Expansion and Migration
Americans quickly settled west of the Appalachians
1810: 1/7 of the population
1840: 1/3 of the population
Several new states such as Ohio, Kentucky (Daniel Boone), and Tennessee
Fresh from his victory in New Orleans, General Andrew Jackson occupied part of Florida
Fur trading and farming led families farther
Native Americans
Policies toward natives change often in American history
In the early 1800s, the US government thought pushing natives westward was the best solution
--Savage
--Un-American
--Unable to adapt
Treaties signed between the US and natives either bought native land or guaranteed a native homeland elsewhere
The American System at work
National Road and other improved routes usually required tolls
River transportation: flatboats and steamboats
Robert Fulton's invention allowed boats to go upstream
Canals
Erie Canal connected the Atlantic to the West via the Great Lakes
Later replaced by steam-powered railroads
Election of 1824
Technically, Andrew Jackson was elected three times in a row
The Election of 1824 had four front runners
The House votes for President out of the top three candidates
“Corrupt Bargain:”
Henry Clay ran but came in fourth
Clay campaigned for John Quincy Adams in Congress
Adams won and picked Clay to be Secretary of State
Election of 1828
JQ Adams supported unpopular issues, such as the expansion of the federal government during a bad economy
By 1826, voters had elected more Jackson-like Congressmen
Jackson used big rallies, parties, and personality to gain votes
Jackson was the first president from the “West,” a military hero and self-made man
Jackson Administration Highlights
Openly supported the Spoils System
Replaced his cabinet within two years
Nullification:
An extreme reaction to “states' rights” debate
Belief that individual states can nullify (cancel) federal law
Southern states were upset about tariffs and anti-slavery laws
Written by John Calhoun, the Vice President. Jackson replaced him with Martin Van Buren, who helped his campaign for 1828
National Bank
Even with a National Bank, the US had depressions, recessions, and panics.
Republicans (Jeffersonians) used to be against the Bank, and many blamed the bank for all financial problems
“An obvious and telling objection to the Bank was simply that it possessed great power and privilege without being under popular control” (257)
Jackson vetoed the Bank's new charter
Whigs respond
Jackson placed US money in state banks
State banks then gave out risky loans
More money circulated, causing inflation
Bank of the US started calling in loans to retaliate, leading to a recession
Henry Clay tried to censure Jackson
Said pulling money out of the Bank was unconstitutional
Refused to confirm Jackson's secretary of the treasury
Those who censured Jackson evolved into the Whig party
“Whigs”
Name comes from an old English party who opposed royal power
Against Jackson's banking policies
Socially conservative
Anti-Masonry
Wanted traditional morals to be laws (Sabbath)
Mostly Protestant
Pro-States' Rights
“Positive liberal state:”
Government should support business that would help improve the economy
Democrats: “Negative liberal state” laissez-faire
Van Buren
Jackson picked long-time supporter Martin Van Buren to run for president
Whigs: South. Democrats (Jeffersonian Republicans): South and North
Quickly, the economy falls apart. Van Buren is blamed
William Henry Harrison, “Tippecanoe,” is elected next. He was the only Whig to win a presidency
“Second Party System”
Democracy in America
White America evolved into a distinct, egalitarian culture separate from Europe
No inherited social status
“equality of opportunity” (e.g. Jackson)
Similar dress and speech in all classes
Politicians and church leaders needed to impress the public to keep power
“Popular sovereignty”
1st Amendment rights lead to better journalism and open debate. Literacy rises
Romanticism emphasizes everyday life
Democracy
In the early 1800s, “democracy” meant that all public institutions were ruled by the people
More state electors were chosen by popular vote
Percentage of voters tripled for Presidential elections
Interesting campaigns
Real differences in political parties
Economic Panic of 1819 made more people debate government policy
Money was hard to come by
Tuesday, September 30, 2008
Tuesday, September 23, 2008
Notes from September 23
Mechanization
Cotton did not come from Europe. Europeans developed machines to process cotton fibers into fabrics
Instead of buying cloth from foreign countries, Europeans saved money by only buying the fiber
Cotton plantations in America thrived, supporting the slave system
Eli Whitney invented the cotton gin, making cotton production economical in other parts of America
Spinning Jenny
Water Frame – led to cotton mills
Cotton Gin – removes seeds
More terms
Laissez-faire (French) “let them do”
Term from Adam Smith's The Wealth of Nations
Smith believed people should have the freedom to create their own wealth
“Invisible hand”
Also by Smith. He believed the free marketplace would make society better by itself, without the need for government intervention
New markets (stocks, bank loans) were more risky but had fewer restrictions. More profit could be made
In reality, the rich were able to invest and make more money, but the poor still had no capital
Key Terms
Democracy:
A political system were citizens can vote to pass legislation
Republic:
A system of voting for representatives to vote for your best interests in a government body
Federal:
A strong central government has the final say over all jurisdictions
Confederacy:
A loose connection of states with relative autonomy, held together
Key Terms 2
Federalists:
Supported the strong central government in the Constitution
The Federalist Papers were written by James Madison, John Jay, and Alexander Hamilton to get New York to ratify the Constitution
Antifederalists:
Worried that a strong central government would take away rights from the people and become despotic like a monarch
Usually poorer and more rural than the more aristocratic Federalists
Many only supported the Constitution with the promise of a Bill of Rights in the future
Federalists
Washington's Secretary of the Treasury
Alexander Hamilton was a self-made aristocrat
He thought that those who were successful deserved the benefits of their hard work
Considered Britain to be most similar to the US and encouraged a stronger relationship with them
Feared that with too much power, the public would give into temporary panics
National stability would come from wealthier, more intelligent people
Jefferson
Washington's Secretary of State
Born to a wealthy, plantation-owning family
Spent time in France and admired their people's own fight for equal rights
Believed that wealthy and greedy people contributed to corruption in government
Feared that with too much power, the rich and the government would again oppress Americans
National stability would come from the will of the people, not the actions of a select few
“Jeffersonians” became “Republicans” then “Democrat-Republicans” then “Democrats”
Financial Aid
US had to pay for the Revolutionary War. States held most of the debt
Hamilton suggested the federal government would absorb the states' debts
Centralize the economy
Give economic weight to the federal government
Paying off debt would increase the value of the dollar and allow other countries to trust us with their investments
Hamilton also wanted a central Bank of the United States to sell bonds and encourage economic growth
Detractors to Hamilton
Madison thought a Bank would encourage corruption
Jefferson knew the Bank would help the rich become richer and increase federal power
And anyway, a National Bank isn't mentioned in the constitution
Hamilton: the Constitution has implied powers that enable the government to execute foregoing powers. Washington eventually agreed
“Loose interpretation” of the Constitution
Jefferson and Madison helped defeat other plans for economic development
Summary:
“The Republicans (Jeffersonians) advocated states' rights, strict interpretation of the Constitution, friendship with France, and vigilance against 'the avaricious, monopolizing Spirit of Commerce and Commercial Men.'
“The Federalists urged a strong national government, central economic planning, closer ties with Great Britain, and maintenance of public order, even if that meant calling out federal troops.”
Foreign Affairs
Great Britain still occupied foreign outposts in American land, blocked the US from trading in some countries, and even kidnapped American sailors to make them work on British ships
The French Revolution had popular support in the US, but it quickly devolved into violent anarchy
1793: France declares war against Great Britain (again). Whose side should we be on?
Neutrality: US decided not to take sides
Jefferson wanted to give France special privileges
Hamilton wanted Britain to be “appeased”
"Nothing is more essential than that permanent, inveterate antipathies against particular nations, and passionate attachments for others, should be excluded; and that, in place of them, just and amicable feelings towards all should be cultivated. The nation which indulges towards another an habitual hatred, or an habitual fondness, is in some degree a slave. It is a slave to its animosity or to its affection, either of which is sufficient to lead it astray from its duty and its interest. Antipathy in one Nation against another disposes each more readily to offer insult and injury, to lay hold of slight causes of umbrage, and to be haughty and intractable, when accidental or trifling occasions of dispute occur. Hence frequent collisions, obstinate, envenomed, and bloody contests. The peace often, sometimes perhaps the Liberty . . . of nations has been the victim." --George Washington's Farewell Address
John Jay
Early ambassador and diplomat
With Spain, Jay negotiated a treaty that wouldn't let the US navigate the Mississippi River for 25 years
With Britain, Jay could not get them to accept the US's neutral position or stop taking US sailors
France despised Jay's Treaty and wouldn't even talk to US representatives. In retaliation, they started taking American ships
XYZ Affair: 3 French agents asked for bribes so the US could talk to the French government
Quasi-War: undeclared war between US, France
Alien and Sedition Acts
John Adams, a Federalist, became President after Washington
Can the government limit free speech, especially during wartime?
Should the US deport people from countries they are at war with?
Should we restrict the ability for new immigrants to become citizens?
Should the US punish Americans who criticize the government and its leaders?
Matthew Lyon : Sedition Act of 1798 :: Eugene V. Debs : Sedition Act of 1918
Moving West
Americans began to form regional identities: Southern, Northern, Western
Regionalists identified with geography, way of life, and opinions on states' rights/slavery
North: produced livestock, grains
South: tobacco, rice, cotton
West: just beginning to farm corn and other staples
Population increased greatly in coastal cities and new western territories
Jefferson
Elected President in 1800, Jefferson and the Republicans had several goals
Reduce the size of government and the national debt
Repeal the Alien Acts
Promote peaceful international relations
Promote strict interpretation of the Constitution
Support states' rights
Jefferson was bound by the legacies of previous Presidents
Political patronage put Federalists in government jobs
Belief in strong, central government kept offices and the military large
Jefferson became less idealistic and more pragmatic
Louisiana Purchase
In 1800, Spain gave Louisiana to Napoleon
US wanted New Orleans for shipping and transportation
Jefferson thought expansion was inevitable but wanted to avoid war
Jefferson worried about his strict interpretation of the Constitution. Can he buy land?
Since Louisiana contained former French and Spanish settlers, Jefferson appointed government officials, NOT allowing elections
Lewis & Clark were hired to explore the Purchase
International Problems
Pirates! Jefferson refused to succumb to extortion
Defeating the Barbary States when European nations did not earned Jefferson more popularity
France declared war on Britain in 1803. The British were able to fight them off
Continuing neutrality, US profited off of both sides with “broken voyages”
Britain increased its impressment of US sailors, forbid neutral commerce
Like John Jay, another treaty was drawn up, but it did not address important US-British issues
The US was too weak for war or embargoes
Marbury v. Madison (1803)
Marbury was a justice of the peace appointed by President Adams, a Federalist
Jefferson's Secretary of State, Madison, would not provide the commission papers, saying the job was not needed
Chief Justice Marshall:
The Judiciary Act that gave Marbury his job was unconstitutional
The Supreme Court has the right to decide whether acts of Congress are Constitutional
Fletcher v. Peck: The Supreme Court also has the power to rule the constitutionality of state laws
Slavery
Not cool
Remember the 3/5 Compromise? The Founding Fathers could not agree over slavery
The Constitution banned any change in slave laws for 20 years
Jefferson banned the importation of slaves starting in 1808. Slaves could still be owned and traded internally
Britain banned the slave trade in 1807. “The Royal Navy captured American slave smugglers off the coast of Africa . . . the British explained that they were merely enforcing the laws of the United States.”
President Madison
A Republican and Jefferson's Secretary of State
Britain and France did not respect US neutrality
Meanwhile, the US expanded westward into Indian lands. Natives had to get help from the British to defend themselves
Americans began seeing Britain as a military threat
Americans elected “War Hawks” to Congress that threatened to take Canada
By taking Canada, Madison could get Britain to negotiate over impressment and neutrality, and get lots of free maple syrup
War of 1812 - Stalemate
Just like the Revolution, the US military was underfunded, undermanned, and poorly trained
The US burned York (now Toronto)
Britain burned Washington, DC
Britain also took over Fort Niagara and marched to Buffalo, setting it on fire
The US Army set up headquarters in Batavia to reorganize
US had some naval successes and won the Battle of New Orleans, but that was after the war ended
Neither the US or Britain gained from the war
Cotton did not come from Europe. Europeans developed machines to process cotton fibers into fabrics
Instead of buying cloth from foreign countries, Europeans saved money by only buying the fiber
Cotton plantations in America thrived, supporting the slave system
Eli Whitney invented the cotton gin, making cotton production economical in other parts of America
Spinning Jenny
Water Frame – led to cotton mills
Cotton Gin – removes seeds
More terms
Laissez-faire (French) “let them do”
Term from Adam Smith's The Wealth of Nations
Smith believed people should have the freedom to create their own wealth
“Invisible hand”
Also by Smith. He believed the free marketplace would make society better by itself, without the need for government intervention
New markets (stocks, bank loans) were more risky but had fewer restrictions. More profit could be made
In reality, the rich were able to invest and make more money, but the poor still had no capital
Key Terms
Democracy:
A political system were citizens can vote to pass legislation
Republic:
A system of voting for representatives to vote for your best interests in a government body
Federal:
A strong central government has the final say over all jurisdictions
Confederacy:
A loose connection of states with relative autonomy, held together
Key Terms 2
Federalists:
Supported the strong central government in the Constitution
The Federalist Papers were written by James Madison, John Jay, and Alexander Hamilton to get New York to ratify the Constitution
Antifederalists:
Worried that a strong central government would take away rights from the people and become despotic like a monarch
Usually poorer and more rural than the more aristocratic Federalists
Many only supported the Constitution with the promise of a Bill of Rights in the future
Federalists
Washington's Secretary of the Treasury
Alexander Hamilton was a self-made aristocrat
He thought that those who were successful deserved the benefits of their hard work
Considered Britain to be most similar to the US and encouraged a stronger relationship with them
Feared that with too much power, the public would give into temporary panics
National stability would come from wealthier, more intelligent people
Jefferson
Washington's Secretary of State
Born to a wealthy, plantation-owning family
Spent time in France and admired their people's own fight for equal rights
Believed that wealthy and greedy people contributed to corruption in government
Feared that with too much power, the rich and the government would again oppress Americans
National stability would come from the will of the people, not the actions of a select few
“Jeffersonians” became “Republicans” then “Democrat-Republicans” then “Democrats”
Financial Aid
US had to pay for the Revolutionary War. States held most of the debt
Hamilton suggested the federal government would absorb the states' debts
Centralize the economy
Give economic weight to the federal government
Paying off debt would increase the value of the dollar and allow other countries to trust us with their investments
Hamilton also wanted a central Bank of the United States to sell bonds and encourage economic growth
Detractors to Hamilton
Madison thought a Bank would encourage corruption
Jefferson knew the Bank would help the rich become richer and increase federal power
And anyway, a National Bank isn't mentioned in the constitution
Hamilton: the Constitution has implied powers that enable the government to execute foregoing powers. Washington eventually agreed
“Loose interpretation” of the Constitution
Jefferson and Madison helped defeat other plans for economic development
Summary:
“The Republicans (Jeffersonians) advocated states' rights, strict interpretation of the Constitution, friendship with France, and vigilance against 'the avaricious, monopolizing Spirit of Commerce and Commercial Men.'
“The Federalists urged a strong national government, central economic planning, closer ties with Great Britain, and maintenance of public order, even if that meant calling out federal troops.”
Foreign Affairs
Great Britain still occupied foreign outposts in American land, blocked the US from trading in some countries, and even kidnapped American sailors to make them work on British ships
The French Revolution had popular support in the US, but it quickly devolved into violent anarchy
1793: France declares war against Great Britain (again). Whose side should we be on?
Neutrality: US decided not to take sides
Jefferson wanted to give France special privileges
Hamilton wanted Britain to be “appeased”
"Nothing is more essential than that permanent, inveterate antipathies against particular nations, and passionate attachments for others, should be excluded; and that, in place of them, just and amicable feelings towards all should be cultivated. The nation which indulges towards another an habitual hatred, or an habitual fondness, is in some degree a slave. It is a slave to its animosity or to its affection, either of which is sufficient to lead it astray from its duty and its interest. Antipathy in one Nation against another disposes each more readily to offer insult and injury, to lay hold of slight causes of umbrage, and to be haughty and intractable, when accidental or trifling occasions of dispute occur. Hence frequent collisions, obstinate, envenomed, and bloody contests. The peace often, sometimes perhaps the Liberty . . . of nations has been the victim." --George Washington's Farewell Address
John Jay
Early ambassador and diplomat
With Spain, Jay negotiated a treaty that wouldn't let the US navigate the Mississippi River for 25 years
With Britain, Jay could not get them to accept the US's neutral position or stop taking US sailors
France despised Jay's Treaty and wouldn't even talk to US representatives. In retaliation, they started taking American ships
XYZ Affair: 3 French agents asked for bribes so the US could talk to the French government
Quasi-War: undeclared war between US, France
Alien and Sedition Acts
John Adams, a Federalist, became President after Washington
Can the government limit free speech, especially during wartime?
Should the US deport people from countries they are at war with?
Should we restrict the ability for new immigrants to become citizens?
Should the US punish Americans who criticize the government and its leaders?
Matthew Lyon : Sedition Act of 1798 :: Eugene V. Debs : Sedition Act of 1918
Moving West
Americans began to form regional identities: Southern, Northern, Western
Regionalists identified with geography, way of life, and opinions on states' rights/slavery
North: produced livestock, grains
South: tobacco, rice, cotton
West: just beginning to farm corn and other staples
Population increased greatly in coastal cities and new western territories
Jefferson
Elected President in 1800, Jefferson and the Republicans had several goals
Reduce the size of government and the national debt
Repeal the Alien Acts
Promote peaceful international relations
Promote strict interpretation of the Constitution
Support states' rights
Jefferson was bound by the legacies of previous Presidents
Political patronage put Federalists in government jobs
Belief in strong, central government kept offices and the military large
Jefferson became less idealistic and more pragmatic
Louisiana Purchase
In 1800, Spain gave Louisiana to Napoleon
US wanted New Orleans for shipping and transportation
Jefferson thought expansion was inevitable but wanted to avoid war
Jefferson worried about his strict interpretation of the Constitution. Can he buy land?
Since Louisiana contained former French and Spanish settlers, Jefferson appointed government officials, NOT allowing elections
Lewis & Clark were hired to explore the Purchase
International Problems
Pirates! Jefferson refused to succumb to extortion
Defeating the Barbary States when European nations did not earned Jefferson more popularity
France declared war on Britain in 1803. The British were able to fight them off
Continuing neutrality, US profited off of both sides with “broken voyages”
Britain increased its impressment of US sailors, forbid neutral commerce
Like John Jay, another treaty was drawn up, but it did not address important US-British issues
The US was too weak for war or embargoes
Marbury v. Madison (1803)
Marbury was a justice of the peace appointed by President Adams, a Federalist
Jefferson's Secretary of State, Madison, would not provide the commission papers, saying the job was not needed
Chief Justice Marshall:
The Judiciary Act that gave Marbury his job was unconstitutional
The Supreme Court has the right to decide whether acts of Congress are Constitutional
Fletcher v. Peck: The Supreme Court also has the power to rule the constitutionality of state laws
Slavery
Not cool
Remember the 3/5 Compromise? The Founding Fathers could not agree over slavery
The Constitution banned any change in slave laws for 20 years
Jefferson banned the importation of slaves starting in 1808. Slaves could still be owned and traded internally
Britain banned the slave trade in 1807. “The Royal Navy captured American slave smugglers off the coast of Africa . . . the British explained that they were merely enforcing the laws of the United States.”
President Madison
A Republican and Jefferson's Secretary of State
Britain and France did not respect US neutrality
Meanwhile, the US expanded westward into Indian lands. Natives had to get help from the British to defend themselves
Americans began seeing Britain as a military threat
Americans elected “War Hawks” to Congress that threatened to take Canada
By taking Canada, Madison could get Britain to negotiate over impressment and neutrality, and get lots of free maple syrup
War of 1812 - Stalemate
Just like the Revolution, the US military was underfunded, undermanned, and poorly trained
The US burned York (now Toronto)
Britain burned Washington, DC
Britain also took over Fort Niagara and marched to Buffalo, setting it on fire
The US Army set up headquarters in Batavia to reorganize
US had some naval successes and won the Battle of New Orleans, but that was after the war ended
Neither the US or Britain gained from the war
Monday, September 22, 2008
Notes from September 16
Mary Jemison of Letchworth lived in the Genesee Valley with the Seneca nation from her capture at 15 until her death at age 90.
Taken during the French and Indian War, Jemison replaced a brother taken in battle (203)
Natives killed and captured out of revenge for previous actions against them
Captured people took on the role of deceased persons: in family life, occupation, and status
Gender and age did not matter, only willingness to participate in the tribe
Expectations for the new citizen matched the tribe's perceptions of deceased persons
Was forced to marry an Indian, though this appears very rare (204)
Axtell suggests Jemison may have married willingly
Natives persuaded the captured to stay by good acts and equal treatment towards them, not compulsion
Rape and other acts were extremely discouraged. Those guilty of rape were judged by the community
Taken when she was 15, and did not fully assimilate for 3-4 years. (208)
“If I had been taken in infancy, I should have been contented in my situation.”
The older the captive, the harder it was to learn culture
The younger the captive, the easier it was learn language and customs, and forget their white background
The Senecas were “diligent in teaching me their language; and to their great satisfaction I soon learned that I could understand it readily, and speak it fluently.” (209)
Captives were quickly placed in families and “trained” for life in the tribe
By spending time with her “sisters,” Jamison learned basic housekeeping and farming skills, and even advise in finding a spouse
Working as an Indian woman “was not severe . . . probably not harder than that of white women” (211)
Almost no oversight by others, including men
Worked with children around them
Summer: planting and harvesting
Hunting: dressing and preserving meat, treating skins for use
“The moral character of the Indians was . . . uncontaminated.” (211)
Loyal to spouses
Honest
Promoted chastity
Both men and women spent time teaching values to their children
A better example of moral living than white settlers? More Christian than the Christians?
Men, Women, Alcohol
Excessive drinking amongst natives led to:
Injury
Fights
Poor trade decisions
Poverty
Temperance and reorganization
Christian Indians
American missionaries
Prophets and spiritual leaders
The US Government wanted to “civilize” natives. Alcoholism was “uncivilized,” therefore trade must be stopped
Women
Alcohol trade represented and altered female roles in native life
Women held roles in native governments, allowing them to control trade
Women were “go-betweens” bringing liquor from the market to home
Women controlled food production, including grains making alcohol
As time progressed, male-dominated Americans traded with native men instead
Why drink?
Delicious
Drunkenness used in mourning rituals
A gateway to the spiritual world
In some nations alcohol used for dowries
Europeans used liquor to attract traders, then to get the best deal out of them.
Alcohol was increasingly used as currency: 60%-90% of fur trade done in liquor
Gift-giving for trade
Encouraged Indians “to hunt and pay their debts”
White drinking
Whites appeared to have a higher tolerance: “the art of getting drunk”
Whites consumed five times more liquor, but in moderation
Indians drank alcohol until it was gone, a process that could take an entire tribe and several days
Drinking became associated with poor immigrants, crime, and secularism
US banned alcohol trade to Indians in 1802
Missionaries
Christian revival movements entered the frontier, emphasizing temperance
Indian prophets had similar motives and practices
Indian prophets were mostly men, the liquor trade controlled mostly by Indian women
“Backsliding” led to social failures, deaths (6x)
Conversions and temperance revivalists tempered the political and economic agency of native women
Handsome Lake was a prophet and temperance advocate for the Iroquois; thought alcohol should be for whites only
Beate of the Delawares pushed reforms
Female respected by some leaders
Also accused of witchcraft
Many women pushed for traditional values
Harder because she's a woman?
“Perhaps the liquor trade continued because alcohol provided many Indians with something that the government could not: a sense of power or a fleeting respite from their troubles” (447)
After Independence
Oh, crap, now what do we do?
How do we preserve a republican democracy when others have failed?
Should religion be involved with politics?
How much freedom should people have? How much a part should government be in everyday life?
Should we have a head executive? How can we prevent him from acting like a king?
How can we keep an aristocracy from taking over?
What about slavery?
Attempts at equality
Laws of primogeniture and entail abolished
Fewer property requirements for voting
No titles of nobility
Certain churches could not receive tax benefits
Abolitionist societies are founded, especially by Northern Christian groups
Society for the Relief of Free Negroes
Manumission Society
Vermont and other Northern States restrict or abolish slave owning.
Women's Rights
"We have been told that our struggle has loosened the bonds of government everywhere; ... that Indians slighted their guardians, and negroes grew insolent to their masters. But your letter was the first intimation that another tribe, more numerous and powerful than all the rest, were grown discontented." --John Adams to Abigail Adams
Land West of the Appalachians
Several states claimed their borders stretched to the Pacific Ocean (Virginia, Massachusetts)
Smaller states wouldn't even ratify a constitution
In order to pass the Articles of Confederation, smaller states gave up claims to the federal government
For years, territories had problems with squatters
Would not pay taxes
Disputed land claims
Violence
Pushing out natives
Influencing voting patterns
Articles of Confederation
Approved in 1777, while still at war with Britain
Heavily restricted federal authority
States only had one vote in Congress. Amendments had to be unanimous to pass
Congress could not tax states, but only ask for “requisitions”
Government was locally powerful, decentralized, weak, and poor
Many states printed their own money to pay off war debts, rapidly increasing inflation
Ratified in 1781
Land Ordinances
The first Ordinance, 1784:
Western lands would be split up. Once populated, they could earn statehood
Land Ordinance of 1785:
Government would sell blocks of western land, leaving aside space for public use and for school
Northwest Ordinance, 1787
Solidified numbers of settlers needed for statehood and defined territorial governments
Gave specific freedoms to settlers and outlawed slavery
Basically the only good thing the Articles of Confederation ever did
Holland Land Company
Massachusetts originally claimed this land, though it was disputed by the native inhabitants
Robert Morris bought the land claim from Mass.
A group of investors in the Netherlands bought the claim from Morris
Immediately signed agreements with the native Americans
Immediately began surveying and selling tracts of land
Batavia was the county seat and site of the land office
Unlike government land, there were few restrictions on parcel size and payment
State Governments
Just like the federal government hastily wrote the Articles of Confederation, so too did states write their constitutions
Single written documents, like colonial charters
Explicit definitions of the rights of citizens
Explicit definitions of the powers of leaders
Gave most powers to legislatures, not executives
Two houses versus one house
In Massachusetts, a special convention of non-legislators were picked to write their constitution
Weak Central Government
Fearing tyranny, the writers of the Articles made sure the federal government had limited powers
Printed federal money was used as well as colonial money; most of it was all worthless
US needed to pay for the Revolution but Congress could not collect taxes. Attempts to pass tax laws failed
Citizen groups banded together to protest any attempt at taxation or legal control
The border with Spain was unresolved
No national capital, no regular Congress
Shay's Rebellion, 1787
Daniel Shay was a Revolutionary War veteran
In Massachusetts, war debt meant the state had to keep raising taxes on farmers
Taxes were so high, poorer farmers had to sell their land
At the time, selling off your land also meant you lost the right to vote
Shay's men aimed to shut down the courts that confiscated their land
Shay was executed for treason. National leaders realized stronger laws were neccessary
2 Thoughts on Shay
Washington: "We are fast verging toward anarchy and confusion"
Jefferson: “A little rebellion now and then is a good thing. …God forbid we should ever be twenty years without such a rebellion. . . . The tree of liberty must be refreshed from time to time, with the blood of patriots and tyrants. It is its natural manure.”
Ideas for the Constitution
Montesquieu, The Spirit of the Laws
Large countries could not stay republican for long
Americans believe this idea promotes states' rights
David Hume, Scottish philosopher
Large countries were more democratic because they allowed more varied points of view
John Locke
Government should protect life, liberty, and property
Citizens had the right to rebel against bad government
James Madison
Government had to come from the people but had to be strong enough to withstand their whims
Government had to protect the rights of the people
Virginia & New Jersey Plans
Virginia Plan: Thought up by James Madison
Bicameral legislature
One house directly elected, another chosen from nominations by state assemblies
Representation based on population for both
New Jersey Plan
Unicameral legislature
Each state got one vote
Congress could set taxes and regulate trade
Great Compromise
Upper house: equal votes per state
Lower house: representatives based on population
Lower house creates bills involving money
3/5 Compromise
Taken during the French and Indian War, Jemison replaced a brother taken in battle (203)
Natives killed and captured out of revenge for previous actions against them
Captured people took on the role of deceased persons: in family life, occupation, and status
Gender and age did not matter, only willingness to participate in the tribe
Expectations for the new citizen matched the tribe's perceptions of deceased persons
Was forced to marry an Indian, though this appears very rare (204)
Axtell suggests Jemison may have married willingly
Natives persuaded the captured to stay by good acts and equal treatment towards them, not compulsion
Rape and other acts were extremely discouraged. Those guilty of rape were judged by the community
Taken when she was 15, and did not fully assimilate for 3-4 years. (208)
“If I had been taken in infancy, I should have been contented in my situation.”
The older the captive, the harder it was to learn culture
The younger the captive, the easier it was learn language and customs, and forget their white background
The Senecas were “diligent in teaching me their language; and to their great satisfaction I soon learned that I could understand it readily, and speak it fluently.” (209)
Captives were quickly placed in families and “trained” for life in the tribe
By spending time with her “sisters,” Jamison learned basic housekeeping and farming skills, and even advise in finding a spouse
Working as an Indian woman “was not severe . . . probably not harder than that of white women” (211)
Almost no oversight by others, including men
Worked with children around them
Summer: planting and harvesting
Hunting: dressing and preserving meat, treating skins for use
“The moral character of the Indians was . . . uncontaminated.” (211)
Loyal to spouses
Honest
Promoted chastity
Both men and women spent time teaching values to their children
A better example of moral living than white settlers? More Christian than the Christians?
Men, Women, Alcohol
Excessive drinking amongst natives led to:
Injury
Fights
Poor trade decisions
Poverty
Temperance and reorganization
Christian Indians
American missionaries
Prophets and spiritual leaders
The US Government wanted to “civilize” natives. Alcoholism was “uncivilized,” therefore trade must be stopped
Women
Alcohol trade represented and altered female roles in native life
Women held roles in native governments, allowing them to control trade
Women were “go-betweens” bringing liquor from the market to home
Women controlled food production, including grains making alcohol
As time progressed, male-dominated Americans traded with native men instead
Why drink?
Delicious
Drunkenness used in mourning rituals
A gateway to the spiritual world
In some nations alcohol used for dowries
Europeans used liquor to attract traders, then to get the best deal out of them.
Alcohol was increasingly used as currency: 60%-90% of fur trade done in liquor
Gift-giving for trade
Encouraged Indians “to hunt and pay their debts”
White drinking
Whites appeared to have a higher tolerance: “the art of getting drunk”
Whites consumed five times more liquor, but in moderation
Indians drank alcohol until it was gone, a process that could take an entire tribe and several days
Drinking became associated with poor immigrants, crime, and secularism
US banned alcohol trade to Indians in 1802
Missionaries
Christian revival movements entered the frontier, emphasizing temperance
Indian prophets had similar motives and practices
Indian prophets were mostly men, the liquor trade controlled mostly by Indian women
“Backsliding” led to social failures, deaths (6x)
Conversions and temperance revivalists tempered the political and economic agency of native women
Handsome Lake was a prophet and temperance advocate for the Iroquois; thought alcohol should be for whites only
Beate of the Delawares pushed reforms
Female respected by some leaders
Also accused of witchcraft
Many women pushed for traditional values
Harder because she's a woman?
“Perhaps the liquor trade continued because alcohol provided many Indians with something that the government could not: a sense of power or a fleeting respite from their troubles” (447)
After Independence
Oh, crap, now what do we do?
How do we preserve a republican democracy when others have failed?
Should religion be involved with politics?
How much freedom should people have? How much a part should government be in everyday life?
Should we have a head executive? How can we prevent him from acting like a king?
How can we keep an aristocracy from taking over?
What about slavery?
Attempts at equality
Laws of primogeniture and entail abolished
Fewer property requirements for voting
No titles of nobility
Certain churches could not receive tax benefits
Abolitionist societies are founded, especially by Northern Christian groups
Society for the Relief of Free Negroes
Manumission Society
Vermont and other Northern States restrict or abolish slave owning.
Women's Rights
"We have been told that our struggle has loosened the bonds of government everywhere; ... that Indians slighted their guardians, and negroes grew insolent to their masters. But your letter was the first intimation that another tribe, more numerous and powerful than all the rest, were grown discontented." --John Adams to Abigail Adams
Land West of the Appalachians
Several states claimed their borders stretched to the Pacific Ocean (Virginia, Massachusetts)
Smaller states wouldn't even ratify a constitution
In order to pass the Articles of Confederation, smaller states gave up claims to the federal government
For years, territories had problems with squatters
Would not pay taxes
Disputed land claims
Violence
Pushing out natives
Influencing voting patterns
Articles of Confederation
Approved in 1777, while still at war with Britain
Heavily restricted federal authority
States only had one vote in Congress. Amendments had to be unanimous to pass
Congress could not tax states, but only ask for “requisitions”
Government was locally powerful, decentralized, weak, and poor
Many states printed their own money to pay off war debts, rapidly increasing inflation
Ratified in 1781
Land Ordinances
The first Ordinance, 1784:
Western lands would be split up. Once populated, they could earn statehood
Land Ordinance of 1785:
Government would sell blocks of western land, leaving aside space for public use and for school
Northwest Ordinance, 1787
Solidified numbers of settlers needed for statehood and defined territorial governments
Gave specific freedoms to settlers and outlawed slavery
Basically the only good thing the Articles of Confederation ever did
Holland Land Company
Massachusetts originally claimed this land, though it was disputed by the native inhabitants
Robert Morris bought the land claim from Mass.
A group of investors in the Netherlands bought the claim from Morris
Immediately signed agreements with the native Americans
Immediately began surveying and selling tracts of land
Batavia was the county seat and site of the land office
Unlike government land, there were few restrictions on parcel size and payment
State Governments
Just like the federal government hastily wrote the Articles of Confederation, so too did states write their constitutions
Single written documents, like colonial charters
Explicit definitions of the rights of citizens
Explicit definitions of the powers of leaders
Gave most powers to legislatures, not executives
Two houses versus one house
In Massachusetts, a special convention of non-legislators were picked to write their constitution
Weak Central Government
Fearing tyranny, the writers of the Articles made sure the federal government had limited powers
Printed federal money was used as well as colonial money; most of it was all worthless
US needed to pay for the Revolution but Congress could not collect taxes. Attempts to pass tax laws failed
Citizen groups banded together to protest any attempt at taxation or legal control
The border with Spain was unresolved
No national capital, no regular Congress
Shay's Rebellion, 1787
Daniel Shay was a Revolutionary War veteran
In Massachusetts, war debt meant the state had to keep raising taxes on farmers
Taxes were so high, poorer farmers had to sell their land
At the time, selling off your land also meant you lost the right to vote
Shay's men aimed to shut down the courts that confiscated their land
Shay was executed for treason. National leaders realized stronger laws were neccessary
2 Thoughts on Shay
Washington: "We are fast verging toward anarchy and confusion"
Jefferson: “A little rebellion now and then is a good thing. …God forbid we should ever be twenty years without such a rebellion. . . . The tree of liberty must be refreshed from time to time, with the blood of patriots and tyrants. It is its natural manure.”
Ideas for the Constitution
Montesquieu, The Spirit of the Laws
Large countries could not stay republican for long
Americans believe this idea promotes states' rights
David Hume, Scottish philosopher
Large countries were more democratic because they allowed more varied points of view
John Locke
Government should protect life, liberty, and property
Citizens had the right to rebel against bad government
James Madison
Government had to come from the people but had to be strong enough to withstand their whims
Government had to protect the rights of the people
Virginia & New Jersey Plans
Virginia Plan: Thought up by James Madison
Bicameral legislature
One house directly elected, another chosen from nominations by state assemblies
Representation based on population for both
New Jersey Plan
Unicameral legislature
Each state got one vote
Congress could set taxes and regulate trade
Great Compromise
Upper house: equal votes per state
Lower house: representatives based on population
Lower house creates bills involving money
3/5 Compromise
Sunday, September 14, 2008
Notes from September 9
Changing Communities
Settlers first stayed in clusters for protection from animals, Indians, weather, and starvation
Settlers branched out with more colonial stability. Land became scarce with higher populations
Ports allowed for vital supplies as well as a place to trade goods
Some earned more money than others, creating upper and lower classes
Some colonists felt a loss of community or jealously against others
Social Upheaval
More established families had better, more profitable lands
Families lost power the farther they moved out
Wars with Indians decimated the male population
The numbers of widows and orphans increased
Women began to gain more landowning privileges
Many widows and orphaned daughters took work as servants for entrenched upper classes
In New England, many settlers immigrated for deeply held, conservative, religious beliefs
Witchcraft
European superstition held that witches could destroy property, possess others' souls, cause illness, and display “aggressive, unfeminine behavior”
1691: Several teenage girls asked an African slave woman, Tituba, to tell them their fortunes and talk about sorcery.
Later, the girls appeared to act abnormally. Citizens pressured them to say who possessed them
The girls named 2 white women and Tituba
Fear
Fear and hysteria led accusations to become evidence alone; “spectral evidence” allowed
In all of New England, 342 people were accused of witchcraft. One-third were women who had or would inherit large tracts of land
In Salem, 29 were convicted of witchcraft, 19 killed (14 women)
About 150 were imprisoned
Effects
An aversion to superstition and more emphasis on reason and rule of law
Newer generations were less willing to accept restrictions on personal behavior and economic freedom
Rise of the “Protestant work ethic.” Instead of focusing on religious piety, citizens worked hard for trade and economic gain
Settlers became more open to outside influences
Declaration of the Rights of Man
1789. Also see the Declaration of Independence and the US Constitution
The bad economy led to even more protests by the poor classes. The royal family was forced from its palace in Versailles into Paris
The King was forced to accept Constitutional Monarchy. Later attempts to escape the country and align with foreign powers failed.
King Louis XVI was convicted of treason and died at the guillotine.
What made revolution successful?
Weakened, distant government
Spain lost almost all of its colonies by 1900
Support of the lower classes
International pressures on colonial powers
Wars
Occupations
Internal revolutions
Strong, charismatic leadership
-Washington
-Toussaint
-Hidalgo
A turbulent economy
Depression, famine, unemployment, poverty
Communication Breakdown
The ideas of American Independence and colonial unity developed under the surface for many years.
By the Revolutionary War, only 1/3 of colonists supported separation
King George III attempted to take more power from colonists as well as English government. Fewer leaders respected the king's decisions
Even fewer English officials had been to the colonies, but controlled most aspects of taxation and law
Concepts of merchantilism also applied to English constitutional law
By 1763, colonies had their own systems of lawmaking and representation in place
John Adams: representatives should “think, feel, reason, and act like” the people they represent
Meanwhile, the English government needed a way to pay for the Seven Years War and to stop black market trading
Laws and Protests
Sugar Act:
Enforced the idea that colonists should make money for the British Empire
Attempted to discourage smuggling
The Navigation Acts needed more teeth as they were not being enforced well
Stamp Act:
Tax on legal documents, seals or stamps
Stamp Act Congress formed. Nine colonies meet to discuss protesting the new tax
First intercolonial meeting since the Albany Congress of 1754
Laws and Protests 2
In Virginia, Patrick Henry passed resolutions declaring that taxation without representation was “illegal, unconstitutional, and unjust”
Newspapers glamorized and spread this news around the colonies
Declaratory Act (1766)
English Parliament states they are supreme over colonies
Townshend Acts (1767)
Duty tax to pay for royal colonial officials
Quartering Act (1765)
Colonists had to provide shelter, food, and goods for visiting military personnel.
Enforced by Townshend
The British Army began camping out in Boston Common
Saved money (instead of staying in the frontier)
Intimidation by numbers
Soldiers harassed colonists and vice versa
Boston Massacre: 5 colonists killed by British troops. British and Americans both feared rioting
To quell tempers, Parliament got rid of the Townshend Acts. The tea tax remained enforced.
Boston Tea Party (1773)
Colonists showed zero tolerance to taxation without representation.
British shut down Boston Harbor and ordered compensation
French Connection
Fought to embarrass the British?
Return to a European balance of power favorable to France
Secret arms trade/spying by France for the colonies
France did not openly support the war until colonists proved themselves in battle (Battle of Saratoga, 1777)
Ben Franklin acted like he might accept peace terms with Britain, knowing France wanted the war to continue
French Alliance
American Revolution then becomes a world war: France fights the British navy in Europe, “US” is supported in fighting on North America
British military now has to fight on two fronts, spreading resources thin
General Marquis de Lafayette comes from France to train the colonial military
Lafayette was 19 and did not have permission of the King of France
Guerilla Conflict
Colonists were untrained
Many fought in makeshift rural militias or from hastily organized “minutemen” groups
Washington, trained during the French and Indian War, encouraged training to make the military act traditionally
A regular army, not unorganized terrorist groups, would better represent the patriotism and ideals of the American republic
War Ends
General Cornwallis surrendered to Washington in October 1781
Many slaves who fought for the Americans or British earned their freedom
Loyalists (“Tories”) laid low, or moved to Canada or Great Britain
Remaining loyalists were persecuted, prosecuted, or even killed
A greater proportion of Loyalists existed in the southern colonies
Peace Treaties
US and France agreed to work together on separate peace agreements
US had to wait until France and Spain were done fighting the British
US negotiated to get all British land east of the Mississippi
US promised to compensate Loyalists for lost property
War and independence did not officially come until 1783
Settlers first stayed in clusters for protection from animals, Indians, weather, and starvation
Settlers branched out with more colonial stability. Land became scarce with higher populations
Ports allowed for vital supplies as well as a place to trade goods
Some earned more money than others, creating upper and lower classes
Some colonists felt a loss of community or jealously against others
Social Upheaval
More established families had better, more profitable lands
Families lost power the farther they moved out
Wars with Indians decimated the male population
The numbers of widows and orphans increased
Women began to gain more landowning privileges
Many widows and orphaned daughters took work as servants for entrenched upper classes
In New England, many settlers immigrated for deeply held, conservative, religious beliefs
Witchcraft
European superstition held that witches could destroy property, possess others' souls, cause illness, and display “aggressive, unfeminine behavior”
1691: Several teenage girls asked an African slave woman, Tituba, to tell them their fortunes and talk about sorcery.
Later, the girls appeared to act abnormally. Citizens pressured them to say who possessed them
The girls named 2 white women and Tituba
Fear
Fear and hysteria led accusations to become evidence alone; “spectral evidence” allowed
In all of New England, 342 people were accused of witchcraft. One-third were women who had or would inherit large tracts of land
In Salem, 29 were convicted of witchcraft, 19 killed (14 women)
About 150 were imprisoned
Effects
An aversion to superstition and more emphasis on reason and rule of law
Newer generations were less willing to accept restrictions on personal behavior and economic freedom
Rise of the “Protestant work ethic.” Instead of focusing on religious piety, citizens worked hard for trade and economic gain
Settlers became more open to outside influences
Declaration of the Rights of Man
1789. Also see the Declaration of Independence and the US Constitution
The bad economy led to even more protests by the poor classes. The royal family was forced from its palace in Versailles into Paris
The King was forced to accept Constitutional Monarchy. Later attempts to escape the country and align with foreign powers failed.
King Louis XVI was convicted of treason and died at the guillotine.
What made revolution successful?
Weakened, distant government
Spain lost almost all of its colonies by 1900
Support of the lower classes
International pressures on colonial powers
Wars
Occupations
Internal revolutions
Strong, charismatic leadership
-Washington
-Toussaint
-Hidalgo
A turbulent economy
Depression, famine, unemployment, poverty
Communication Breakdown
The ideas of American Independence and colonial unity developed under the surface for many years.
By the Revolutionary War, only 1/3 of colonists supported separation
King George III attempted to take more power from colonists as well as English government. Fewer leaders respected the king's decisions
Even fewer English officials had been to the colonies, but controlled most aspects of taxation and law
Concepts of merchantilism also applied to English constitutional law
By 1763, colonies had their own systems of lawmaking and representation in place
John Adams: representatives should “think, feel, reason, and act like” the people they represent
Meanwhile, the English government needed a way to pay for the Seven Years War and to stop black market trading
Laws and Protests
Sugar Act:
Enforced the idea that colonists should make money for the British Empire
Attempted to discourage smuggling
The Navigation Acts needed more teeth as they were not being enforced well
Stamp Act:
Tax on legal documents, seals or stamps
Stamp Act Congress formed. Nine colonies meet to discuss protesting the new tax
First intercolonial meeting since the Albany Congress of 1754
Laws and Protests 2
In Virginia, Patrick Henry passed resolutions declaring that taxation without representation was “illegal, unconstitutional, and unjust”
Newspapers glamorized and spread this news around the colonies
Declaratory Act (1766)
English Parliament states they are supreme over colonies
Townshend Acts (1767)
Duty tax to pay for royal colonial officials
Quartering Act (1765)
Colonists had to provide shelter, food, and goods for visiting military personnel.
Enforced by Townshend
The British Army began camping out in Boston Common
Saved money (instead of staying in the frontier)
Intimidation by numbers
Soldiers harassed colonists and vice versa
Boston Massacre: 5 colonists killed by British troops. British and Americans both feared rioting
To quell tempers, Parliament got rid of the Townshend Acts. The tea tax remained enforced.
Boston Tea Party (1773)
Colonists showed zero tolerance to taxation without representation.
British shut down Boston Harbor and ordered compensation
French Connection
Fought to embarrass the British?
Return to a European balance of power favorable to France
Secret arms trade/spying by France for the colonies
France did not openly support the war until colonists proved themselves in battle (Battle of Saratoga, 1777)
Ben Franklin acted like he might accept peace terms with Britain, knowing France wanted the war to continue
French Alliance
American Revolution then becomes a world war: France fights the British navy in Europe, “US” is supported in fighting on North America
British military now has to fight on two fronts, spreading resources thin
General Marquis de Lafayette comes from France to train the colonial military
Lafayette was 19 and did not have permission of the King of France
Guerilla Conflict
Colonists were untrained
Many fought in makeshift rural militias or from hastily organized “minutemen” groups
Washington, trained during the French and Indian War, encouraged training to make the military act traditionally
A regular army, not unorganized terrorist groups, would better represent the patriotism and ideals of the American republic
War Ends
General Cornwallis surrendered to Washington in October 1781
Many slaves who fought for the Americans or British earned their freedom
Loyalists (“Tories”) laid low, or moved to Canada or Great Britain
Remaining loyalists were persecuted, prosecuted, or even killed
A greater proportion of Loyalists existed in the southern colonies
Peace Treaties
US and France agreed to work together on separate peace agreements
US had to wait until France and Spain were done fighting the British
US negotiated to get all British land east of the Mississippi
US promised to compensate Loyalists for lost property
War and independence did not officially come until 1783
Sunday, September 7, 2008
Notes from September 2
English in America
England before colonization:
--Civil war. Kings and Parliament fought for years
--Protestant Reformation
--Radical Protestantism grows in Europe, especially Calvinism
Anglican Church
--Henry VIII could not produce a male child and wanted to divorce (annul) his wife, daughter of the King of Spain
--The Pope would not grant the annulment, so Henry started his own church
--Calvinist “Puritans” flee from forced involvement in Henry's Anglican church
England vs. Spain
England was anti-Catholic, therefore anti-Spain
Spain was anti-Protestant, therefore anti-England
The new English navy robbed and fought the older, more powerful Spanish navy, and won
England's first colonies sucked and failed.
Why did the English become interested in moving?
-Political instability
-Religious freedom
-Poverty
-Massachusetts
Pilgrims left England for Holland to save their religion, then left Holland for America to save their culture
Created the Mayflower Compact because they landed in the wrong place and had no legal government. 1st Constitution in America
“City on a hill” tried to create a community without temptations or spiritual distractions
Unlike earlier settlements, whole families came
Unlike earlier, better climate and resources
Puritan culture
Unlike England, people were not forced to go to church
Church members had to prove they were saved by God (Calvinism)
Male church members could vote
Town meeting halls and churches were often the same building
If citizens were distractions to the Puritans, they were kicked out of town
Rhode Island
Roger Williams questioned the legality of the colony, its connections to England, and its unfairness towards natives
Antinomianism – freedom from law (church law)
Anne Hutchinson said that God spoke directly to her, not through the church or Bible
Directly questioned legal authority
A talking woman! With ideas? That can't be good.
She and her followers also went to Rhode Island
Religious and political leaders in Massachusetts settled farther down shore to (now) Connecticut
New Hampshire had more distant ties to Massachusetts and became its own colony.
Maine was claimed by Massachusetts, though sparsely populated. It became its own state in 1820.
Characteristics of New England states:
Homogeneous demographics
Settled for religious reasons
Church and state were closely related
Stable communities with families and laws
Population centers with meeting places
Easy access to water for trade and travel
Independent spirit & distinct cultural identity
Southern Colonies: Virginia
Named after Elizabeth I, the Virgin Queen
Joint-stock company:
Investors got a piece of land in VA, share of profits
English interest in moving:
Overcrowding in England, lack of jobs
Many move to London but cannot find work
Jamestown was a good place for a fort, not a colony
Why Chesapeake colonies failed:
Attacks by natives
Disease (mosquitoes, etc.)
Swamps
Bad water
Unrealistic expectations
Selfish, not selfless, settlers
Lack of food
Lack of supplies
Little agricultural knowledge
How does the colony make a profit?
Tobacco
A weed – grows easily
Sudden, high demand in Europe
Headright:
Land was given to those who paid their own way to Virginia, but even more land when paying others' way
Indentured servitude, then slavery
Few rich landowners, many indebted workers
Greed, individualism led Virginia to bankruptcy
King took over, but the colony's assembly kept meeting
Maryland: Catholic Refuge
Named after Queen Mary
Lord Baltimore sold land to make money. He created a hierarchy of rich landowners and less privileged, smaller landowners
Settlers refused to take part in an unequal system
Puritan settlers pressured the colony to tolerate their religious views
“Act concerning Religion”
All religion tolerated as long as it was Christian
Carolina
Named after King Charles I (Mary's dead husband)
Settled by supporters of the royal family
Fundamental Constitutions of Carolina
Rich landowners had one house of government
Smaller landowners had another house
Bicameral government: 2-house legislature
Land sold for profit. Landowners eventually grew rice for money
Many landowners came from plantations in Barbados, bring system of slavery with them
Georgia
Named after King George II
Bordering Spanish Florida, James Oglethorpe thought he could keep Spain from spreading north
English owners controlled all aspects of government, banning slavery and liquor
England tried populating the colony with debtors to keep them out of prison
Economically uncompetitive
Few settlers
Owners eventually gave up
Mid-Atlantic Colonies
New York
New Amsterdam became the trading center of New Netherland
Settlers were employees of the Dutch West India Co.
Settlers felt mistreated by their Company, often ignoring orders
Small, but multicultural. Weak government. Ethnic groups remained largely independent
England seized New Amsterdam, renaming it New York. Dutch get permission to stay and keep land
New Jersey
Duke of York gave part of New York to several supporters at the same time
Colony split into East and West factions
The arguing courtiers eventually gave up, selling the land to Quakers
One of the interested parties, William Penn, gave up and moved farther West
The King rejoined the bankrupt Jerseys so they'd survive
Pennsylvania
“Penn's Woods”
Originally colonized by Dutch until English kicked them out
Penn was a follower of the Quakers, and make his colony a Quaker haven
Pacifists
Believed everyone was equal
Everyone had an “inner light” from the God
Simplistic life and appearance
Pennsylvanians were supposed to have:
Liberty of conscience
Freedom from persecution
No taxation without representation
Due process of law
Delaware formed from southeast part of colony
Excuses for Slavery
$$$
Africans had to be controlled
Barbaric
Promiscuous
Heathens
Slave system would convert Africans to Christianity and civilize them
Later called “white man's burden”
Africans were resistant to disease (something about Native Americans dying)
In what became the US . . .
Early African slaves lasted less than 7 years
Many slaves first went to the West Indies (most died quickly)
By 1700, slavery was race-based and permanent
Slaves often never freed
Children of slaves automatically became slaves
Unlike Spanish America, English colonies did not allow race mixing
-Mulatto: European/African
-Mestizo: American/African
-Creole: American-born European
“African-American” culture grew out of an erased African culture and a developing American one
Merchantilism
A newer word for an older system
Colonies exist for the benefit of the mother country
For England:
Paid for stronger British navy
Fended off Spanish Empire
Profit!
Empire wanted to prevent other empires from making more money than them
Cracking Down
Navigation Act of 1660
Only English ships and crews could trade in the American colonies
Staple Act 1663
Extension of Navigation Act
Tobacco could only be shipped to England
Colonists protested that they lost an international customer base
England annuls Massachusetts Bay Colony charter, tried to combine colonies under a single government
Uprisings
Bacon's Rebellion
Nathaniel Bacon was a recent immigrant
Did not like the system of government patronage
Rebelled against Gov. William Berkeley
Killed a bunch of natives when Berkeley said he couldn't
Glorious Revolution
Protestants (Anglicans) took back England from James II (Catholic)
Replaced James II with his relatives
In New York, Jacob Leisler used this excuse to take control from the English Governor
American Enlightenment
Especially in the British colonies
Based on changes in thinking in Europe
Science and reason explain the universe, not just religion
Society follows scientific laws as well?
There were “self-evident” laws in nature.
Sacred and undeniable?
Institutions should adhere to those laws
Experimentation, invention, and curiosity would help philosophes discover these laws
Ben Franklin
Printer: Poor Richard's Almanac, New England Courant, stamps
Postmaster
Scientist: electricity, gulf stream
Inventor: stove, bifocals, lightening rod
Politics: ambassador to France, Constitutional Convention, Declaration of
Independence
Population Explosion
British colonies doubled every 25 years
More production of tobacco, crops
Colonists became taller, healthier than British counterparts
Explosion in British exports to America
Fine manufactured goods bought
De-emphasized local work and cultural identity
Credit promoted American investment
Better transportation meant more colonial interaction
Newspapers, books, mail
Government
British government found it hard to enforce trade laws. Black market becomes important economy
Navigation Acts
Sugar Act
Hat and Felt Act
Iron Act
English “Constitution”
King: Monarchy
Nobles: House of Lords
Commoners: House of Commons
Based on centuries of laws and legal tradition
Colonial Government
Colonial assemblies appeared to be similar to the British House of Commons
In reality, colonial assemblies had little or no power. The king created all laws
The king appointed governors who often had more powers in the colonies than the king at home
In America, more colonists had the right to vote: 90% to 20%
Colonists considered the British system ideal, but only knew it from a distance
Colonial Assemblies
Grew farther and farther from royal governors
The public criticized any limits on assembly powers
Meanwhile, American presses discussed politics more openly and critically
Colonists noticed similar problems between assemblies. A national identity helped link the colonies together
Albany Plan (1754): A serious plan for uniting the colonies.
Ben Franklin wanted a Grand Council to discuss colonial affairs, much like the Five Nations
World Wars
Britain and France fought sporadically for years over trading and land claims in North America
Wars would involved native nations and colonists
Balancing European power, not the interests of Americans, was the goal of these wars
King William's War (1689-1697)
Attacks in Massachusetts and New York
Queen Anne's War (1702-1713)
Fighting throughout frontier areas
King George's War (1743-1748)
British colonists took parts of Canada, while a treaty gave it back
French and Indian War/7 Years War (1756-1763)
British/Colonists/Iroquois vs. French/Colonists/Huron/Algonquin
French and Indian War: Effects
European wars were fought in America instead
France kicked out of North America
Hurons move north of Lake Ontario
Great Britain claims Canada and Louisiana
Britain goes into heavy debt
Britain must raise taxes to pay for war, including colonial taxes
**Taxation without representation**
Colonies grow closer together after fighting in the war together
Colonies and Britain both thought they weren't getting enough respect
Quebecois desire separation from British Empire
“Americans seldom fully understood why the wars were being fought, why certain tactics had been adopted, and why the British accepted treaty terms that so blatantly ignored colonial interests.” (p103)
Others
50,000 British convicts brought to America in 1700s
150,000 Scots-Irish flee religious and political persecution
100,000 Germans (Amish, Mennonites) leave Europe to practice religion, farm land
Remaining Native Americans move west to escape war and disease, merging with other nations
“Middle ground”/“frontier”
Spanish Empire grew slowly in the southwest
Much more tolerant of racial intermingling
Converting or exploiting Indians not always successful
England before colonization:
--Civil war. Kings and Parliament fought for years
--Protestant Reformation
--Radical Protestantism grows in Europe, especially Calvinism
Anglican Church
--Henry VIII could not produce a male child and wanted to divorce (annul) his wife, daughter of the King of Spain
--The Pope would not grant the annulment, so Henry started his own church
--Calvinist “Puritans” flee from forced involvement in Henry's Anglican church
England vs. Spain
England was anti-Catholic, therefore anti-Spain
Spain was anti-Protestant, therefore anti-England
The new English navy robbed and fought the older, more powerful Spanish navy, and won
England's first colonies sucked and failed.
Why did the English become interested in moving?
-Political instability
-Religious freedom
-Poverty
-Massachusetts
Pilgrims left England for Holland to save their religion, then left Holland for America to save their culture
Created the Mayflower Compact because they landed in the wrong place and had no legal government. 1st Constitution in America
“City on a hill” tried to create a community without temptations or spiritual distractions
Unlike earlier settlements, whole families came
Unlike earlier, better climate and resources
Puritan culture
Unlike England, people were not forced to go to church
Church members had to prove they were saved by God (Calvinism)
Male church members could vote
Town meeting halls and churches were often the same building
If citizens were distractions to the Puritans, they were kicked out of town
Rhode Island
Roger Williams questioned the legality of the colony, its connections to England, and its unfairness towards natives
Antinomianism – freedom from law (church law)
Anne Hutchinson said that God spoke directly to her, not through the church or Bible
Directly questioned legal authority
A talking woman! With ideas? That can't be good.
She and her followers also went to Rhode Island
Religious and political leaders in Massachusetts settled farther down shore to (now) Connecticut
New Hampshire had more distant ties to Massachusetts and became its own colony.
Maine was claimed by Massachusetts, though sparsely populated. It became its own state in 1820.
Characteristics of New England states:
Homogeneous demographics
Settled for religious reasons
Church and state were closely related
Stable communities with families and laws
Population centers with meeting places
Easy access to water for trade and travel
Independent spirit & distinct cultural identity
Southern Colonies: Virginia
Named after Elizabeth I, the Virgin Queen
Joint-stock company:
Investors got a piece of land in VA, share of profits
English interest in moving:
Overcrowding in England, lack of jobs
Many move to London but cannot find work
Jamestown was a good place for a fort, not a colony
Why Chesapeake colonies failed:
Attacks by natives
Disease (mosquitoes, etc.)
Swamps
Bad water
Unrealistic expectations
Selfish, not selfless, settlers
Lack of food
Lack of supplies
Little agricultural knowledge
How does the colony make a profit?
Tobacco
A weed – grows easily
Sudden, high demand in Europe
Headright:
Land was given to those who paid their own way to Virginia, but even more land when paying others' way
Indentured servitude, then slavery
Few rich landowners, many indebted workers
Greed, individualism led Virginia to bankruptcy
King took over, but the colony's assembly kept meeting
Maryland: Catholic Refuge
Named after Queen Mary
Lord Baltimore sold land to make money. He created a hierarchy of rich landowners and less privileged, smaller landowners
Settlers refused to take part in an unequal system
Puritan settlers pressured the colony to tolerate their religious views
“Act concerning Religion”
All religion tolerated as long as it was Christian
Carolina
Named after King Charles I (Mary's dead husband)
Settled by supporters of the royal family
Fundamental Constitutions of Carolina
Rich landowners had one house of government
Smaller landowners had another house
Bicameral government: 2-house legislature
Land sold for profit. Landowners eventually grew rice for money
Many landowners came from plantations in Barbados, bring system of slavery with them
Georgia
Named after King George II
Bordering Spanish Florida, James Oglethorpe thought he could keep Spain from spreading north
English owners controlled all aspects of government, banning slavery and liquor
England tried populating the colony with debtors to keep them out of prison
Economically uncompetitive
Few settlers
Owners eventually gave up
Mid-Atlantic Colonies
New York
New Amsterdam became the trading center of New Netherland
Settlers were employees of the Dutch West India Co.
Settlers felt mistreated by their Company, often ignoring orders
Small, but multicultural. Weak government. Ethnic groups remained largely independent
England seized New Amsterdam, renaming it New York. Dutch get permission to stay and keep land
New Jersey
Duke of York gave part of New York to several supporters at the same time
Colony split into East and West factions
The arguing courtiers eventually gave up, selling the land to Quakers
One of the interested parties, William Penn, gave up and moved farther West
The King rejoined the bankrupt Jerseys so they'd survive
Pennsylvania
“Penn's Woods”
Originally colonized by Dutch until English kicked them out
Penn was a follower of the Quakers, and make his colony a Quaker haven
Pacifists
Believed everyone was equal
Everyone had an “inner light” from the God
Simplistic life and appearance
Pennsylvanians were supposed to have:
Liberty of conscience
Freedom from persecution
No taxation without representation
Due process of law
Delaware formed from southeast part of colony
Excuses for Slavery
$$$
Africans had to be controlled
Barbaric
Promiscuous
Heathens
Slave system would convert Africans to Christianity and civilize them
Later called “white man's burden”
Africans were resistant to disease (something about Native Americans dying)
In what became the US . . .
Early African slaves lasted less than 7 years
Many slaves first went to the West Indies (most died quickly)
By 1700, slavery was race-based and permanent
Slaves often never freed
Children of slaves automatically became slaves
Unlike Spanish America, English colonies did not allow race mixing
-Mulatto: European/African
-Mestizo: American/African
-Creole: American-born European
“African-American” culture grew out of an erased African culture and a developing American one
Merchantilism
A newer word for an older system
Colonies exist for the benefit of the mother country
For England:
Paid for stronger British navy
Fended off Spanish Empire
Profit!
Empire wanted to prevent other empires from making more money than them
Cracking Down
Navigation Act of 1660
Only English ships and crews could trade in the American colonies
Staple Act 1663
Extension of Navigation Act
Tobacco could only be shipped to England
Colonists protested that they lost an international customer base
England annuls Massachusetts Bay Colony charter, tried to combine colonies under a single government
Uprisings
Bacon's Rebellion
Nathaniel Bacon was a recent immigrant
Did not like the system of government patronage
Rebelled against Gov. William Berkeley
Killed a bunch of natives when Berkeley said he couldn't
Glorious Revolution
Protestants (Anglicans) took back England from James II (Catholic)
Replaced James II with his relatives
In New York, Jacob Leisler used this excuse to take control from the English Governor
American Enlightenment
Especially in the British colonies
Based on changes in thinking in Europe
Science and reason explain the universe, not just religion
Society follows scientific laws as well?
There were “self-evident” laws in nature.
Sacred and undeniable?
Institutions should adhere to those laws
Experimentation, invention, and curiosity would help philosophes discover these laws
Ben Franklin
Printer: Poor Richard's Almanac, New England Courant, stamps
Postmaster
Scientist: electricity, gulf stream
Inventor: stove, bifocals, lightening rod
Politics: ambassador to France, Constitutional Convention, Declaration of
Independence
Population Explosion
British colonies doubled every 25 years
More production of tobacco, crops
Colonists became taller, healthier than British counterparts
Explosion in British exports to America
Fine manufactured goods bought
De-emphasized local work and cultural identity
Credit promoted American investment
Better transportation meant more colonial interaction
Newspapers, books, mail
Government
British government found it hard to enforce trade laws. Black market becomes important economy
Navigation Acts
Sugar Act
Hat and Felt Act
Iron Act
English “Constitution”
King: Monarchy
Nobles: House of Lords
Commoners: House of Commons
Based on centuries of laws and legal tradition
Colonial Government
Colonial assemblies appeared to be similar to the British House of Commons
In reality, colonial assemblies had little or no power. The king created all laws
The king appointed governors who often had more powers in the colonies than the king at home
In America, more colonists had the right to vote: 90% to 20%
Colonists considered the British system ideal, but only knew it from a distance
Colonial Assemblies
Grew farther and farther from royal governors
The public criticized any limits on assembly powers
Meanwhile, American presses discussed politics more openly and critically
Colonists noticed similar problems between assemblies. A national identity helped link the colonies together
Albany Plan (1754): A serious plan for uniting the colonies.
Ben Franklin wanted a Grand Council to discuss colonial affairs, much like the Five Nations
World Wars
Britain and France fought sporadically for years over trading and land claims in North America
Wars would involved native nations and colonists
Balancing European power, not the interests of Americans, was the goal of these wars
King William's War (1689-1697)
Attacks in Massachusetts and New York
Queen Anne's War (1702-1713)
Fighting throughout frontier areas
King George's War (1743-1748)
British colonists took parts of Canada, while a treaty gave it back
French and Indian War/7 Years War (1756-1763)
British/Colonists/Iroquois vs. French/Colonists/Huron/Algonquin
French and Indian War: Effects
European wars were fought in America instead
France kicked out of North America
Hurons move north of Lake Ontario
Great Britain claims Canada and Louisiana
Britain goes into heavy debt
Britain must raise taxes to pay for war, including colonial taxes
**Taxation without representation**
Colonies grow closer together after fighting in the war together
Colonies and Britain both thought they weren't getting enough respect
Quebecois desire separation from British Empire
“Americans seldom fully understood why the wars were being fought, why certain tactics had been adopted, and why the British accepted treaty terms that so blatantly ignored colonial interests.” (p103)
Others
50,000 British convicts brought to America in 1700s
150,000 Scots-Irish flee religious and political persecution
100,000 Germans (Amish, Mennonites) leave Europe to practice religion, farm land
Remaining Native Americans move west to escape war and disease, merging with other nations
“Middle ground”/“frontier”
Spanish Empire grew slowly in the southwest
Much more tolerant of racial intermingling
Converting or exploiting Indians not always successful
Tuesday, September 2, 2008
Notes from August 25
Maritime Revolution
Polynesians settled west into the Pacific
Little is known; few records
Descendants live in places as far apart as New Guinea, Hawaii, and Easter Island
Malayo-Indonesians settled east into the Indian Ocean
Descendants live in places as far apart as Madagascar and China
Evidence that colonies were planned, not discovered by accident
Why were these groups better at seafaring?
Technology was simple but effective
Zheng He (1371-1435)
Chinese Muslim explorer under the Ming Dynasty
The early Ming Dynasty wanted to “re-establish China's predominance and prestige abroad”
Zheng He travelled to important ports in the Indian Ocean
Explored the coasts of the Middle East and Africa
Brought lavish gifts to foreign rulers
Diplomacy
Created demand for Chinese goods
Stimulated interest in the Chinese empire
Atlantic Exploration
Vikings attacked ships and shores throughout northern Europe
Warmer temperatures made navigation easier
Settled Iceland, Greenland, and Newfoundland before 1000 CE
Mansa Muhammed of Mali reportedly died trying to cross the Atlantic in the 1300s
Amerindian voyagers settled the Caribbean Sea (Cuba, Jamaica) by 1000 CE
Why Explore? (Spain)
Iberian rulers (Spain and Portugal)
Money. Trade between port cities and foreign lands
Religion. Competition between Christianity, Islam, and Judaism
Curiosity.
Ferdinand and Isabella, 1492
January 2: Kicked out the last Moorish (Muslim) king of Granada
March 30: Ordered all Jews out of Iberia unless they become Catholic. Many leave for Ottoman Empire
August 3: All Jews officially expelled. Christopher Columbus begins his voyage
October 12: Columbus lands in West Indies
Why Explore? (Portugal)
Wanted to protect strong fishing economy
History of anti-Muslim warfare
The fall of Constantinople in 1453 to the Muslims
In 15th century, Morocco was politically weak
Henry the Navigator wanted to:
Make Africans Christian
Join up with Christian leaders already in Africa
Start an awesome Crusade against the Ottomans
Henry also started an important navigation school, bringing together centuries of technology and knowledge
European Navigation
Ships: caravel, possibly from the Arab qârib or Roman cara bella
Cartography (maps):
Technology: instruments such as the astrolabe
Exploration made profit through the trade of slaves and gold
Eventually Portugal landed on the eastern tip of Brazil
Intro: The World Before 1500
3 Major Periods:
Antiquity
Middle Ages
*Modern Times (1500-present)
“All historical periods were shaped by natural environment and human technology”
“The capacity to create and change material and intellectual culture marked the beginning of human history”
Atlantic System:
Also known as the Triangular Trade
System of moving goods and people between Europe, Africa, and America
Includes food, slaves, gold
Chartered Companies
Companies got a monopoly in one part of the world, while empires were guaranteed the companies would eliminate foreign competition
Dutch West India Company; Royal African company
Merchantilism:
Colonies exist for the mother country's economic benefit
Capitalism: financial institutions lend money to make profitable investments
Agricultural Revolution:
Americans began to grow their own crops instead of foraging for them.
Led to permanent settlements, population growth
Unlike Europeans, Americans domesticated few animals.
Did lack of exposure to animals make Americans vulnerable to European diseases?
Columbian Exchange:
An ecological transformation (interaction between organisms and their environment)
Europeans brought pigs, sheep, cattle, horses, bananas, oranges, sugar
Americans introduces corn, squash, tomatoes, potatoes to Europeans
Reconquista:
Reconquest of lands in Iberia that used to be Christian. Used similar POV to convert Americans
Conquistadores:
Spanish troops (conquerors)
Creative Adaptations
Americans and Europeans both found advantages for trade
Rare metal goods for Americans
Rare furs for Europeans
Disease may have killed 95% of Americans
Americans unsuitable for slave labor
Left behind large, empty tracts of arable land
American cultures were politically unstable
West African slaves were brought in for slave labor
Ethnocentrism:
1. the belief in the inherent superiority of one's own ethnic group or culture
2. the tendency to view alien groups or cultures from the perspective of one's own
Both groups thought the other was boorish, savage, dim
Europeans tried vigorously to “civilize” and Christianize Americans; “White Man’s Burden”
French Claim Canada
French and Americans worked as codependents for trading
Harsh winters
French unaccustomed to fur hunting practices
Difficult terrain
Fewer French settlers than Spanish
French in 1700: 15,000 settlers
Spanish in 1650: 250,000 settlers
French were more successful than English in converting Americans to Christianity
Fun Facts
Some Americans thought Europeans were gods because they weren't interested in having sex with their women
Some Europeans compared Americans to the Irish because the Irish were the most uncivilized people they could think of
Americans tried showing respect for Europeans by carrying them on piggyback
Pipe smoking parties lasted about three days
Americans who had never seen swords before often grabbed them by the wrong end
Europeans remixed Indian war dances with fiddles
Imagining the “Other”
“Other”
Different from “us”
Similar to other “others”
What to compare “them” to?
--Marco Polo and the East
--Africa and the Canary Islands
--Classical mythology
--Biblical literature
--Past and modern “barbarians”
“While Europeans found “others” to be different and usually inferior, the “others” the Indians knew tended to be similar or superior.”
Interaction
N. Europeans may have been fishing off the coast of Newfoundland for over 1000 years
Religious beliefs lead to desires for different goods
Pirates worked privately or for government organizations
Both native Americans and Europeans traded objects of lesser value in their society for objects of greater value
The arrival of European fur traders did not create internal trade systems, transportation routes, or trade alliances. They simply turned regional economies into globalized ones
Interdependence
Kidnapping and forced acculturation occurred at the same time as voluntary cultural exchange
Interdependence led to the destruction of distinct “Indian” and “European” identities
If you want to be on good terms with anyone, give them a gift
Water transportation is the most conducive to trade
Demands for goods traded between Indians and Europeans were often created by 3rd parties 1000s of miles away
Most exchanges were completed by experts in trade, facilitating the efficiency and economy of suppliers and customers
All people are inherently greedy, corrupt, curious, and racist
Governments and companies reform themselves to improve their competitive edge
When learning a language, it's best to know the words for:
--Greetings
--Finding things and locating leaders
--Buying/selling
--Getting directions
--Getting laid and swearing
Their stuff is always cooler, and your culture is always the best. None of it lasts long.
Polynesians settled west into the Pacific
Little is known; few records
Descendants live in places as far apart as New Guinea, Hawaii, and Easter Island
Malayo-Indonesians settled east into the Indian Ocean
Descendants live in places as far apart as Madagascar and China
Evidence that colonies were planned, not discovered by accident
Why were these groups better at seafaring?
Technology was simple but effective
Zheng He (1371-1435)
Chinese Muslim explorer under the Ming Dynasty
The early Ming Dynasty wanted to “re-establish China's predominance and prestige abroad”
Zheng He travelled to important ports in the Indian Ocean
Explored the coasts of the Middle East and Africa
Brought lavish gifts to foreign rulers
Diplomacy
Created demand for Chinese goods
Stimulated interest in the Chinese empire
Atlantic Exploration
Vikings attacked ships and shores throughout northern Europe
Warmer temperatures made navigation easier
Settled Iceland, Greenland, and Newfoundland before 1000 CE
Mansa Muhammed of Mali reportedly died trying to cross the Atlantic in the 1300s
Amerindian voyagers settled the Caribbean Sea (Cuba, Jamaica) by 1000 CE
Why Explore? (Spain)
Iberian rulers (Spain and Portugal)
Money. Trade between port cities and foreign lands
Religion. Competition between Christianity, Islam, and Judaism
Curiosity.
Ferdinand and Isabella, 1492
January 2: Kicked out the last Moorish (Muslim) king of Granada
March 30: Ordered all Jews out of Iberia unless they become Catholic. Many leave for Ottoman Empire
August 3: All Jews officially expelled. Christopher Columbus begins his voyage
October 12: Columbus lands in West Indies
Why Explore? (Portugal)
Wanted to protect strong fishing economy
History of anti-Muslim warfare
The fall of Constantinople in 1453 to the Muslims
In 15th century, Morocco was politically weak
Henry the Navigator wanted to:
Make Africans Christian
Join up with Christian leaders already in Africa
Start an awesome Crusade against the Ottomans
Henry also started an important navigation school, bringing together centuries of technology and knowledge
European Navigation
Ships: caravel, possibly from the Arab qârib or Roman cara bella
Cartography (maps):
Technology: instruments such as the astrolabe
Exploration made profit through the trade of slaves and gold
Eventually Portugal landed on the eastern tip of Brazil
Intro: The World Before 1500
3 Major Periods:
Antiquity
Middle Ages
*Modern Times (1500-present)
“All historical periods were shaped by natural environment and human technology”
“The capacity to create and change material and intellectual culture marked the beginning of human history”
Atlantic System:
Also known as the Triangular Trade
System of moving goods and people between Europe, Africa, and America
Includes food, slaves, gold
Chartered Companies
Companies got a monopoly in one part of the world, while empires were guaranteed the companies would eliminate foreign competition
Dutch West India Company; Royal African company
Merchantilism:
Colonies exist for the mother country's economic benefit
Capitalism: financial institutions lend money to make profitable investments
Agricultural Revolution:
Americans began to grow their own crops instead of foraging for them.
Led to permanent settlements, population growth
Unlike Europeans, Americans domesticated few animals.
Did lack of exposure to animals make Americans vulnerable to European diseases?
Columbian Exchange:
An ecological transformation (interaction between organisms and their environment)
Europeans brought pigs, sheep, cattle, horses, bananas, oranges, sugar
Americans introduces corn, squash, tomatoes, potatoes to Europeans
Reconquista:
Reconquest of lands in Iberia that used to be Christian. Used similar POV to convert Americans
Conquistadores:
Spanish troops (conquerors)
Creative Adaptations
Americans and Europeans both found advantages for trade
Rare metal goods for Americans
Rare furs for Europeans
Disease may have killed 95% of Americans
Americans unsuitable for slave labor
Left behind large, empty tracts of arable land
American cultures were politically unstable
West African slaves were brought in for slave labor
Ethnocentrism:
1. the belief in the inherent superiority of one's own ethnic group or culture
2. the tendency to view alien groups or cultures from the perspective of one's own
Both groups thought the other was boorish, savage, dim
Europeans tried vigorously to “civilize” and Christianize Americans; “White Man’s Burden”
French Claim Canada
French and Americans worked as codependents for trading
Harsh winters
French unaccustomed to fur hunting practices
Difficult terrain
Fewer French settlers than Spanish
French in 1700: 15,000 settlers
Spanish in 1650: 250,000 settlers
French were more successful than English in converting Americans to Christianity
Fun Facts
Some Americans thought Europeans were gods because they weren't interested in having sex with their women
Some Europeans compared Americans to the Irish because the Irish were the most uncivilized people they could think of
Americans tried showing respect for Europeans by carrying them on piggyback
Pipe smoking parties lasted about three days
Americans who had never seen swords before often grabbed them by the wrong end
Europeans remixed Indian war dances with fiddles
Imagining the “Other”
“Other”
Different from “us”
Similar to other “others”
What to compare “them” to?
--Marco Polo and the East
--Africa and the Canary Islands
--Classical mythology
--Biblical literature
--Past and modern “barbarians”
“While Europeans found “others” to be different and usually inferior, the “others” the Indians knew tended to be similar or superior.”
Interaction
N. Europeans may have been fishing off the coast of Newfoundland for over 1000 years
Religious beliefs lead to desires for different goods
Pirates worked privately or for government organizations
Both native Americans and Europeans traded objects of lesser value in their society for objects of greater value
The arrival of European fur traders did not create internal trade systems, transportation routes, or trade alliances. They simply turned regional economies into globalized ones
Interdependence
Kidnapping and forced acculturation occurred at the same time as voluntary cultural exchange
Interdependence led to the destruction of distinct “Indian” and “European” identities
If you want to be on good terms with anyone, give them a gift
Water transportation is the most conducive to trade
Demands for goods traded between Indians and Europeans were often created by 3rd parties 1000s of miles away
Most exchanges were completed by experts in trade, facilitating the efficiency and economy of suppliers and customers
All people are inherently greedy, corrupt, curious, and racist
Governments and companies reform themselves to improve their competitive edge
When learning a language, it's best to know the words for:
--Greetings
--Finding things and locating leaders
--Buying/selling
--Getting directions
--Getting laid and swearing
Their stuff is always cooler, and your culture is always the best. None of it lasts long.
Syllabus
GENESEE COMMUNITY COLLEGE
WARSAW, NEW YORK
SYLLABUS: History 203-99 United States History 1
Instructor: Fred Schrock
Fall 2008 Semester
Tuesday 6:00pm-9:00pm
Warsaw Campus Center 304
Office Hours: see me before or after class
E-mail: fcschrock[AT]genesee[DOT]edu
Web: http://fredschrock203.blogspot.com
Telephone: (7 1 6) 9 1 3 - 6 6 6 8
CLASS DESCRIPTION:
This course offers an overview of United States history from the eve of European colonization through the American Civil War. We will focus on the ideas and attitudes of ordinary Americans, as well as on the contributions of better-known figures. Our goal is to understand not only what happened but also why. Through lectures, readings, videos, and discussions we will consider a wide range of scholarly interpretations. As the semester progresses, you will be encouraged to make your own assessments about the events creating the American experience.
CATALOG DESCRIPTION:
Surveys United States history from Pre-Columbian America through the Civil War. Focuses on the ideas and issues that shaped the emergence of the United States including institutional development, cultural transformation, and political evolution. Themes examined include exploration and colonization, early America's relations with the British Empire; the American Revolution; establishing the new republic, Jacksonian Democracy, the technological and economic development of the young nation, social and cultural life, westward expansion, the sectional crisis, and the Civil War. Introduces techniques of historical research and critical writing about the early history of the United States.
PREREQUISITES: None.
REQUIRED MATERIALS:
Norton et al. A People & A Nation, Eighth Edition. Volume One: To 1877. Boston: Houghton Mifflin Company, 2008.
COURSE POLICIES:
No work will be accepted late without permission from the instructor. The Research Paper and Final Project will lose one letter grade for every class day they are late and a 0 if later than one week. Research papers must be written in the Chicago ("Turabian") formatting style. All assignments must be completed before class and typed, unless expressly stated otherwise.
The instructor has created a web log to post pertinent class information. Students are encouraged but not required to visit the site regularly and post comments as they see fit.
Plagiarism or falsification of information on assignments results in a 0 grade for that assignment. Refer to the attached sheet for a more detailed description, as well as the GCC Library's website.
Similarly, cheating on a test results in an automatic 0 for the test. If you have questions, ask the instructor.
Cell phones, pagers, PDAs, calculators, computers, alarm watches, audio equipment, and similar electronic devices may not be used during the class. They must remain Off or in Silent Mode and out of view. Failure to adhere to this rule may seriously effect one's class participation grade and, during tests, be considered evidence of cheating.
All rules and dates are subject to change by the instructor.
GRADING:
The final grade in this course will be a letter grade (A, B, C, D, F) based on an average derived from the point system below. There are no + or - letter grades or extra credit. A percentage of 90-100 = A, 80-89 = B, 70-79 = C, 65-69 = D, and 0-64 = F.
Mid-term Exam
100 points
Final Exam
150 points
Research Paper
100 points
Final Project
200 points
Quizzes, Homework, Group Work
100 points
Oral Presentation
50 points
Class Participation
100 points
Mid-term Exam and Final Exam: These tests will consist of multiple choice questions, short answer (several sentence) questions and multi-paragraph essays. You will be advised what topics should be reviewed beforehand. Notes, books, and other information will not be available to you during the test.
Research Paper: You will write a four-page paper comparing and contrasting how the institutional structures of American society in the 18th and 19th centuries affected at least two groups, based upon library research involving a minimum of three scholarly sources. An informational sheet with specific details will be provided to you later in the semester.
Final Project: The final project is an six- to eight-page research paper about a historical topic of your choosing that has both national and local importance. This will be an opportunity for you to show how Western New York is historically linked with the rest of the country by using local resources. More details will follow.
Quizzes: Quizzes will generally test your reading knowledge of a textbook chapter, outside reading, or geography. They usually consist of ten multiple-choice questions or short answers.
Class Participation: A person with a high participation grade does not have to make a quota of comments per class. Students will receive high participation grades by coming to class alert, prepared, and able to engage in group work when necessary. If absent, students must procure missed notes and homework assignments so they may come to the next class without trailing behind. In class all students are expected to interact with each other in a way that is academically productive, not socially disruptive. The instructor will warn the student before adjusting a participation grade. This grade starts at one hundred points and drops in ten point increments.
Oral Presentation: Each student will give a short three-minute presentation about an current news article and explain how it pertains to our study of American History. More details will follow.
IMPORTANT DATES:
8/26 First Class
9/23 Research Paper Rough Draft Due
10/7 Research Paper Due
10/14 Midterm
11/18 Final Project Due
12/9 Last Class/Final Exam
CLASS CANCELLATION PROCEDURE:
In the case of an instructor absence, a notice will be posted on the classroom door. The notice will give you assignments for which you are responsible. The class web log will also provide further information.
If weather causes the College to be canceled, find out by listening to the following radio stations:
AM FM
WBTA--1490 Batavia WBTA--101.7 Batavia
WBEN--930 Buffalo WMJQ--102.5 Buffalo
WHAM--1180 Rochester WVOR--100.5 Rochester
WCJW--1140 Warsaw
SUPPORT SERVICES:
The GCC Library provides access to books, periodicals, media and reference materials and library instruction for all GCC students.
The Center for Academic Progress (in GCC Library) provides academic support for all students. CAP services include professional and peer tutoring, writing and math labs, and placement testing. CAP also has an assisted learning lab with Skills Bank software for math and language development, and other materials, and provides services for students with physical and/or learning disabilities.
If you need such support services, please let me know, and I will assist you in contacting them.
WEEKLY SCHEDULE
Week 1: Prologue/Alien Encounters
Week 2: American Society in the Making
Week 3: America in the British Empire
Week 4: The American Revolution
Week 5: The Federalist Era
Week 6: Jeffersonian Democracy
Week 7: National Growing Pains
Week 8: Toward a National Economy
Week 9: Jacksonian Democracy
Week 10: The Making of Middle-Class America
Week 11: An American Culture
Week 12: Westward Expansion
Week 13: The Sections Go Their Ways
Week 14: The Coming of the Civil War
Week 15: The War to Save the Union
Week 16: Reconstruction and the South
Week 17: Thematic Conclusions
COURSE OBJECTIVES:
At the conclusion of the semester, students will be able to:
1. Demonstrate knowledge of a basic narrative of early American history by answering on a test a set of questions on the development of democratic ideas from the colonial period to the end of the Civil War including such topics as the emergence of the political party system, social protest movements, American imperialism and expansion, economic growth and change in the 18th and 19th centuries, and the Civil War.*
2. Demonstrate a knowledge of the common institutions in modern American society and how they have affected different groups by writing a 2-4 page paper comparing and contrasting how the institutional structures/nature of American society in the 18th and 19th centuries affected at least two groups(critical thinking), based upon library research involving a minimum of three sources utilizing online full-text databases(information management).*
3. Demonstrate an understanding of America’s evolving relationship with the rest of the world by answering a set of questions based upon the timeframe from the colonial period to the end of the Civil War focused upon social protest movements, American imperialism and expansion, economic growth and change in the 18th and 19th centuries and the impact these forces have on American relations with other countries.*
4. Compare and contrast in extended writing, examination questions or classroom activities Pre-Columbian America and Europe on the eve of colonization.
5. Identify through extended writing, examination questions or classroom activities the economic, religious and political developments in the colonies that resulted in sectional differences.
6. Analyze in writing assignments or examination questions at least three of the basic reasons for the growth of differences between colonial America and the British government that lead to the clash of interests.
7. Evaluate through extended writing, examination questions or classroom activities the domestic, military and diplomatic aspects of the American Revolution.
8. Analyze in extended writing, examination questions or classroom activities how the United States constitution was drawn up, ratified and placed into operation.
9. Demonstrate through extended writing, examination questions or classroom activities an understanding of how Americans translated republican ideas into practical government on the local, state and national levels.
10. Compare and contrast through extended writing, examination questions or classroom activities the conflicting constitutional interpretations that emerged in the late 18th century.
11. Identify through extended writing, examination questions or classroom activities at least three of the reasons for the emergence of the United States as a nation of great wealth and power through its commercial development.
12. Discuss through extended writing, examination questions or classroom activities the structure of the antebellum South, and the role of the slave culture in that society.
13. Analyze in extended writing, examination questions or classroom activities the evolving role of the presidency from George Washington to Abraham Lincoln.
14. Compare and contrast through extended writing, examination questions or classroom activities the strengths and weaknesses of the Confederacy and the Union during the Civil War.
15. Identify through extended writing, examination questions or classroom activities at least three of the reasons for the growth of sectionalism prior to the Civil War and the distinguishing features of the three sections.
16. Analyze in extended writing, examination questions or classroom activities the emerging social concerns of the 19th century as exemplified by educational, institutional and literary developments
17. Demonstrate through map quizzes or examination questions an understanding of the role that geography played on the development of the United States.
18. Demonstrate through extended writing, examination questions or classroom activities the ability to analyze at least three current issues in American society in their historical context.
19. Demonstrate through extended writing, examinations questions or classroom discussion the ability to read and interpret at least four primary sources in American history with reference to historical perspective and context.
20. Demonstrate through extended writing, examinations questions or classroom discussion an understanding of history as an interpretive discipline with a diversity of viewpoints.
*This course objective has been identified as a student learning outcome that must be formally assessed as part of the College’s Comprehensive Assessment Plan. All faculty teaching this course must collect the required data (see Assessing Student Learning Outcomes form) and submit the required analysis and documentation at the conclusion of the semester to the Office of Assessment and Special Projects.
WARSAW, NEW YORK
SYLLABUS: History 203-99 United States History 1
Instructor: Fred Schrock
Fall 2008 Semester
Tuesday 6:00pm-9:00pm
Warsaw Campus Center 304
Office Hours: see me before or after class
E-mail: fcschrock[AT]genesee[DOT]edu
Web: http://fredschrock203.blogspot.com
Telephone: (7 1 6) 9 1 3 - 6 6 6 8
CLASS DESCRIPTION:
This course offers an overview of United States history from the eve of European colonization through the American Civil War. We will focus on the ideas and attitudes of ordinary Americans, as well as on the contributions of better-known figures. Our goal is to understand not only what happened but also why. Through lectures, readings, videos, and discussions we will consider a wide range of scholarly interpretations. As the semester progresses, you will be encouraged to make your own assessments about the events creating the American experience.
CATALOG DESCRIPTION:
Surveys United States history from Pre-Columbian America through the Civil War. Focuses on the ideas and issues that shaped the emergence of the United States including institutional development, cultural transformation, and political evolution. Themes examined include exploration and colonization, early America's relations with the British Empire; the American Revolution; establishing the new republic, Jacksonian Democracy, the technological and economic development of the young nation, social and cultural life, westward expansion, the sectional crisis, and the Civil War. Introduces techniques of historical research and critical writing about the early history of the United States.
PREREQUISITES: None.
REQUIRED MATERIALS:
Norton et al. A People & A Nation, Eighth Edition. Volume One: To 1877. Boston: Houghton Mifflin Company, 2008.
COURSE POLICIES:
No work will be accepted late without permission from the instructor. The Research Paper and Final Project will lose one letter grade for every class day they are late and a 0 if later than one week. Research papers must be written in the Chicago ("Turabian") formatting style. All assignments must be completed before class and typed, unless expressly stated otherwise.
The instructor has created a web log to post pertinent class information. Students are encouraged but not required to visit the site regularly and post comments as they see fit.
Plagiarism or falsification of information on assignments results in a 0 grade for that assignment. Refer to the attached sheet for a more detailed description, as well as the GCC Library's website.
Similarly, cheating on a test results in an automatic 0 for the test. If you have questions, ask the instructor.
Cell phones, pagers, PDAs, calculators, computers, alarm watches, audio equipment, and similar electronic devices may not be used during the class. They must remain Off or in Silent Mode and out of view. Failure to adhere to this rule may seriously effect one's class participation grade and, during tests, be considered evidence of cheating.
All rules and dates are subject to change by the instructor.
GRADING:
The final grade in this course will be a letter grade (A, B, C, D, F) based on an average derived from the point system below. There are no + or - letter grades or extra credit. A percentage of 90-100 = A, 80-89 = B, 70-79 = C, 65-69 = D, and 0-64 = F.
Mid-term Exam
100 points
Final Exam
150 points
Research Paper
100 points
Final Project
200 points
Quizzes, Homework, Group Work
100 points
Oral Presentation
50 points
Class Participation
100 points
Mid-term Exam and Final Exam: These tests will consist of multiple choice questions, short answer (several sentence) questions and multi-paragraph essays. You will be advised what topics should be reviewed beforehand. Notes, books, and other information will not be available to you during the test.
Research Paper: You will write a four-page paper comparing and contrasting how the institutional structures of American society in the 18th and 19th centuries affected at least two groups, based upon library research involving a minimum of three scholarly sources. An informational sheet with specific details will be provided to you later in the semester.
Final Project: The final project is an six- to eight-page research paper about a historical topic of your choosing that has both national and local importance. This will be an opportunity for you to show how Western New York is historically linked with the rest of the country by using local resources. More details will follow.
Quizzes: Quizzes will generally test your reading knowledge of a textbook chapter, outside reading, or geography. They usually consist of ten multiple-choice questions or short answers.
Class Participation: A person with a high participation grade does not have to make a quota of comments per class. Students will receive high participation grades by coming to class alert, prepared, and able to engage in group work when necessary. If absent, students must procure missed notes and homework assignments so they may come to the next class without trailing behind. In class all students are expected to interact with each other in a way that is academically productive, not socially disruptive. The instructor will warn the student before adjusting a participation grade. This grade starts at one hundred points and drops in ten point increments.
Oral Presentation: Each student will give a short three-minute presentation about an current news article and explain how it pertains to our study of American History. More details will follow.
IMPORTANT DATES:
8/26 First Class
9/23 Research Paper Rough Draft Due
10/7 Research Paper Due
10/14 Midterm
11/18 Final Project Due
12/9 Last Class/Final Exam
CLASS CANCELLATION PROCEDURE:
In the case of an instructor absence, a notice will be posted on the classroom door. The notice will give you assignments for which you are responsible. The class web log will also provide further information.
If weather causes the College to be canceled, find out by listening to the following radio stations:
AM FM
WBTA--1490 Batavia WBTA--101.7 Batavia
WBEN--930 Buffalo WMJQ--102.5 Buffalo
WHAM--1180 Rochester WVOR--100.5 Rochester
WCJW--1140 Warsaw
SUPPORT SERVICES:
The GCC Library provides access to books, periodicals, media and reference materials and library instruction for all GCC students.
The Center for Academic Progress (in GCC Library) provides academic support for all students. CAP services include professional and peer tutoring, writing and math labs, and placement testing. CAP also has an assisted learning lab with Skills Bank software for math and language development, and other materials, and provides services for students with physical and/or learning disabilities.
If you need such support services, please let me know, and I will assist you in contacting them.
WEEKLY SCHEDULE
Week 1: Prologue/Alien Encounters
Week 2: American Society in the Making
Week 3: America in the British Empire
Week 4: The American Revolution
Week 5: The Federalist Era
Week 6: Jeffersonian Democracy
Week 7: National Growing Pains
Week 8: Toward a National Economy
Week 9: Jacksonian Democracy
Week 10: The Making of Middle-Class America
Week 11: An American Culture
Week 12: Westward Expansion
Week 13: The Sections Go Their Ways
Week 14: The Coming of the Civil War
Week 15: The War to Save the Union
Week 16: Reconstruction and the South
Week 17: Thematic Conclusions
COURSE OBJECTIVES:
At the conclusion of the semester, students will be able to:
1. Demonstrate knowledge of a basic narrative of early American history by answering on a test a set of questions on the development of democratic ideas from the colonial period to the end of the Civil War including such topics as the emergence of the political party system, social protest movements, American imperialism and expansion, economic growth and change in the 18th and 19th centuries, and the Civil War.*
2. Demonstrate a knowledge of the common institutions in modern American society and how they have affected different groups by writing a 2-4 page paper comparing and contrasting how the institutional structures/nature of American society in the 18th and 19th centuries affected at least two groups(critical thinking), based upon library research involving a minimum of three sources utilizing online full-text databases(information management).*
3. Demonstrate an understanding of America’s evolving relationship with the rest of the world by answering a set of questions based upon the timeframe from the colonial period to the end of the Civil War focused upon social protest movements, American imperialism and expansion, economic growth and change in the 18th and 19th centuries and the impact these forces have on American relations with other countries.*
4. Compare and contrast in extended writing, examination questions or classroom activities Pre-Columbian America and Europe on the eve of colonization.
5. Identify through extended writing, examination questions or classroom activities the economic, religious and political developments in the colonies that resulted in sectional differences.
6. Analyze in writing assignments or examination questions at least three of the basic reasons for the growth of differences between colonial America and the British government that lead to the clash of interests.
7. Evaluate through extended writing, examination questions or classroom activities the domestic, military and diplomatic aspects of the American Revolution.
8. Analyze in extended writing, examination questions or classroom activities how the United States constitution was drawn up, ratified and placed into operation.
9. Demonstrate through extended writing, examination questions or classroom activities an understanding of how Americans translated republican ideas into practical government on the local, state and national levels.
10. Compare and contrast through extended writing, examination questions or classroom activities the conflicting constitutional interpretations that emerged in the late 18th century.
11. Identify through extended writing, examination questions or classroom activities at least three of the reasons for the emergence of the United States as a nation of great wealth and power through its commercial development.
12. Discuss through extended writing, examination questions or classroom activities the structure of the antebellum South, and the role of the slave culture in that society.
13. Analyze in extended writing, examination questions or classroom activities the evolving role of the presidency from George Washington to Abraham Lincoln.
14. Compare and contrast through extended writing, examination questions or classroom activities the strengths and weaknesses of the Confederacy and the Union during the Civil War.
15. Identify through extended writing, examination questions or classroom activities at least three of the reasons for the growth of sectionalism prior to the Civil War and the distinguishing features of the three sections.
16. Analyze in extended writing, examination questions or classroom activities the emerging social concerns of the 19th century as exemplified by educational, institutional and literary developments
17. Demonstrate through map quizzes or examination questions an understanding of the role that geography played on the development of the United States.
18. Demonstrate through extended writing, examination questions or classroom activities the ability to analyze at least three current issues in American society in their historical context.
19. Demonstrate through extended writing, examinations questions or classroom discussion the ability to read and interpret at least four primary sources in American history with reference to historical perspective and context.
20. Demonstrate through extended writing, examinations questions or classroom discussion an understanding of history as an interpretive discipline with a diversity of viewpoints.
*This course objective has been identified as a student learning outcome that must be formally assessed as part of the College’s Comprehensive Assessment Plan. All faculty teaching this course must collect the required data (see Assessing Student Learning Outcomes form) and submit the required analysis and documentation at the conclusion of the semester to the Office of Assessment and Special Projects.
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