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“Eating German, the American Way” explores how and why the mayonnaise-based potato salad came to be a staple of American culinary tradition. It examines how native-born Americans and German immigrants in the nineteenth century identified themselves based on their culinary traditions and what they ate and how the interactions between, and accessibility of, those traditions created a new identity based on the sharing of recipes as the two groups mingled and assimilated to each other. It uses food as a way to understand the processes of assimilation by defining the distinctions between the two groups based on their separate repertoire of recipes, looking at the obstacles to the adoption of ingredients or techniques, and engaging with the primary sites of contact that facilitated the mixing of the cuisines to create a shared culinary identity. Cookbooks are used to establish the boundaries which defined German and American cuisine and introduce the first obstacle to be overcome, the language barrier. Magazines removed the language barrier and created the opportunity for more direct interaction between readers from both traditions, but also introduced another obstacle in the perceptions and preconceptions each group had regarding the other. Changes in the understanding of diet and nutrition in the closing decades of the century introduced another obstacle as attempts to standardize and control what Americans ate limited or excluded the contributions of immigrant groups and the language of control and standardizations reinforced preconceptions and the effects of “othering.” Restaurants and ethnic groceries functioned as the sites of direct contact, exposing native-born Americans to the food offerings of German immigrants, and providing direct access to both complete dishes and the ingredients needed to recreate them at home. As native-born Americans and German immigrants interacted and overcame these obstacles, they shared the recipes that defined them and created a new definition of what it meant to eat American food and a new identity as American eaters.

Student participation in online courses has been growing steadily for the past decade, and the trend appears to continue the growth in this form of instructional delivery method for the foreseeable future (iNACOL, 2012). To date, little research exploring student success rates exists in the social studies. This particular study was conducted to examine what differences, if any, existed in the End-Of-Course (EOC) scores of 11th grade United States history students who took the course in a traditional, face-to-face format versus students who took the same course online through Florida Virtual School. For this study, proper permission was received from all interested parties, and a sample of 9,339 End of Course (EOC) examinations were taken from 36 high schools in a large, urban school district in Central Florida. All identifiable data were scrubbed from the sample. Due to the extremely small sampling of online students, the One-Sample Wilcoxon test was used on four research questions to compare students in the traditional, face-to-face versus online format and based on ethnicity, gender, and free-and-reduced lunch status. Overall, none of the One-Sample Wilcoxon tests indicated the presence of a significant difference among any subgroup-overall, White, non-White, female, male, high socioeconomic status, or low socioeconomic status. Therefore, none of the null hypotheses presented were rejected. Recommendations included replicating the study on a broader scale and conducting a qualitative study to examine the characteristics of online students, their similarities and differences, to those of students who attend class in a face-to-face format.

This research looks at the narrative of Abraham Lincoln as the Great Emancipator versus the Evolving Emancipator. The goal of this thesis is to contribute to the narrative of the Evolving Emancipator and show an imperfect man who achieved this action after trials and tribulations.This has been achieved by examining letters and other primary sources to fully understand the scope of Lincoln’s sentiments regarding slavery. My research shows a man who acknowledged slavery because it was sanctioned by the law. He recognized the rights of slave owners, both to retain their slaves and to have fugitive slaves returned, as they were clearly guaranteed in the Constitution. My thesis aims to accurately represent a man with conflicting thoughts who at the end of the day was sensible about his time, but through extensive pressure finally found his conviction with his prime goal being to unite his nation once more. By providing analyses of primary sources, like his letters to Horace Greeley and his draft of the Emancipation Proclamation, I was able to garner an account of Abraham Lincoln’s adaptability to the social, political and economic changes during his presidency and decision to issue the Emancipation Proclamation. There is no shortage of data on the subject at hand and through primary and secondary sources I was able to collect a copious amount of details for my thesis. The sources used for this study effectively give a well-rounded idea of the era’s current events that helped formulate and add to my research.

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"As the American Civil War was brought to a close in April, 1865, the entire nation was plunged into an era which was characterized by unrest and turmoil. The North had before it the task of reconstructing the former Confederate states so that they would be able to resume their former positions in national councils, while the South was called on to adjust to a way of life which was drastically different. In military District Five, formed as a result of congressional control, as in the rest of the South, continued post-war controversy has tended to becloud appraisals of the period of military reconstruction. A fair evaluation requires examination of the primary sources inasmuch as secondary works on the era have continued to reflect sectional viewpoints. Such an evaluation reveals the need for a comprehensive re-interpretation of the entire era of military control of reconstruction under the congressional plan. This analysis of military government in District Five represents such a re-interpretation of one area of the post-war South."-- leaf iii.

It is the purpose of this thesis to define wherein the social order of the South was disrupted, --- the conditions that brought about such a sweeping transformation of social structures --- and to show the growth of new social attitudes and practices evolving from the chaotic dismemberment of the old. Although primary significance is placed upon changes in the social order, it is necessary to consider certain political and economic trends that were interwoven into the fabric of social life during Reconstruction --- factors influencing, determining, or evolving from, social changes. In the first chapter is sketched briefly the ante-bellum society of the South, and in following chapters is shown the evolution of social culture during the first twelve years following the Civil War.

Unitarian preacher and Union Army officer Liberty Billings arrived in Florida in 1863 with the First South Carolina Volunteer Infantry. Billings settled in Fernandina and became active in Florida Reconstruction politics as a Radical Republican. Most ot the rhetoric regarding Billings focuses on his participation in the 1868 Florida Constitution Convention even though he went on to be State Senator and an influential citizen in Fernandina. This thesis examines the life of Liberty Billings focusing on events preceding and following the Convention. In doing so, it argues that Billings' participation in Reconstruction politics derived from his experiences prior to the Civil War as did his transition from emancipationist to reconciliationist. By examining the earlier years of Billings' life as well as the evidence of his campaigns during 1867, his term as State Senator and Supreme Court cases, it will be demonstrated that Billings abandoned racial equality for class supremacy. / by Rhonda V. Asarch. / Thesis (M.A.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.