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History

History Pre-Civil War New Orleans New Orleans is a city in southern Louisiana, located on the Mississippi River. Most of the city is situated on the east bank, between the river and Lake Pontchartrain to the north. Because it was built on a great turn of the river, it is known as the Crescent City. New Orleans, with a population of 496,938 (1990 census), is the largest city in Louisiana and one of the principal cities of the South. It was established on the high ground nearest the mouth of the Mississippi, which is 177 km (110 mi) downstream.

Elevations range from 3.65 m (12 ft) above sea level to 2 m (6.5 ft) below; as a result, an ingenious system of water pumps, drainage canals, and levees has been built to protect the city from flooding. New Orleans was founded in 1718 by Jean Baptiste Le Moyne, sieur de Bienville, and named for the regent of France, Philippe II, duc d’Orleans. It remained a French colony until 1763, when it was transferred to the Spanish. In 1800, Spain ceded it back to France; in 1803, New Orleans, along with the entire Louisiana Purchase, was sold by Napoleon I to the United States. It was the site of the Battle of New Orleans (1815) in the War of 1812.

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During the Civil War the city was besieged by Union ships under Adm. David Farragut; it fell on Apr. 25, 1862. And that’s what it say’s in the books, a bit more, but nothing else of interest. This is too bad, New Orleans , as a city, has a wide and diverse history that reads as if it were a utopian society built to survive the troubles of the future.

New Orleans is a place where Africans, Indians and European settlers shared their cultures and intermingled. Encouraged by the French government, this strategy for producing a durable culture in a difficult place marked New Orleans as different and special from its inception and continues to distinguish the city today. Like the early American settlements along Massachusetts Bay and Chesapeake Bay, New Orleans served as a distinctive cultural gateway to North America, where peoples from Europe and Africa initially intertwined their lives and customs with those of the native inhabitants of the New World. The resulting way of life differed dramatically from the culture than was spawned in the English colonies of North America. New Orleans Creole population (those with ancestry rooted in the city’s colonial era) ensured not only that English was not the prevailing language but also that Protestantism was scorned, public education unheralded, and democratic government untried. Isolation helped to nourish the differences. From its founding in 1718 until the early nineteenth century, New Orleans remained far removed from the patterns of living in early Massachusetts or Virginia.

Established a century after those seminal Anglo- Saxon places, it remained for the next hundred years an outpost for the French and Spanish until Napoleon sold it to the United States with the rest of the Louisiana purchase in 1803. Even though steamboats and sailing ships connected French Louisiana to the rest of the country, New Orleans guarded its own way of life. True, it became Dixie’s chief cotton and slave market, but it always remained a strange place in the American South. American newcomers from the South as well as the North recoiled when they encountered the prevailing French language of the city, its dominant Catholicism, its bawdy sensual delights, or its proud free black and slave inhabitants; In short, its deeply rooted Creole population and their peculiar traditions. Rapid influxes of non-southern population compounded the peculiarity of its Creole past. Until the mid-nineteenth century, a greater number of migrants arrived in the boomtown from northern states such as New York and Pennsylvania than from the Old South.

And to complicate its social makeup further, more foreign immigrants than Americans came to take up residence in the city almost to the beginning of the twentieth century. The largest waves of immigrants came from Ireland and Germany. In certain neighborhoods, their descendants’ dialects would make visitors feel like they were back in Brooklyn or Chicago. From 1820 to 1870, the Irish and Germans made New Orleans one of the main immigration ports in the nation, second only to New York, but ahead of Boston, Philadelphia, and Baltimore. New Orleans also was the first city in America to host a significant settlement of Italians, Greeks, Croatians, and Filipinos.

THE AFRICANS: African Americans compile about half of the city of New Orleans population to date. How did this come about? Well, during the eighteenth century, Africans came to the city directly from West Africa. The majority passed neither through the West Indies nor South America, so they developed complicated relations with both the Indian and Europeans. Their descendants born in the colony were also called Creoles. The Spanish rulers (1765-1802) reached out to the black population for support against the French settlers; in doing so, they allowed many to buy their own freedom. These free black settlers along with Creole slaves formed the earliest black urban settlement in North America.

Black American immigrants found them to be quite exotic, for the black Creoles were Catholic, French or Creole speakers, and accustomed to an entirely different lifestyle. The native Creole population and the American newcomers resolved some of their conflicts by living in different areas of the city. Eventually, the Americans concentrated their numbers in new uptown neighborhoods. For a certain period (1836-1852), they even ran separate municipal governments to avoid severe political, economic, and cultural clashes. Evidence of this early cleavage still survives in the city’s oldest quarters.

During the infamous Atlantic slave trade, thousands of Muslims from the Senegambia and Sudan were kidnapped or captured in local wars and sold into slavery. In America, these same Muslims converted other Africans and Amerindians to Islam. As the great Port of New Orleans was a major point of entry for merchant ships, holds bursting with human, African cargo, the Port was also, unbeknownst to many, a major point of entry for captured Muslims (most often prisoners of local wars) who certainly brought with them their only possession unable to be stripped from them by their captors, their religion, Islamic. The historical record of shipping manifests attests to the fact that the majority of slaving merchant vessels that deposited their goods at the mouth of the Mississippi took on their cargoes from those areas of West Africa with significant Muslim population. As the Islamic belief system forbids suicide and encourages patient perseverance, the middle-passage survival rate of captured African Muslims was quite high.

For example, one such courageous survivor was Ibrahima Abdur Rahman, son of the king of the Fulani people of the Senegambia region, named “The Prince” by his master Thomas Foster of Natchez, Mississippi. Abdur Rahman came through the Port of New Orleans, was sold at auction and became a man of renown on the Foster Plantation. He eventually petitioned his freedom via President John Quincy Adams and returned to Africa after 46 years of enslavement. Free People of Color (f.p.c.) were Africans, Creoles of Color (New World-Born People of African descent), and persons of mixed African, European, and or Native American descent. In Louisiana, the first f.p.c. came from France or its Colonies in the Caribbean and in West Africa.

During the French Colonial period in Louisiana, f.p.c. were a rather small and insignificant group. During French rule from 1702-1769, there are records for only 150 emancipations of slaves. The majority of slaves freed in Louisiana’s Colonial period was during the Spanish reign from 1769-1803, with approximately 2,500 slaves being freed. The majority of these slaves were Africans and unmixed Blacks who bought their freedom.

Later on this initial group would be augmented by Haitian refugees and other f.p.c. from the Caribbean, Mexico, Central and South America, other parts of the United States, and from around the world. Besides self-purchase …

History

Reading, writing and arithmetic, these three subjects are the basic outline for American schools. In those subjects, where does history fit in? Some believe that teachers avoid history because of how corrupt America’s has been. James W. Loewen, author of Lies My Teacher Told Me, says, “Parents may feel undermined when children get tools of information not available to adults and use them in ways that seem to threaten adult-held values.” (Loewen 296.) The adults had to learn the same false history children are being taught today. By teaching children the truth about history, are adults risking the authority they hold along with adult-held values?
“Learning social studies is to no small extent, learning to be stupid.” (LMTTM 298.) What happens when history teachers and textbooks lie? Not only will the children grow up to be uneducated, but they’ll continue to teach the same lies to their own children. The excuse most teachers use, according to Loewen, is they “feel they are supposed to defend and endorse America.” (LMTTM 289.) If teachers told students about Woodrow Wilson being racist, Columbus forcing Indians into slavery, or how the FBI worked against the civil rights movement then children would be too aware of how the world works. Is this necessarily a bad thing? No, because the truth is always better than a lie, regardless of how ugly it may be. In order to be a truly good American, children must learn this country’s true history.
“History despite it’s wrenching pain, cannot be unlived, and if faced with courage, need not be lived again.” (LMTTM 137.) If students are educated with our past, then they’ll learn from the mistakes that were made. A great deal of my eighth grade year was spent on the Holocaust. Not only was it taught in history class, but also in my English and class. I even had the pleasure of meeting two survivors from Auschwitz, a Nazi concentration camp. The teachers made it clear to us that the reason so much time was spent on the Holocaust was to prevent it from happening to our generation. They believed that if they showed us how wrong it was, we’d keep it from happening to us. This is why the truths of history should always be taught in American schools. If children never learn about the horrors that make up a great deal of America’s history, then they are in danger of repeating those same horrors.
Another thing bad about lying to students regarding America’s history, is the hypocrisy of it all. “On one hand, they describe a country without repression, without real conflict. On the other hand, they obviously believe that we need to lie to students to instill in them love of country. But if the country is so wonderful, why must we lie?” (Loewen 296.) Just the fact that the teachers and textbooks are lying at all shows how truly corrupt America can be. How can adults be worried about losing authoritative power when the authority is having a negative influence on America’s future leaders? As far as values go, what kinds of values include educating America’s youth with lies?
When it comes to worrying about losing adult-held values and authority, adults are selfishly thinking about the wrong thing. Whether it’s math, English, literature, or even history, lies should never be part of the lesson plan. Teachers and parents must be honest with children, or there is the possibility of history repeating itself. If the lies regarding American history continue to be taught, then the truth will be lost. Even if America’s history is full of corruption, it is still America’s history. What’s the point of having history class if the true history isn’t being taught?Words
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