Preface
Each of the half-hour video episodes is accompanied by a complementary lesson containing the
following features to help you master your study of
American history:
The Unfinished Nation addresses America’s history
to Reconstruction (1877). It begins with the
migration of the earliest inhabitants, traces the
arrival of explorers seeking riches and land for
themselves and their homelands, and details the
flight of the colonists and later immigrants to the
new land in search of freedom and opportunity.
From the Lost Colony to the Oregon Trail; from
the Erie canal to the assembly line; from the slave
trade to emancipation, the events and personalities
that shaped the young nation are put into political,
social, and cultural context. Re-enactments, readings from historical texts, interviews with leading
scholars, and visits to significant locales bring history to life in the 26 episodes that are the first
semester of The Unfinished Nation.
This guide is one part of the total package
available to you when you embark upon the 26
half-hour videos that make up the first part (to
1877) of The Unfinished Nation. These video episodes, in conjunction with the guidance of your
campus instructor, are closely integrated with Alan
Brinkley’s texts, American History: A Survey, Volume I, and The Unfinished Nation: A Concise History of the American People, Volume I. These texts
provide a comprehensive account of the American
past. The newest editions of these books place
American history into a global context, making
connections for life in an ever-expanding world. An
interactive web component enhances independent
learning.
✓ Assignments that link the video lesson with
related sections of the text.
✓ An Overview summarizes each lesson’s main
topics.
✓ Learning Objectives identify the major concepts,
ideas, and factual data that you should recall and
understand after viewing the video and reading
the required selections from the text. Many test
bank questions are derived from these objectives.
✓ Key Terms and Concepts help you to focus on
the words and ideas important to understanding
the language of government and politics as you
work through each lesson.
✓ Text Focus Points are intended to guide your
reading of the selections for each assignment.
✓ Video Focus Points help you follow and analyze
information in the video and integrate the information with your readings.
✓ Critical Analysis activities provide opportunities
for further examination of the issues raised by
the video and readings in the text.
✓ A Practice Test enables you to check your understanding of the material in the video and text
assignments.
v
Lesson 14
He Brought the People
with Him
the presidency: William Crawford, Henry Clay,
Andrew Jackson, John Quincy Adams, and John
C. Calhoun (who later dropped out). Jackson,
hero of the Battle of New Orleans, won the popular vote but did not receive enough electoral votes
to win the presidency. The House decided the
election, selecting John Quincy Adams when
Henry Clay, following the directions of his Kentucky constituency, cast his support for Adams.
The Jacksonians protested that a corrupt bargain
had been made when Adams appointed Clay as his
Secretary of State.
Although Adams worked toward national
improvement, calling for national universities and a
national transportation system, his administration
was doomed from the start. In 1828, Jackson was
ready to run again. After a vicious personal campaign, he won the election.
By 1828, the practice of limiting voting rights
to a small group of wealthy property owners was
changing, especially in the West. Jackson’s inauguration signaled the rise of the common man when
ordinary citizens went to the White House to celebrate. Ironically, the new voters had very little
impact on existing voting patterns.
While in office, Jackson leveled the playing
field by giving out jobs to political followers. Some
wondered about this man who settled disputes
through duels with such individuals as Charles
Dickinson. But Jackson was more adept than peo-
Assignments
This lesson is based on information in the following text selections and video. Read the text carefully, watch the video, and study all the material.
Text: The chapter number and section title of
reading assignments are the same in both books:
A. Brinkley, American History: A Survey, Volume 1, 12th edition, and
A. Brinkley, The Unfinished Nation, Volume 1,
5th edition
The following sections from Chapter 9 of the text
are covered in this lesson: “The Rise of Mass Politics” and “Our Federal Union”
Video: Episode 14, “He Brought the People with
Him”
Overview
By the end of the era of good feelings, party discipline was gone. In 1824, four candidates ran for
71
72
T HE UNFINISHED N ATION ( TO 1877)
ple thought. He used the patronage system as a distributive tool as well as a way of regulating and
disciplining his followers.
Soon after taking office, Jackson and Calhoun
squared off over the issue of the tariff. A good representative of his constituency, Calhoun openly
opposed the tariff of 1828, even devising his
famous nullification theory to justify state action.
Calhoun’s problems intensified as Martin Van
Buren, a member of Jackson’s “Kitchen Cabinet,”
became the “voice behind the throne” of Andrew
Jackson.
The scandalous Eaton affair only furthered
Jackson’s troubles with Calhoun, as societal gossip
began to intrude on the political sphere. In the
meantime, the South Carolina nullification issue
reached the crisis point with Congress passing the
Force Act. Daniel Webster and Robert Hayne
debated the issue in Congress while Jackson and
Calhoun publicly disagreed at the Jefferson Day
Dinner. Fortunately, at this critical moment Henry
Clay offered a compromise whereby the tariff
would be lowered over the next ten years if South
Carolina rescinded its nullification ordinances.
South Carolina agreed, but then nullified the Force
Act as a face saving gesture. Jackson was triumphant, although he later remarked that the one
thing he regretted about his presidency was not
shooting Clay and hanging Calhoun.
Key Terms and Concepts
After reading the assigned pages in your text and
watching the video, you should be able to identify
and explain the significance of the following:
John Quincy Adams
Age of the Common Man
Bucktails
John C. Calhoun
Henry Clay
corrupt bargain
William Crawford
Charles Dickinson
Dorr Rebellion
Eaton Affair
Force Act
Robert Hayne
Andrew Jackson
Jefferson Day Dinner
King Mob
Kitchen Cabinet
nullification theory
party politics
patronage
spoils system
1828 “tariff of abominations”
Martin Van Buren
Voting Expansion
Daniel Webster
Text Focus Points
Focus Points
Learning Objectives
After reading the assigned pages in the text and
watching the video, you should be able to:
✓ Compare and contrast the elections of 1824 and
1828.
✓ Discuss John Q. Adams as president.
✓ Explain why voting rights expanded during the
1820s to 1830s and how the development of
political parties escalated.
✓ Analyze Jackson’s relationships with John C.
Calhoun and Martin Van Buren.
✓ Discuss the nullification crisis, the Eaton affair,
and what the South learned from the South
Carolina episode.
These text focus points are the main ideas presented in this section of the textbook. Read these
points carefully before reading the text. You may
want to take notes for future reference and study.
✓ The Age of Jackson, sometimes called the Era of
the Common Man, coincided with the expansion of voting rights throughout the states as
qualifications were removed. Property and
wealth were no longer necessary for voting privileges. This change provoked some resistance in
Massachusetts and New York, and in Rhode
Island the Dorr Rebellion took place.
✓ For all practical purposes, party politics intensified in the 1820s and 1830s. In New York, Martin Van Buren led his dissident Bucktails against
the aristocratic governor, DeWitt Clinton. By
the time of the 1828 election, parties were
spreading rapidly.
L ESSON 14: H E B ROUGHT THE P EOPLE WITH HIM
✓ Jackson saw his election as a means to uproot
and replace eastern aristocracy and extend
opportunity to the South and the West. This,
however, did not include women, blacks, or
Native Americans. Determined to give all capable men a chance, Jackson implemented his version of the spoils system.
✓ While Jackson wanted to reduce the functions of
the federal government, Calhoun’s championing
of South Carolina’s protest against the tariff of
1828 resulted in his defending the central government.
✓ With Van Buren and the Kitchen Cabinet advising him, and his relationship with Calhoun deteriorating as a result of the Eaton affair, Jackson
faced a national crisis.
✓ As Webster and Hayne debated in Congress,
South Carolina called a convention and nullified
the tariffs. Jackson and Calhoun squared off at
the Jefferson Day Dinner. It was in this atmosphere that Henry Clay proposed a compromise
to end the crisis wherein the tariff would be lowered over time and South Carolina would rescind
its nullification ordinances.
Video Focus Points
These video focus points are designed to help you
understand and get the most out of the video for
this section. Read these points carefully before
watching the video. You may want to take notes
for future reference and study.
✓ By the 1820s, party politics grew as the election
of 1824 saw four candidates vie for the presidency – Clay, Jackson, Crawford, and Adams.
Jackson won more popular votes than the others,
but he did not get a majority of the electoral
votes. The House then decided, with Clay’s
influence, to support Adams.
✓ A sign of his ineptitude as a politician, Adams
appointed Clay as his Secretary of State. The
Jacksonians claimed a corrupt bargain had been
made. For all practical purposes, the event
undermined Adams’ presidency. Even Calhoun,
Adams’ Vice President, worked with the Jacksonians. In 1828, Jackson won the election, but his
victory was essentially a sectional one.
✓ As western states like Ohio entered the Union,
the vote was extended. There is little doubt that
73
the Jacksonian movement benefited from this
development.
✓ Upon becoming president, Jackson was seen as
an enigma. Known as the hero of the Battle of
New Orleans, he was identified with dueling.
Jackson was committed to making jobs in the
government so simple that anyone could do
them. He implemented his version of the spoils
system and used patronage to reward followers,
but also to regulate and discipline them.
✓ Jackson soon became embroiled in a national crisis involving John C. Calhoun. True to his constituents, Calhoun condemned the tariff of 1828
and developed his theory of nullification. To
makes matters worse, Martin Van Buren grew
close to Jackson and became quite influential in
policy. With the Eaton affair adding fuel to the
fire, it was inevitable that Jackson and Calhoun
would split publicly.
✓ Appearing at the Jefferson Day Dinner, Jackson
and Calhoun toasted what they believed in while
Webster and Hayne debated the issues in Congress. In this situation, Clay offered a compromise that both sides accepted. The South
Carolina crisis ended peacefully, although Jackson later said he regretted not shooting Clay and
hanging Calhoun.
Critical Analysis
These activities are designed to help you examine
the material in this lesson in greater depth. It may
be necessary for you to conduct some additional
research (the Internet is an excellent resource).
Armed with what you have learned in this lesson
and your own research, carefully respond to each
of the following activities.
1. Apply Calhoun’s theory of nullification to a
current issue that is controversial, such as
abortion or the Iraqi war. What do you think
the outcome would be?
2. Consider the expansion of voting rights that
occured during the 1820s and 1830s. Apply
that kind of occurrence to a current issue and
theorize about the changes it might produce
in the United States today. Would America be
ready for an African American president or a
woman president?
74
T HE UNFINISHED N ATION ( TO 1877)
3. Andrew Jackson, Henry Clay, Martin Van
Buren, and John C. Calhoun all played prominent roles in the 1820s and 1830s. Based on
what you already know, can you draw parallels
between any of these men and a current politician? Conduct additional research on the two
people you have selected and compare them in
greater depth. Detail the similarities you see in
their personalities, their political style and
leanings, their position in the governmental
heirarchy, and the issues upon which they
focus.
_____ 8. South Carolina supported the tariffs of
1828 and 1830.
Fill in the Blank – Complete the following sentences with the missing word, concept, or person.
9. _______ headed the Bucktails.
10. _______ was John Eaton’s wife maiden name.
11. _______ called for the West and the South to
unite on the tariff issue.
12. _______ took place in Rhode Island.
Practice Quiz
13. At the Jefferson Day dinner, Calhoun said
_______ while Jackson said _______.
Multiple Choice – Select the correct answer.
This quiz is designed to give you an idea of how
well you understand the material. Choose the correct answers for each question and review any
question that you missed.
Matching – Match options a through d with items
1 through 4 below.
14. In the nullification crisis, South Carolina nullified the
a. Force Act
b. Tariff of 1828
c. Tariff of 1820
d. Whiskey Tax
_____ 4. King Mob
15. Who was not included in the voting extensions
of the 1820s and 1830s?
a. Blacks
b. Women
c. Native Americans
d. All of the above
a. Speaker of the House
b. Charles Dickinson
c. Adams’ Vice President
d. Jackson’s inauguration
Essay – These questions are designed to help you
think about all you have learned. Consider them
carefully and then write your responses.
_____ 1. John C. Calhoun
_____ 2. Henry Clay
_____ 3. Andrew Jackson
True/False – Determine whether each of the following statements is true or false:
_____ 5. The admittance of Ohio to the Union
was one of the factors in extending the
voting privilege.
_____ 6. People in 1828 saw Jackson as a
Washington outsider.
_____ 7. Andrew Jackson used patronage as a way
to create a meritocracy.
16. Explain the development of party politics in
the 1820s and 1830s. Why did it happen?
What impact did voting extensions have? Did
the United States benefit from these changes?
How?
17. Discuss and evaluate the Nullification Crisis of
1830–1832. What caused it? Who was
involved? What actually happened? What were
the long-term consequences for the South and
the United States?
18. Analyze the importance of the following individuals in history: Henry Clay, Martin Van
Buren, John Q. Adams, John Eaton
Answer Key
for the Practice Test
Lesson 1 From Days Before Time
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
c used numerical system and calendar
e used human sacrifice in religion
a Chickasaws, Choctaws, Creeks, Seminoles
b Bubonic Plague
d Prince Henry
False Text and Video
True Text and Video
True Text
True Text
Pueblo Revolt; Text and Video
Pigs, new livestock, or horse; Text and Video
Mestizo; Text
Matrilineal; Text
Francisco Coronado; Text
e Text and Video
e Text and Video
Lesson 2 – Turbulent Virginia:
Pirate Base ... Royal Colony
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
d Sir George Grenville
c Predestination
a Ireland
b fur trade
e New Amsterdam
False Text and Video
True Text and Video
False Text and Video
True Text and Video
“Starving Time”; Text
11.
12.
13.
14.
15.
16.
Lord De La Warr; Text
John Rolfe; Text
Headright system; Text and Video
George Calvert; Text
b Text
a Text
Lesson 3 – Saints and Strangers
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
e Sir William Berkeley
c Pilgrims
a Massachusetts Bay Company
b Rhode Island
d King Philip’s War
True Text
False Text
True Text
True Text
Puritans; Text and Video
Massachusetts Bay Company; Video
Town Meeting; Video
Anne Hutchinson; Text and Video
a Text and Video
a Text
Lesson 4 – The Lure of Land
1.
2.
3.
4.
5.
147
c
a
d
e
b
Maryland
Cromwell
Diversity
Quakers
Pennsylvania
148
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
T HE UNFINISHED N ATION ( TO 1877)
True Video
True Text
False Text
True Video and Text
Oliver Cromwell; Video
Charles II; Video
New York, New Jersey, Pennsylvania,
Carolina; Video
Women; Video
Puritans; Video
a Video
c Video and Text
Lesson 5 – Coming to America:
A Portrait of Colonial Life
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
d Slave ship
c Galen
a Colonial doctors
b German Palatinates
False Video
True Video
True Video
True Video
Edwin Morgan; Video
Africans; Video
Benjamin Franklin; Video
Scotch-Irish; Text
Slave Codes; Text
d Video
a Video
Lesson 6 – Divergent Paths
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
c Charles Town
d Salem Witch
a Town Meeting
b Colonial Court
e Great Awakening
True Video
True Video
False Video
True Video
George Whitefield; Video and Text
Peter Hasenclever; Text
Axe; Text
Stono Rebellion; Text
Dame Schools; Text
15. a Text
16. b Text
Lesson 7 – Strained Relations
1. c Immigrants of French descent
2. d Confederation of five Indian tribes
3. b Commander of the British garrison in
Boston
4. a Called for action against the Stamp Act
5. True Video
6. False Video
7. False Video
8. True Video
9. False Video
10. Paxton Boys; Text
11. Spain; Video
12. molasses; Video
13. East India Company; Text
14. Massachusetts Government; Video
15. d Video
16. b Video
Lesson 8 – Not Much of a War
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
d “Common Sense”
a Tories
b Declaration of Independence
c Home rule
e Green Mountain Boys
True Video
True Video
True Video
False Video
Sally Bache; Video
The Battle of Saratoga; Text
France; Text
Benedict Arnold; Text
Count Jean Baptiste de Rochambeau; Text
c Text
c Text
Lesson 9 – A Precarious
Experiment
1. c
Led a rebellion in New England
A NSWER K EY FOR THE P RACTICE T EST
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
d Basis of the post-Revolution government
b Established the grid system
a Proposed a “continental impost”
False Video
False Text
False Vdeo
True Video
True Video
Connecticut; Text
western lands; text
Statute of Religious Liberty; Text
Fallen Timbers; Video
New Orleans; Video
a Text
c Video
Lesson 10 – Vision for a Nation
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
d Virginia plan
a New Jersey plan
b Slavery
c All power rests in the people
True Video
True Text and Video
False Video
True Video
James Wilson; Video
states; Text and Video
Anti-Federalists, Federalists; Text and Video
Hamilton, Madison, Jay; Text and Video
Rhode Island; Video
d Text
c Text
Lesson 11 – Rivals and Friends
1. c
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Federalist appointed Chief Justice by John
Adams at the end of his presidency
d Vice presidential candidate in 1800
b United States minister to France
a Chief justice of the Supreme Court
True Text
False Video
True Video
False Video
False Video
Pinckney’s; Text
Alexander Hamilton; Text
Quasi War; Video
13.
14.
15.
16.
149
Alien and Sedition; Video
Tammany Society; Text
c Video
a Video
Lesson 12 – Best Laid Plans...
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
c Louisiana Territory
d Berlin and Milan decrees
b Prophet
a Second Great Awakening
False Video
True Video
False Video
False Video
Spain; Video
$15 million; Video and Text
Sacagawea; Video and Text
Dolly Madison; Video
Andrew Jackson; Video and Text
c Text
d Text
Lesson 13 –Pressures from Within
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
d Proponent of the American System
c Commander in the Seminole War
a Monroe’s secretary of state
b Proposed an anti-slavery amendment
False Text
True Video
True Video
False Video
Black Belt; Text
John Jacob Astor; Video
Great American Desert; Text
Virginia Dynasty; Video
Panic of 1819; Video
a Text
c Video
Lesson 14: He Brought the People
With Him
1. c
2. a
Adams’ Vice President
Speaker of the House
150
T HE UNFINISHED N ATION ( TO 1877)
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
b Charles Dickinson
d Jackson’s inauguration
True Video
True Video
True Video
False Video and Text
Martin Van Buren; Text
Margaret Timberlake; Video
Robert Hayne; Text
Dorr Rebellion; Text
“Our Union, next to our liberty, most dear”
“Our Federal Union, It must be
preserved”; Text
14. b Text
15. d Text and Video
Lesson 15 – Legacy of an
Autocratic Ruler
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
c
d
a
b
President of the Bank of the United States
Chief justice of the Supreme Court
Radical Democrats from the Northeast
Sought to capitalize on Anti-Mason
sentiment
True Video
False Video
False Text
True Text
Removal Act; Video
Trail of Tears; Video
Henry Clay; Video
King Andrew I; Video
Panic of 1837; Text
a Text
d Video
Lesson 16: A Revolution of a
Different Sort
1.
2.
3.
4.
5.
6.
7.
8.
c Population growth
d Canals
a Erie Canal
b Penny Press
False Text and Video
False Text and Video
False Text and Video
False Text and Video
9.
10.
11.
12.
13.
14.
15.
Railroads; Video
Factory; Video
Cincinnati, St. Louis, Chicago; Video
Moses Brown; Video
small workshops; Video
a Text
a Text
Lesson 17: Worlds Apart
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
b Godey’s Lady’s Book
c the American Museum
d steel plows
a Mount Holyoke College
False Video
True Text
False Video
True Video
True Text
Irish, free blacks; Text
Catherine Beecher; Video
Oberlin; Text
minstrel show; Text
a Video
c Video
Lesson 18: Master and Slave
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
d Mrs. Benjamin Perry
c legalized slavery
a Maryland, Delaware, Virginia
b slave rebellion
True Video
False Video
False Video
True Text
Slave women; Video
Slave auction; Video
Christianity; Video
Factor; True
Northern states; Video
d Text
a Text
Lesson 19: Voices of Reform
1. d published the Liberator
A NSWER K EY FOR THE P RACTICE T EST
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
c escaped from slavery
b black anti-slavery activist and feminist
a prison reformer
True Text
False Video
True Text
True Video
Hudson River School; Video
Brook Farm; Text
Joseph Smith; Text
temperance; Video
phrenology; Text
a Text
c Video
Lesson 20: Manifest Destiny?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
c To govern is to populate
b First legal settlement in Texas
a Alamo
d Spot Resolution
False Video
True Video
True Video
False Video
Californios; Video
slavery; Text and Video
Zachary Taylor; Text, Video
Popular Sovereignty; Text
Gold, John Sutter’s; Text and Video
c Text
b Text
Lesson 21: Decade of Discord
1. a
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
divided Clay’s compromise bill into
individual parts
d supported the “Young America”
movement
a assaulted a Massachusetts senator
b defeated Fillmore and Frémont in 1856
False; Video
True; Video
True; Text
False; Text
False; Video
benevolent diffusion; Video
Personal liberty laws; Text
Ostend Manifesto; Text
151
13. Gadsden Purchase; Video
14. c Text
15. a Video
Lesson 22: House Divided
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
d Abraham Lincoln
c CSA
a Fort Sumter
b Anaconda Plan
True; Video
True; Video and Text
False; Video
False; Video
Benjamin Butler; Video
G. McClellan; Video and Text
R.E. Lee; Video and Text
Line item; Video
90,000–100,000 men; Video
c Video and Text
c Video and Text
Lesson 23: Battle Cry
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
d Last Confederate general to surrender
e Often reluctant to commit troops to battle
b United States secretary of state
a Killed at Shiloh
c American minister to London
False Video
True Text
False Video
False Video
True Video
Monitor, Merrimac; Text
Peninsular Campaign; Text
Antietam; Video
Fredericksburg; Video
b Text
c Video
Lesson 24: Final Stages
1.
2.
3.
4.
d
a
c
b
Vicksburg
Replaced Joseph Hooker
Gettysburg
Chickamauga
152
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
T HE UNFINISHED N ATION ( TO 1877)
False Video and Text
True Video
False Video
False Text
“Grease”; Video
Jeb Stuart; Video and Text
P.G.T. Beauregard; Video
Cold Harbor syndrome; Video
G. McClellan; Video and Text
c Text
b Video
Lesson 25: What Price Freedom
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
d scandal during the Grant administration
c refers to the purchase of Alaska
e required an Ironclad Oath
b response to the Black Codes
a opposed the gold standard
True Text
False Video
True Text
True Text
reuniting the country, emancipation and
freedom; Video
11.
12.
13.
14.
15.
16.
Freedmen’s Bureau; Video
Fifteenth; Video
sharecropping; Text
Grantism; Text
a Video
d Text
Lesson 26: Tattered Remains
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
d Republican Party
c Perpetual debt
a Atlanta compromise
b Enforcement Acts
True Video
True Video
True Video
True Video
Landowners or merchants; Video and Text
leave in the middle of the night; Video
black women; Video
KKK; Video and Text
Samuel Tilden; Text
c Text
b Video