American History I

HIS 103 FINAL EXAM INFO

2008-12-02T17:20:00.000-08:00

Remember, the Oral Presentations (50 points) will occur during the first half of the class!

150 POINTS

50 Points: TAKE-HOME ESSAY

By now you should know how to write these. Since this is take-home, they are expected to be A) extremely detailed, B) typed, and C) handed in before the start of the exam. These are the two questions:

A. Analyze the emerging social concerns of the 19th century as exemplified by educational, institutional and literary developments.

B. Analyze the evolving role of the presidency from George Washington to Abraham Lincoln.

50 Points: IN-CLASS ESSAY

Two of the below essay questions will be on the test. You will write one of those two essays.

A. Identify at least three of the reasons for the growth of sectionalism prior to the Civil War and the distinguishing features of the three sections.

B. Discuss the structure of the antebellum South and the role of the slave culture in that society.

C. Compare and contrast the strengths and weaknesses of the Confederacy and the Union during the Civil War.

20 Points: TERMS (2 points each)

Instead of multiple choice, you will fill in blanks using the word list below. Remember to study the importance of the idea or event.

Missouri Compromise
Wilmont Proviso
Popular Sovereignty
Free-Soil Party
Compromise of 1850
Mexican Cession
Bleeding Kansas
Dred Scott v. Sandford
Lecompton Controversy
Harper's Ferry
Fort Sumter
Anaconda Plan
Manifest Destiny
Frontier Thesis
Treaty of Guadalupe Hidalgo
Palmyra, New York
Charles Finney
Evangelicalism
Second Great Awakening
Burned-Over District
Beecher Family
Cult of Domesticity
Horace Mann
Dorothea Dix
Utopianism
Br'er Rabbit
"Corrupt Bargain" of 1824
Spoils System
Whigs
Anti-Masonry
American System
Monroe Doctrine
Battle of New Orleans
Emancipation Proclamation
13th Amendment

30 Points: DEFINITIONS (5 points each)

Just like the Midterm, you will define six terms and then write about why it is important in American History. Use two or more sentences. You will get to pick from the list above except you can only use the terms you did not use for the Matching.

Notes from 12/2

2008-12-02T17:18:00.000-08:00

Fort Sumter

At the start of Lincoln's first term, several states had already seceded. His main goal was to preserve the Union and put down rebellion
Lincoln feared the secession of Upper South states (MO, KY, DE, MD)
Fort Sumter, South Carolina was sent provisions, but not weapons. The South attacked the fort before provisions arrived.
As a result, war broke out. VA, NC, AK, TN allied with the Confederates

Politics

Confederate armies attempted to control western territories to cut the Union off from the Mississippi and gold and silver mines
The Union quickly solidified control of the northern West by building railroads
Confederates thought England and France would support them, weakening the US and promoting cotton sales
The Union blockaded the South and minimized losses to prevent looking weak

Mobilization

Neither side was prepared militarily or financially
Neither side predicted more than 6 months of fighting
In the South, citizens felt higher taxes and drafts went against their reasons for secession
90% of able white males fought for the South, most volunteers (page 400)
Many Union soldiers were volunteers as well, for wages, excitement, or honor

Problems with Confederacy

Decentralized: Considered themselves independent countries fighting the same war
States' Rights: Wary of a strong president, federal controls seemed like “Lincolnism”
Class Bias: “A rich man's war but a poor man's fight.” Laws protected the wealthy from fighting. Black soldiers not allowed*
Jefferson Davis: Unable to relate to commoners, stressed and depressed*
Slave economy: Inflation, wealth held by very few, industry underdeveloped, shortages

Draft

Both sides offered ways out of fighting:
Substitution
Commutation - $300
The poorest citizens felt the war did not apply to them and could not afford commutation. Riots broke out around the country, many racially charged.
NYC draft riots in 1863 lasted 3 days and involved 50,000. Up to 100 casualties
Lincoln diverted troops from DC to quell riots

$

Union capital was greater and far more organized than the Confederacy
Both governments preferred selling war bonds to raising taxes
“Greenbacks” printed, though many doubted their worth
Paper money was well regulated in the North. The South overprinted money as the war worsened and inflation rose.

Was Lincoln Evil?

Is it unconstitutional to leave the Union?
Lincoln sent troops into border states before fighting broke out
Mass arrests
Newspapers shut down
Suspension of habeas corpus
Emergency declarations
Laws were passed with only half a Congress
Use of military to enforce laws
Does the Constitution allow for greater executive powers during emergencies?

Slavery

1861 Confiscation Act: US seizes all property used to aid the South, including slaves
(Northern slaves were still OK)
1862 Confiscation Act: seized slaves were now “forever free”
Sept. 1862: after winning Antietam, Lincoln leaks the Emancipation Proclamation four months early. Rebel slaves were now completely free. I guess.
The EP threatened and demoralized the South while solidifying power in the North

http://www.civilwarphotos.net/files/lincoln_assassination.htm

Effects of the Civil War

Abolition wins
1863: The Emancipation Proclamation sets Confederate slaves free
Translation: war was now about Union AND slavery
Hope that foreign abolitionist nations (England, France) might take the side of the North
13th Amendment freed slaves
14th Amendment gave black men the vote
15th Amendment gave equal rights
In the South: “A rich man's war and a poor man's fight”

Effects

Women's sphere grows to include nursing, war activism, running family businesses
Nativism gives way to more ethnic tolerance
The federal government becomes truly supreme over the states
Government gets bigger. “Activist state” supports economic growth through incentives
As a result, business grows bigger.
Railroads, Steel, Oil
“Incorporated America”

Upcoming Assignments

2008-11-25T16:30:00.000-08:00

On November 25 we took the Chapter 14 quiz and watched a video on John Brown.

For December 2, read Chapter 15. We will go over the material that will be on the final exam on the 9th.

For December 9, be prepared to give your Oral Presentation. The second half of the class will be the Final Exam.

Oral Presentation requirements

2008-11-23T16:44:00.000-08:00

Oral presentation - 50 points

Question A: "What is this article about?"
Question B: "Why is this article important in our study of American History?"

For this assignment you will analyze one article and summarize what you read for class. It is often difficult for students to discuss source material "in their own words." This is an attempt to disseminate information through in-depth examination of one part of a whole, instead of glances at every page. This assignment is also your opportunity to show mastery of material you have already learned by applying it to a new text. You may refer to other sources or class discussions if you wish, though that is not required. Referencing chapters of your book is encouraged.

Technically your presentation is part of your final exam.
--50 points oral presentation (before the final exam)
--50 points extra essay (done in-class as part of the exam)
--100 points final exam (just like the midterm)

1) See me if you are unable to present to the class. Simple fear of public speaking does not make you unable to present.

2) Presentations must not be more or less than 3:00 long, give or take 15 seconds. You will have class time to practice this, but not much. You will be warned during the presentation and docked points if you cannot adhere to the time limit.

3) After your presentation you might have questions from other students or the instructor. Perfect answers are not required but you must show an understanding of the article and what you presented.

4) Presenters may not rely on notes. This is the hard part! You will probably have too much to say, not too little. Explain pictures or quotes they see on the page. I will put your article on the screen.

Chapter 14 notes

2008-11-23T16:39:00.000-08:00

Abolition

The majority of Americans didn't care either way
Slavery seemed immoral, but abolitionists seemed crazy and unwilling to compromise
The Constitution allows for slavery, but compromises kept it secluded to the South
Should slavery spread to new territories?
Missouri Compromise: no slavery allowed in states above 36-30'
With the Mexican Cession, more southern states were being admitted than northern states
Wilmont Proviso: plan to ban slavery in territories acquired from Mexico
Never passed
Led to the “Free Soil” movement

Election of 1848

Democrats—mostly southern
Against the Wilmont Proviso
Thought new territories could decide on slavery when they became states
Ran Cass for President, who proposed “Squatter Sovereignty” to appeal to the South's states' rights beliefs
Whigs—mostly northern
Supported the Wilmont Proviso
Ran Zachary Taylor, Mexican War hero, slaveholder

Free-Soil Party

Were against expanding slavery but not slavery itself
Democrats that had Whig support
Van Buren, a Democrat, ran for President and lost

Compromise of 1850

Thought up by Henry Clay, the same senator who thought up the Missouri Compromise

For North:
-California became a free state
-Texas debt would be assumed by Federal Government
-Slave trade banned in DC
For South:
-Mexican Cession territories wouldn't decide on slavery
-New Mexico would take some Texas land
-Stronger Fugitive Slave Law: no trials for alleged runaway slaves
-Both Democrats and Whigs supported the Compromise in the next election

Very Bad Things

The emergence of the Free-Soil Party threatened the old Whig Party, taking away much of their northern base
The Compromise of 1850 meant the 2 main parties seemed almost the same
Franklin Pierce (Democrat) was elected in 1852 with northern and southern support
Kansas-Nebraska Act (1854) by Stephen Douglass
Repealed the Missouri Compromise
Left slavery up to popular sovereignty in the territory
Thought it would get more support for the Whigs
Instead, the Whigs disagreed over it

The Know-Nothing Party

Whigs were temporarily replaced by nativists
Nativism: belief that pre-existing inhabitants deserve preference over immigrants
The group began in secret, hence the name
Later became the American Party and opposed the Kansas-Nebraska Act, though not entirely
In the West, “Republicans” had some of the same ideas as Know-Nothings but focused on stopping the spread of slavery, not immigration
Strong stances on moral causes
Thought slavery would hurt “free labor”
Predominantly Protestant and nativist

Bleeding Kansas

Kansas became a territory in 1854. To sway the vote over slavery, people out of state quickly settled, leading to several years of violence
Many from Missouri moved to make mostly “Free-Soil” Kansas pro-slavery. Riots break out
Pro-slavery men raided Lawrence. As revenge, John Brown led a group to kill five people in the Pottawatomie Massacre. John Brown would later be known for raiding the armory at Harper's Ferry
In all, about 200 died from guerilla warfare
“Bleeding Sumner:” they beat that dude with a cane. Unable to serve but re-elected

Division

Election of 1856:
The new Republican party lost to the popular sovereignty Democrats. Former President Fillmore ran for the almost-dead Know-Nothings
Was there a “slave power conspiracy” in America?
Churches began to split into North and South
Presbyterians, Methodist, Baptists
Slavery was a political and moral issue

Dred Scott v. Sandford, 1857

Scott was a slave in Missouri but moved to Wisconsin, where slavery was illegal. Was he free? SCOTUS:
Scott had no case because he was not a citizen
No blacks could be citizens of the US
Congress had no power to prohibit slavery anywhere
THEREFORE, the Missouri Compromise was unconstitutional

To the tune of Battle Hymn of the Republic:

John Brown's body lies mouldering in the grave,
John Brown's body lies mouldering in the grave,
John Brown's body lies mouldering in the grave,
His soul is marching on!

He captured Harper's Ferry with his nineteen men so true,
And he frightened old Virginia till she trembled through and through,
They hung him for a traitor, themselves the traitor crew,
But his soul is marching on!

Lecompton Controversy

Pro-slavery citizens wanted to approve a pro-slavery state constitution
They put it up to a vote: allow slavery, or not allow future imports of slaves?
Anti-slavery people could not choose “No Slavery At All, Ever” and boycotted. The constitution passed
The anti-slavery majority then set up a second referendum to stop it, and won
In US Congress, the Lecompton plan passed the Senate but failed the House
The debate split Congress between the Republican North and Democrat South

Chapter 13 notes

2008-11-23T16:38:00.000-08:00

Manifest Destiny

John L. O'Sullivan, 1845
The idea that it is God's will for the United States to expand its borders
Religious connotations
Room for the exploding population
Ethnocentrism
Would the US take all of North America?
“Frontier Thesis,” Frederick Jackson Turner, 1893
The success and character of the US depended on its westward expansion
Expansion made Americans individualistic, democratic, and hard-working by taming land and inferior peoples
Borders
54-40'' or fight

Northern borders

Several times, the US nearly came to war with Britain over the Northern border
Oregon Territory was “joint occupation” from 1818 to 1846 as the countries argued over the Colombia River
Maine's border was not defined until 1842
Fenians attacked Canada from Buffalo in 1866. It failed horribly
Southwest
Mexico needed workers in Texas and allowed Americans in. Soon Americans outnumbered Mexicans in Texas
Mexico tried to end slavery and collect taxes in Texas, but Americans resisted
General Sam Houston captured Santa Anna and forced him to accept independence
Though a country from 1836-1845, Houston always wanted Texas as a state. The Tex-Mex border remained disputed

Reasons against Texas annexation

Slavery
Texas would be a pro-slavery state
Many voters were against the spread of slavery
War
Annexation would hurt US-Mexico relations
North-South rivalries could start civil war

Politics

Politicians did not want to touch the slavery issue
Especially in 1844, an election year
Henry Clay and Martin Van Buren agreed on delayed annexation. James K. Polk got Southern support for immediate annexation

Mexican War

US led by General Zachary Taylor, but he would not go into Mexico City
Polk picked Winfield Scott to invade the capital while Taylor defeated Mexicans farther north
Treaty of Guadalupe Hidalgo:
US pays $15 million for New Mexico and California
Rio Grande is Tex-Mex border

Gadsen Purchase 1853:
More of Mexico was purchased for a railroad for $15 million
Much smaller, the purchase was perceived as an act of goodwill for the harsh terms of the Treaty

Mormons

The Church of Jesus Christ of Latter-Day Saints
Founded by Joseph Smith of Palmyra, New York about 1820
Smith said he had visions of Jesus, who told him that churches were corrupt
1830: published the Book of Mormon, a translation of golden plates given to him by an angel
Followers moved to Utah in search of a new Zion, just like in The Matrix
The society was a mix of Burned-Over religion and utopian socialism
Statehood was delayed because of the Mormon practice of polygamy

Internal Expansionism

Most Americans still lived on the Atlantic coast by the 1840s
1848: Gold discovered in California. San Francisco becomes a boom town in 1849
Later discoveries of silver and gold in Nevada, Utah, Idaho, and others lead to more settlers
Reapers (Cyrus McCormick) and steel-tipped plows (John Deere) allow farmers to clear land faster and expand

Chapter 12 Quiz

2008-11-23T16:36:00.000-08:00

1 The social reform movements associated with the Second Great Awakening began in
a) the mountainous areas of Virginia and North Carolina.
b) the Burned-Over District of western New York.
c) western Kentucky.
d) the Cotton South.

2 The “benevolent empire” refers to which of the following?
a) Reform associations in the 1830s and 1840s that were inspired by the Second Great Awakening
b) The international relief organizations in the United States that gave aid to the impoverished of the earth
c) A loosely-knit organization of northern factory owners dedicated to the abolition of slavery.
d) The slave society of the Cotton South

3 The Second Great Awakening affected women in which of the following ways?
a) The movement adversely affected women by blaming them for the sins of American society.
b) The only impact the movement had on women was to reinforce the cult of domesticity.
c) By participating in organizations advocating moral reform, many women became politically involved for the first time.
d) Both the Episcopal and Methodist denominations allowed women to rise to the rank of bishop.

4 Which of the following was a reason for the emergence of temperance as a major issue in the 1840s and 1850s?
a) Alcohol became a symbol of evil because of its association with Sabbath violations, abusive husbands, and poor work habits.
b) It was revealed that organized crime was involved in the manufacture, distribution, and sale of alcohol.
c) Revelations about the health and mental problems of infants born to alcoholic mothers caused public concern.
d) Newspaper reporters documented and publicized widespread alcohol abuse within the Senate and House of Representatives.

5 Which of the following touched the lives of more Americans than any other reform movement?
a) The temperance movement
b) The antigambling movement
c) The public education movement
d) The antiprostitution movement

6 Which of the following statements is most consistent with the beliefs of Horace Mann?
a) Misery and crime can be ended through universal education.
b) Men are superior to women as teachers because they command obedience and discipline from their pupils.
c) The teaching of Christian religious principles should be the central focus of education.
d) Formal education should be reserved for the talented tenth, and vocational training should be available to the masses.

7 What did the people associated with the Shaker community, the Morman community, and Brook Farm have in common?
a) They wanted to establish a more communal environment to replace the excessive individualism present in a market society.
b) They wanted to withdraw completely from civilized society.
c) They wanted to return to a state of nature.
d) They wanted to establish societies based on Biblical law.

8 After having been arrested and jailed for treason, Joseph Smith
a) wrote the Book of Mormon.
b) renounced the Mormon religion.
c) escaped from prison and led his followers to the Great Salt Lake Valley.
d) was murdered by opponents.

9 In the pamphlet entitled Appeal . . . to the Colored Citizens, David Walker
a) encouraged slaves in the South to engage in passive resistance against their white masters.
b) informed slaves of the opportunities to escape through the network of people collectively known as the Underground Railroad.
c) advocated that slaves in the South should rise in rebellion and violently overthrow the institution of slavery.
d) called upon runaway slaves in the North to band together and invade the South.

10 Which of the following is true of white abolitionists in the late eighteenth century?
a) They often did not advocate equal rights for African Americans.
b) They were usually of the middle and lower class.
c) They encouraged women to participate in the abolitionist movement.
d) They usually supported extending the right to vote to women.

11 Which of the following best expresses the belief of William Lloyd Garrison?
a) Slavery must be ended gradually.
b) A political solution is necessary to bring an end to slavery.
c) To end slavery, we must convince either the Whig party or the Democratic party to include an antislavery plank in their national platform.
d) Slavery can be ended by winning over the hearts of white Americans, including southern slaveowners.

12 How did South Carolina respond to the increase in the volume of antislavery mailings during the early 1830s?
a) The state established its own postal service, which refused to deliver any mail handled by the United States Postal Service.
b) Abolitionist literature entering the state was intercepted and burned.
c) The state paid for the mass printing and mailing of proslavery tracts to northern households.
d) In a nullification convention, the state declared such literature to be an unconstitutional exercise of free speech.

13 Which of the following is considered to have launched the women’s rights movement?
a) The Seneca Falls’ Declaration of Sentiments
b) The publication of the Grimké sisters’ books in 1838
c) The merger of the abolitionist and feminist movements in 1839
d) The emergence of Lucretia Mott and Elizabeth Cady Stanton as national figures in the 1840s

14 Which of the following is true of President Andrew Jackson?
a) He strongly supported the educational reforms advocated by Horace Mann and advocated federal aid to education.
b) Out of his desire to cleanse the body politic, he supported the temperance and antiprostitution movements.
c) Promoting a limited role for government, he used the veto more often than all previous presidents combined.
d) Believing that government could be a force for good in society, he favored the use of the positive power of government.

15 After Jackson was re-elected in 1832, he took away the power of the Bank of the United States to regulate the economy by
a) persuading Congress to revise its charter.
b) depositing federal funds in state-chartered banks.
c) closing most of its branch banks.
d) issuing an executive order that curtailed the bank's regulatory powers.

Class Canceled on 10/28

2008-10-28T10:10:00.001-07:00

Sorry,

I came down with a rotten cold this weekend, so History class is canceled tonight. For next week, read chapters 10 and 11 for class and have the essay for Last of the Mohicans completed. If you know anyone else in the class, pass this along.

Happy Halloween,

FS

Midterm on October 14!

2008-10-07T22:34:00.000-07:00

Study everything we reviewed up to Chapter 9. You can read this same message AND get all the class notes at http://fredschrock203.blogspot.com. If you are in CAP please talk to me about special arrangements.

THE ESSAY - 40%

Forty percent of your midterm grade will be based on an essay that answers one of the following questions. This essay will be done start of class. Don't forget to use detailed examples!

1.) Analyze at least three basic reasons for the growth of differences between colonial America and the British government that led to a clash of interests.

2.) Compare and contrast the conflicting constitutional interpretations that emerged in the late 18th century.

3.) Compare and contrast the development of the Southern, Mid-Atlantic and New England colonies and how those characteristics helped create the America we know today.

MULTIPLE CHOICE - 40%

In class you will answer multiple choice questions, matching, or fill-in-the-blanks. They will be similar to your quizzes. They will be based primarily on the notes posted on the class blog. Each question will be worth two points.

SHORT ANSWER - 20%

In class you will be required to write short definitions or descriptions of five of the terms below. The actual list given in class will be shorter than the one you see here. Remember to not only define the terms but discuss in detail their importance in American History.

Reconquista
Declaratory Act
Washington's Farewell Address
Ethnocentrism
Marquis de Lafayette
Holland Land Company
Mayflower Compact
Federalism
Northwest Ordinance
Merchantilism
Jeffersonians
John Locke
Ben Franklin
Shay's Rebellion
French & Indian War
Great Compromise
Guerrilla conflict
Colombian Exchange
Ferdinand & Isabella
French and Indian War
Tobacco
Salem Witch Trials
Handsome Lake
Mary Jemison
Election of 1824
American System

Notes from October 7

2008-10-07T22:30:00.000-07:00

Evangelicalism

Protestant
Belief that the Bible is the authority on God, not any church
Belief that having faith in God is the only thing needed to get into Heaven
“Second Great Awakening”
Like the early colonial era, many in the US attended religious affairs
Camp meetings
Church plantings
Protracted meetings

Not evangelical:

Unitarians and deism
The Enlightenment: a “benevolent master architect” God
Slavery
Charles Finney
Ran revival meetings throughout Western New York
Instead of predestination, taught that everyone could overcome sins
“The Burned-Over District” of WNY became an area known for revivals, conversions, and movements
Millennialism: belief in hastening the end times

Reform Movements

The “benevolent empire” often worked closely with revivals, churches, each other
Foreign religious missions
Anti-prostitution
Taking Back Sunday
Temperance against hard liquor
American Peace Society (anti-war)
Women's suffrage and (some) equal rights
American Anti-Slavery Society vs. the American Colonization Society

Beecher Family
Lyman Beecher (1820s): started New England revivals based on Puritan beliefs
Catherine Beecher (daughter): built many women's colleges and seminaries
Edward Beecher (son): Educator, preacher, started Illinois' first abolition society
Harriet Beecher Stowe (daughter): wrote Uncle Tom's Cabin
Henry Ward Beecher (son): famous preacher, writer, lecturer on social ills
Isabella Beecher Hooker (daughter): founded Connecticut Women Suffrage Association
Charlotte Perkins Gilman (great-granddaughter): socialist feminist, published Women and Economics in 1898

“Cult of Domesticity”

The male “sphere” involved working and controlling the world outside the home.
Industry, commerce, government
The female “sphere” involved women working and controlling life in the home
Child-rearing, housekeeping
Supporting the family structure: joining church groups and reform efforts, teaching and educating children
Poorer families often compromised “spheres”

Education Reform

School was not mandatory Children of farmers and immigrants worked rather than go to school.
Local schools were small and underfunded, with poorly trained teachers
Schools became centers for teaching discipline, citizenship, and moral values
Horace Mann:
Pushed for public education for all in Mass.
Believed schools could give opportunity and bridge gaps between rich and poor
Emphasis on “child-based” education

Mental Health

Mentally ill people were housed in basements, barns, and jails
Dorothea Dix traveled New Jersey to research mistreatment of the insane
Her efforts led to the first state asylum

Utopianism

Utopia:
Based on a book about a perfect society
Utopian socialism led to the creation of special communities, many religious
All tried to create a perfect society; most died quickly
Shakers: Communal ownership, celibacy, dance
Oneida: free love
Both reinterpreted the second coming of Jesus
Transcendentalism:
belief that the soul can overcome obstacles in the physical world
Achieved through the individual, not a church

Notes from September 30

2008-09-30T17:00:00.000-07:00

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

Notes from September 23

2008-09-23T21:47:00.000-07:00

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

Notes from September 16

2008-09-22T20:01:00.000-07:00

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

Notes from September 9

2008-09-14T21:00:00.000-07:00

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

Notes from September 2

2008-09-07T15:21:00.000-07:00

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

Notes from August 25

2008-09-02T14:18:00.000-07:00

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.

Syllabus

2008-09-02T14:11:00.000-07:00

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.