|
|
|
Item Details
Title:
|
CLASS CONFLICT, SLAVERY, AND THE UNITED STATES CONSTITUTION
|
By: |
Staughton Lynd (Editor), Robin L. Einhorn (Foreword) |
Format: |
Hardback |
List price:
|
£49.00 |
We currently do not stock this item, please contact the publisher directly for
further information.
|
|
|
|
|
ISBN 10: |
0521114845 |
ISBN 13: |
9780521114844 |
Publisher: |
CAMBRIDGE UNIVERSITY PRESS |
Pub. date: |
24 August, 2009 |
Edition: |
2nd Revised edition |
Pages: |
310 |
Description: |
This second edition of Class Conflict, Slavery, and the United States Constitution revisits one of the first studies to identify the importance of slavery to the founding of the American Republic. |
Synopsis: |
First published in 1967, Class Conflict, Slavery, and the United States Constitution was among the first studies to identify the importance of slavery to the founding of the American Republic. Provocative and powerful, this book offers explanations for the movements and motivations that underpinned the Revolution and the Early Republic. First, Staughton Lynd analyzes what motivated farm tenants and artisans during the period of the American Revolution. Second, he argues that slavery, and a willingness to compromise with slavery, were at the center of all political arrangements by the patriot leadership, including the United States Constitution. Third, he maintains that the historiography of the United States has adopted the mistaken perspective of Thomas Jefferson, who held that southern plantation owners were merely victimized agrarians. This new edition reproduces the original Preface by Edward P. Thompson and includes a new Afterword by Robin Einhorn that examines Lynd's arguments in the context of forty years of subsequent scholarship. |
Illustrations: |
maps |
Publication: |
UK |
Imprint: |
Cambridge University Press |
Returns: |
Returnable |
|
|
|
|
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|