falls and find out what many people attended the first National Women's Rights Convention. Identify important people in the suffrage movement and read about organizations that made working conditions better for women.

The Seneca Falls Declaration: Women's Rights Convention URL: http://www.csus.edu/owl/index/read/sacbee/sen_dec.htm The Seneca Falls Declaration of Sentiments uses words from the Declaration of Independence to support women's rights. After patiently enduring the despotism of being seen as less than men, women decided to demand equality and liberty, just as the American colonists had demanded their rights 72 years earlier. This document and the convention in Seneca Falls in 1848 didn't yet achieve equal rights and suffrage for women, but it was an important and influential step.

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Women's Rights Period (1820-1860) URL: http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3539 In early American history women did not have any rights in society. They could not get into colleges, vote, or hold public office. A woman could not own property or even get custody of her children in case of divorce. Many women worked on gaining these rights for women in America. This article discusses several women who made a difference. Here you will read about women abolitionists and women suffragists in American history and what they accomplished.

Civil War Women: Primary Sources on the Internet URL: http://guides.library.duke.edu/c.php?g=289364&p=1929646 Within Duke University's Special Collection Library is the Bingham Center for Women's History and Culture, who produced this web site at the request of students and teachers who wanted to see primary sources about women and the Civil War on the Internet. Here you can find diaries, letters, documents, photographs, and prints from the Civil War period. Don't miss Carrie Berry's diary. Carrie Berry was a 10-year-old resident of Atlanta at the time she recorded her thoughts and feelings in this diary. You'll learn how she celebrated her 10th birthday, and view five months of the Civil War through the eyes of a young girl.

Civil War Women: Primary Sources on the Internet URL: http://guides.library.duke.edu/civilwarwomen Within Duke University's Special Collection Library is the Bingham Center for Women's History and Culture, who produced this web site at the request of students and teachers who wanted to see primary sources about women and the Civil War on the Internet. Here you can find diaries, letters, documents, photographs, and prints from the Civil War period. Don't miss Carrie Berry's diary. Carrie Berry was a 10-year-old resident of Atlanta at the time she recorded her thoughts and feelings in this diary. You'll learn how she celebrated her 10th birthday, and view five months of the Civil War through the eyes of a young girl.

The Oregon Trail URL: http://www.oregon.com/oregon-trail The Oregon Trail is a 2,200 mile wagon route that connected the Missouri River to Oregon. This trail was originally laid out by trappers and traders. This trail was only accessible by horseback or by foot so it proved to be a rough road for wagons. It was primarily used in the westward expansion as settlers moved west in search of gold and land. Here you can view a timeline of the events that occurred during the Oregon Trail as well as a map and other interesting facts. Oregon Trail URL: https://www.nwcouncil.org/history/OregonTrail The Oregon Trail is more than just a fun game for you to play on your phone or computer. In fact it was an actual trail that spanned across the Great Plains into the Rocky Mountains. Learn about the first people to travel on the trail and the events that took place along the way. Also learn about other historical figures that traveled on the trail for various purposes. Oregon Trail URL: http://plainshumanities.unl.edu/encyclopedia/doc/egp.tra.022 A fur trader's route across the Great Plains in 1824 eventually became known as the Oregon Trail after it was used by wagon trains for other purposes. This encyclopedia article examines the evolution of this trail and why it attracted so much traffic. You will learn about the use of the trail in the early fur trade, during migrations, and you will find information on the wagon trains that followed the Oregon Trail. The discovery of gold and travel is discussed along with migrations that took place in later years. Abandonment of the Oregon Trail is also explained.

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Giving credit where credit is due: If you don’t give credit when you use other’s thoughts and information that is plagiarism. At Baylor: Plagiarism >> Violation of Honor Code >> Honor Council >> If found guilty >> Final Warning and penalties >> Guilty of 2nd offense >> Possible dismissal from Baylor >>> Not good

The Core Elements of MLA You will not need to use all elements for every citation.

Author. (Last Name, First Name MI.) Title of Source. (Title of Book/Book Chapter/Article/Webpage) Title of Container, (Book/Encyclopedia/Periodical/Website) Other Contributors, (directed by/edited by/translated by) Version, (Edition) Number, (Volume, Issue, Season) Publisher, (Name of Publisher) Publication Date, (Day Month Year/Month Year/Year) Location. (Page Numbers/DOI/Web Address/Physical Location) *Title of Container #2, (Name of Library Database/Online Video Service) *Location #2. (Web Address of Library Database/Online Video Service) Date accessed. (Day Month Year web site retrieved) Understanding Containers When the source being documented forms a part of a larger whole, then the larger whole can be thought of as a container. The title of the container is italicized, followed by a comma, since the information that comes next describes the container. A source may have two containers such as a magazine article found in a database. The article is found in the original journal and in the database. A given resource might have both a primary and a secondary container, depending on how that resource is house and accessed. For example, a magazine article is a source. The magazine in which that article is found is the primary container. The database in which the journal is found is the secondary container. If a database is the producer and publisher of original content, then the database functions as the primary (and only) container, but most of the time databases are secondary containers.

Below is the general format for any citation -- whether it be print or digital. If the information is present, include it. If the information is missing, omit that component:

Author. Title. Title of container (self-contained if book), other contributors (translators or editors), version (edition), number (vol. and/or no.), publisher, publication date, location (pages, paragraphs URL or DOI). 2nd container’s title, other contributors, version, number, publisher, publication date, location, date of access (if applicable).

Remember -- the following sample citations are single-spaced to conserve space -- your entire paper including the “Works Cited” page should be double-spaced

Times New Roman 12 point font.

BOOKS AND EBOOKS Elements of the citation for a book with one author: Lastname, Firstname. Title of Book. Publisher, year.

Example for a book with one author: Hitt, James E. It Never Rains after Three O’Clock: A History of the Baylor School, 1893-1968. Baylor

Press, 1971.

Example of two author book - MLA p. 21: Doris, Michael, and Louise Erdrich. The Crown of Columbus. HarperCollins, 1999.

Example of 2-3 authors or editors: Posamentier, Alfred S., Daniel Jaye, and Stephen Krulik. Exemplary Practices for Secondary Math

Teachers. Assn. for Supervision and Curriculum Development, 2007. KEY: author title of source publisher publication date

*Add information

about additional containers as

needed to fully document your

source.

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Elements of the citation for a specialized reference book or chapter/section in an anthology: Author Last name, Author First name. “Section Used.” Title of Reference Book or Anthology, edited by

Name of editor(s), edition, vol. number, name of publisher, year of publication, p (or pp.) page numbers.

Example of a citation for a specialized reference book or chapter/section in an anthology: Simmons, Edwin H. “The Spanish-American War.” Dictionary of American History, edited by Stanley I.

Kutler, 3rd. edition, vol. 7, Thomson, 2003, pp. 485-7. KEY: author title of source (article) title of container 1 (collection) other contributors (editor)* edition number publisher publication date location (page numbers)

Note: If the article appears on a single page, use “p.” only and the page number. If the article is multiple pages, use “pp.” and the page range.

GENERAL WEB PAGES Womack, Todd. Spanish-American War in Georgia, Wiregrass Historical Society, 12 Aug.

2005, www.georgiaencyclopedia.org/articles/history-archaeology/spanish-american-war-georgia. Accessed 20 Sept. 2016.

KEY: author title of container 1 (website) publisher (or sponsor of site), publication date location (url) Accessed day month year.

Womack, Todd. “Training Camps.” Spanish-American War in Georgia, Wiregrass Historical Society, 12 Aug. 2005, www.georgiaencyclopedia.org/articles/history-archaeology/spanish-american-war-georgia.Accessed 20 Sept. 2016.

KEY: author title of article or section title of website publisher (or sponsor of site), publication date location (url) Accessed day month year.

Note: If only using a portion or section of the webpage, place quotes around the title.

Example of journal articles accessed from online databases: Example of article from the ProQuest Central database: Winner, Cherie. “Groundwater: Our Hidden Endangered Resource.” Current Health 2, vol. 22, no. 5,

Jan. 1996,p.28. ProQuest Central, search.proquest.com/docview/211684894/45B4A7BC9 A954059PQ/1? accountid=8515. Accessed 20 September 2016.

KEY: author title of source (article) title of container 1 (periodical) volume and issue number publication date location (pg. numbers) title of container 2 (database) location (url) Accessed day month year

Example of article from the CQ Researcher database: Billitteri, Thomas. "Preventing Bullying." CQ Researcher,10 Dec. 2010, pp. 73-96. CQ Researcher,

library.cqpress.com/cqresearcher/cqresrre2010121000. Accessed 20 Sept. 2016. KEY: author title of source (article) title of container 1 (periodical) publication date location (pg. numbers) title of container 2 (database) location (url) Accessed day month year

Example of article from the Issues and Controversies database (SOURCE WITH NO AUTHOR IN A CONTAINER): "Capping Executive Pay." Issues and Controversies, Infobase Learning, 24 Apr. 2009,

icof.infobaselearning.com/recordurl.aspx?ID=1821. Accessed 20 Sept. 2016. KEY: title of source title of container 1 (website) publisher publication date location (url) Accessed day month year.

Note: The publisher’s name, InfoBase Learning, is significantly different from the name of the database, Issues and Controversies. Therefore, the publisher’s name is listed.

Example of article from the JSTOR database: Carlstrom, Oscar E. “The Spanish-American War.” Journal of the Illinois State Historical Society, vol.

16, no. 1/2, Apr. - Jul. 1923, pp. 104-110., JSTOR, www.jstor.org/stable/40187096. Accessed 20 Sept. 2016.

KEY: author title of source (article) title of container 1 (periodical) volume and issue number publication date location (pg. numbers) title of container 2 (database) location (url) Accessed day month year

COMMON WEB BASED CITATIONS Citing an Email: Batt, Jack. “Spirit Week Research.” Received by Carl Owens, 19 September 2016. KEY: author use subject line as title recipient of email date of email Note: When you cite an email in your list of works cited, use the subject of the message as the title. The title should be capitalized and in quotation marks.

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Citing a Tweet: @baylorschool. “Baylor Boys Region Golf Champs; Bates is Girls' Medalist.” Twitter, 20 Sept. 2016,

9:17 a.m., www.baylorschool.org/news/detail.aspx?pageaction=ViewSinglePublic&LinkID=17666& ModuleID=55.

KEY: author title of Tweet title of service day month year, time location (url)

Note: The full text of the tweet should be your title -- enclose the text in quotation marks.

Citing a Video from Classroom Video on Demand: “The Spanish-American War Begins.” The Spanish-American War: A Conflict in Progress. Café Productions,

1998. Classroom Video on Demand, cvod.infobase.com/PortalPlaylists.aspx?wID=95299&xtid=8335 &loid=35966. Accessed 20 Sept. 2016.

KEY: title of the segment title of source publisher publication date (release date) title of container (website) location (url) accessed day month year

Citing a Video from YouTube: Anderson, Chris. TED’s Secret to Great Public Speaking. TED Talks, 16 Apr. 2016. YouTube,

www.youtube.com/watch ?v=-FOCpMAww28. Accessed 20 Sept. 2016. KEY: author title of source publisher publication date (release date) title of container (website) location (url) accessed day month year

BE AWARE THAT SOME DATABASE VENDORS DO A BETTER JOB OF PROPERLY CITING ARTICLES THAN OTHERS.

ABC-CLIO does a relatively good job of citing articles -- but states -- “Although every effort has been made to adhere to MLA rules, minor discrepancies may occur.”

ANNOTATED WORKS CITED GUIDELINES What is an Annotated Works Cited or Annotated Bibliography? An annotated works cited or bibliography is a essentially a listing of citations to books, articles, and documents. Each citation is followed by a brief (usually about 100 - 150 words) descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited -- in short -- you are asked to comment on and/or explain why each source cited is useful. First, you locate the information (books, periodicals, and documents) that may contain useful information and ideas on your topic and briefly examine/review those works that provide a variety of perspectives on your topic. Second, you cite the book, article, or document using the MLA style. Third, write a concise annotation that summarizes the central theme and scope of the book or article.

This annotation should answer three main questions:

WHO -- who wrote it; why is that person an authority or provide background of the author; or the group that sponsored it.

WHAT -- what did it say; did it provide information or mis-information; compare or contrast this work with another you have cited -- does it agree or disagree.

WHY -- explain why you think it is a good addition to your research. Also, comment on the intended audience -- who was the intended audience and most importantly why was it written.

Example for an article available from the ProQuest Direct database

Van Biema, David. “Missionaries Under Cover.” Time, vol. 161, no.26, 30 June 2003, pp. 36-45. ProQuest

Central K-12, search.proquest.com/docview/212826207/7DB9FC3A7F594E30PQ/1?accountid=8515.

Accessed 29 August 2016.

The article discusses the “current evangelical wave” and presents a variety of methods and attitudes

dealing with the work of this new brand of missionaries. It illustrates how both believers in Judaism and Islam

are possible targets to these new evangelists. Also, it provides a general understanding of this missionary

movement and of the goals and dangers expected in achieving those goals. The article also presents a historical

background to this current missionary wave and to past efforts elsewhere.

David Van Biema is a staff writer for Time magazine. This article is just one of many covering primarily

topics dealing with the Middle East and/or religion. This article is the “cover story” for this issue of Time

magazine and is written for the general public.

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In-Text Citation (Formerly Parenthetical Documentation) Examples: According to MLA, the author's last name and a page reference are enough to identify the source and the specific location from which you obtained material. As shown in the following example:

REMEMBER: Given the author’s last name, your readers can find the complete publication information for the source in the alphabetically arranged list of works cited that follows the text of your paper.

In-Text Material Type

In-Text Citation Example Comment/Notes Citation

Author's name in text

According to Naomi Baron, reading is "just half of literacy. The other half is writing" (194). One might suggest that reading is never complete without writing.

You only need to indicate page numbers, since the author's name appears in the text. Baron, Naomi S. ―Redefining Reading:

The Impact of Digital Communication Media.‖ PMLA, vol. 128, no.1, Jan. 2013, pp. 193-200. Author's name

in “in-text” reference

Reading is "just half of literacy. The other half is writing" (Baron 194).

Author's name and page numbers are placed at the end of the attributed text.

Two authors' names in “in-text” reference

The dataset includes information on the entire population of children who have dropped out of North Carolina’s public schools (Stearns and Glennie 37).

To avoid interrupting the flow of your writing, place the parenthetical reference where a pause would naturally occur (preferably at the end of a sentence), as near as possible to the material documented. The in-text reference precedes the punctuation mark that concludes the sentence, clause, or phrase containing the borrowed material.

Stearns, Elizabeth, and Elizabeth J. Glennie. ―When and Why Dropouts Leave High School. Youth Society, 2006, vol. 38: pp. 29-57, yas.sagepub. com/content/38/1/29. Accessed 3 October 2016.

Quotation found in

indirect or "secondhand"

source

Samuel Johnson admitted that Edmund Burke was an "extraordinary man" (qtd. in Boswell vol. 2: 450).

If only an indirect source is available (only an indirect source is available--for example, someone's published account of another's spoken remarks), put the abbreviation qtd. in [which means "quoted in"] before the indirect source you cite in your in-text reference.

Boswell, James. The Life of Johnson. Ed. George Birkbeck Hill and L.F. Powell. 6 vols. Clarendon, 1934-50.

In-text Citations for Sources with

No Known Author or

Organization as Author

Reading at Risk: A Survey of Literacy in America notes that despite an apparent decline in reading during the sample period, ―the number of people doing creative writing – of any genre, not exclusively literary works – increased substantially between 1982 and 2002‖ (3).

Include the first 2-3 key words from the title and the page number in parentheses.

Reading at Risk: A Survey of Literacy in America, National Endowment for the Arts, 2004, www.arts.gov/sites/default/ files/ReadingAtRisk.pdf. Accessed 3 October 2016.

The nine grades of mandarins were ―distinguished by the color of the button on the hats of office‖ (“Mandarin”).

In this example, there are no page numbers to include.

―Mandarin.‖ The Encyclopedia Americana. 1993 ed.

NOTE: Some sources, especially those on the Internet, do not give page numbers. The general rule is to give a section number if it is given; otherwise simply don't use anything other than the author's name or title if no author is given.

NOTE: Periods should always follow the parenthetical citation. They should NEVER go within the quotation. Only exclamation points (!) and question marks (?) should be included in the quote.

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