Professor Richard Weiner

Office: CM 205

Office Hours: MON., TUES. & TH: 11:30-12:30 (and by appointment)

Office Phone: (260) 481-6692

E-Mail: weinerr@ipfw.edu

Summer I, 2008

H 105: American History to 1877 (CM112, Mon., Tues., Thurs. 12:30-2:50)

Course Description: Through lectures, readings, and discussions this course introduces students to social, political, and economic developments in American History from the age of discovery to 1877. This course counts toward fulfillment of the General Education area III requirement.

Course Learning Outcomes: Upon successful completion of this course students will be better able to:

· Interpret major developments in U.S. history to 1877.

· Connect events and explain the relationship between them.

· Analyze information and arrange it in a coherent overview.

· Assess source material and analyze its meaning.

· Appreciate the diversity of American experiences.

Assessment of Learning Outcomes via exams, quizzes, and class discussions, which require students to:

· Analyze major historical developments such as colonialism and revolution, slavery and emancipation, and war and reconstruction (on section “B” of exams and assigned paper).

· Analyze the effects of historical events and actors (on sections “A” and “B” of exams).

· Write analytical and well organized historical essays (on section “B” of exams and assigned paper).

· Analyze and interpret primary historical documents (on weekly in-class quizzes and assigned paper).

· Compare and contrast the experiences of diverse American groups (on sections “B” of exams and assigned paper).

Required Texts:

1. Michael P. Johnson, Reading the American Past: Selected Historical Documents (vol. 1: to 1877), Fourth Edition, Bedford/St. Martin’s, 2008. (Text referred to as Past below in class schedule.)

2. Michael P. Johnson, et. al., The American Promise: A History of the United States (vol. 1: to 1877), Fourth Edition, Bedford/St. Martin’s, 2008.  (Text referred to as Promise below in class schedule.)

Course Requirements:

1. Exams: There are 3 exams, each of which is worth 25% of the class grade. Missed Exam/make-up policy: You are required to take exams at the scheduled time. However, if the instructor determines you have a legitimate reason for not taking the exam at the scheduled time you will be able to take a make-up. If you desire to take a make-up, you must consult with the instructor prior to the scheduled exam (obviously, unanticipated emergencies are another matter; consult the instructor ASAP if you have an emergency).

2. Quizzes: The average score from a series of in-class quizzes on the assigned readings make up 25% of the course grade. These are “pop” quizzes that are given regularly over the course of the entire semester. Since questions are taken directly from the daily reading assignments in Reading the American Past you will be able to prepare for quizzes beforehand. The 3 lowest quiz grades will be dropped (this includes missed quizzes). There are NO make-ups for missed quizzes.

To earn good grades on quizzes:

• answer all parts of the question
• provide specific relevant information from the reading
• express your ideas clearly and effectively in writing
• Quotes are not required. But if you include them explain/analyze their meaning
• Answer demonstrates strong grasp/understanding of the material

Class Schedule, Reading Schedule, Exam Schedule:

Section I-Colonial America

5/19: Promise, chap. 1

5/20: Promise, chap. 2; Past, chap. 2

5/22:  Promise, chap. 3; Past, chap. 3

5/26: HOLIDAY: NO CLASS!

5/27: Promise, chaps. 4 & 5; Past, chaps. 4 & 5

5/29: EXAM # 1 (Colonial Era)

Section II-Revolutionary America

6/2: Promise, chap. 6; Past, chap. 6

6/3: Promise, chap. 7; Past, chap. 7

6/5: Promise, chap. 8; Past, chap. 8

6/9: Promise, chap. 9; Past, chap. 9

6/10: Promise, chap. 10; Past, chap. 10

6/12: EXAM # 2 (Age Independence)

Section III-19^th Century America

6/16: Promise, chap. 11; Past, chap. 11

6/17: Promise, chap. 12; Past, chap. 12

6/19: Promise, chap. 13; Past, chap. 13

6/23: Promise, chap. 14; Past, chap. 14

6/24: Promise, chaps. 15 & 16; Past, chaps. 15 & 16

6/26: EXAM # 3 (19^th century America)

Exam Description: All exams have exactly the same format. The only difference is the content. Exams have three sections, A (terms), B (essay) and C (passage analysis). Sections A and B are each worth 40% of the exam grade and section C is worth 20%. Include information from the course texts and class lectures on your exam. The only thing that you need to bring to exams is a pen or pencil to write with. An exam booklet will be provided for you to take your exam. You may NOT use any notes when taking the exam. Answer exam questions with complete sentences.

Explanation of Section A of Exams: Terms. Eight terms from exam study guides (see below) will be included on each exam. You will be required to answer five of the eight terms.  Answers to terms have 2 parts:

· 1) Description of the term: A description provides answers to the “W” questions: who/what is the term? Where did the term take place? When did the term happen?  Successful answers include specific and detailed historical information.

· 2) Explanation of historical consequences of the term: How and to what extent did the specific term affect the course of history?  An effective analytical strategy to answer this question is to consider a term’s social, economic, and political significance. (However, in some instances a term may not have all three.) Another acceptable strategy is to list as many ways a term shaped history as you can.

· While quantity is by no means the only ingredient in an effective answer, successful answers to a term often require a full single-sided page in a blue book or more.

Explanation of Section B of Exams:  Essay. Exam study guides include potential essay themes. On your actual exam there will be one essay question. It will be based on one of the themes in the study guide. Essays are evaluated on three criteria:

· 1) Thesis. Simply put, the thesis is your main argument. The thesis is a concise response to the essay question. Put your thesis in the introductory paragraph. An effective thesis is usually argumentative. An effective thesis is also perceptive and demonstrates a strong grasp of the subject matter.

· 2) Content. The content is the historical facts and evidence that you use to support your thesis in the body of the essay. You are expected to provide a detailed account that includes specific historical events and developments. The more specific content the better. You are required to include relevant information from lectures and the assigned texts.

· 3) Style. Style refers to how well the essay is organized. Develop and organize your essay in a way that is easy for the reader to follow and also emphasizes your main argument.

· 4) Quantity. While quantity is by no means the only ingredient in an effective answer, successful answers to essay questions often require five single-sided pages in a blue book or more.

Explanation of Section C of Exams (Passage Analysis): In this section, you will find at least two excerpts from American Past reproduced on your exam. Your task will be to provide a complete answer to the specific question I ask about the excerpts. The question will require comparing and contrasting the excerpts.

Example of section C from previous exam: These two documents are appeals written by indigenous leaders in Africa and America to their European colonial rulers. To what extent are these two appeals similar?  In your answer, consider the tone that the appeals are written in (pleading, demanding, threatening, etc.), the problems that the appeals identify, and the solutions that the appeals advocate.

The King of the Congo Writes to the King of Portugal : My Lord, Your Highness must know that our kingdom=s end is drawing near, so much so that we must find the appropriate remedy to the situation.  What causes so much looseness is the fact that the head of your mission and your officers grant merchants the authorization to establish themselves in this kingdom, to open shops and to sell goods, even those [such as guns] that we forbid. They spread them across our kingdoms and provinces in such great amounts that many of our vassals which, until now, obeyed us are beginning to claim their independence. These days they are able to acquire, in larger quantities than us those very things with which we had kept them subdued and satisfied with our vassalage and governance.  This causes great loss . . . We are not able to measure the extent of this loss because of the merchants constantly taking away subjects, children of this land, sons of nobles and vassals, even members of our family. . . . They kidnap and sell them. This corruption and depravity are so common that our land is entirely deserted. Your Highness must not consider this favorable neither in itself nor for his service. . . . This is why we ask Your Highness to help us and grant us our wish to demand from the heads of your missions that they no longer send goods and merchants here.

Joseph Brant Appeals to British Allies: Brother [Lord Germain, the British Secretary of State]: The Mohocks our particular Nation, have on all occasions shewn their zeal and loyalty to the Great King; yet they [the Mohawks] have been very badly treated by his [the King’s] people in that country, the City of Albany laying an unjust claim to the lands on which our lower Castle is built . . .  We have been often assured by our late great friend William Johnson [the British Indian superintendent, who died in 1774] who never deceived us, and we know he was told so that the King and wise men here would do justice; but this notwithstanding all our applications has never been done, and it makes us very uneasie. . . . We have only therefore to request that his Majesty will attend to this matter: it troubles our Nation & they cannot sleep easie in their beds. Indeed it is very hard when we have let the Kings subjects have so much of our lands for so little value, they should want to cheat us in this manner of the small plots we have left for our women and children to live on. We are tired of making complaints and getting no redress.

EXAM #1 STUDY GUIDE:

 (Exam 1 is based on chapters 1 through 5 in the course texts and the corresponding lecture material.)

Section A: Terms

Arawaks (Tainos); Aztecs(Mexica); Algonquian Indians; League of 5 Nations (Iroquois); Opechancanough; Christopher Columbus; Hernando Cortes; John Smith; William Penn; John Winthrop; Biblical Commonwealth; Precious metals; Sugar; Tobacco; Fur Trade; Mercantilism; Navigation Acts; Triangular Trade; indentured servants; Head-right system; slavery; Spanish Re-Conquest of Spain; Pequot War; Bacon’s Rebellion; King Philip’s War

Section B: Essay Themes for Exam 1

• Compare and contrast the course, style, and consequences of English and Spanish Colonization
• Compare and contrast Britain’s Northern, Middle, Southern, and Caribbean Colonies
• Examine Britain’s ties with its New World colonies

EXAM #2 STUDY GUIDE:

(Exam 2 is based on chapters 6 through 10 of your course texts and corresponding lectures.)

Section A: Terms

French and Indian War; Pontiac’s uprising; John Locke; Sugar Act; Stamp Act; Townshend Duties; Boston Massacre; Boston Tea Party; Coercive Acts; Continental Congress; Declaration of Independence; Articles of Confederation; the Constitution; Shays’ Rebellion; Whiskey Rebellion; Alien and Sedition Acts; Agrarian Republic; Alexander Hamilton; Thomas Jefferson; Thomas Paine; War of 1812; Missouri Compromise; Tecumseh and Tenskwatawa

Section B: Essay Themes

• Analyze the causes and consequences—particularly for different races, classes, and genders—of the American Revolution from the 1760s through the Ratification of the Constitution
• Examine the conflict between Federalists and Republicans from the 1790s through the 1810s
• Examine America’s international relations from the Seven Years’ War through the War of 1812

EXAM #3 STUDY GUIDE:

 (Exam 3 is based on chapters 11 through 16 of your course texts and corresponding lectures.)

Section A: Terms

 Wilmot Proviso; Manifest Destiny; Free labor Ideology; William Lloyd Garrison; Compromise of 1850; Kansas-Nebraska Act; Cotton; Seneca Falls Convention; Lowell Factory System; Tariff of Abominations; The Bank War; William Sherman; John Brown;  Ku Klux Klan; Dred Scott; Share Cropping; Mexican-American War; Black Codes; Radical Reconstruction; Compromise of 1877; Freedmen’s Bureau; Emancipation Proclamation; Charles Sumner; 14^th  Amendment; 15^th  Amendment; Nat Turner; Frederick Douglas; Trail of Tears; Homestead Act; the Gold Rush

Part B: Essay Themes

· the evolution of the party system from the age of Jackson through Reconstruction

· the course and consequences of Western expansion

· the consequences of the Civil War and Reconstruction on diverse groups in the South

Lecture Outlines for History 105:

American History to 1877

These outlines highlight main lecture themes and content. The textbook chapters that correspond to the lectures are listed as headings in bold capital letters. However, frequently the lectures include material that is not in the textbook, even if both cover the same time period. In other words, often the contents of the lecture and the textbook are complementary, not repetitive.

1. ANCIENT AMERICA, BEFORE 1492

 1. No Indians exist before 1492

• 1992 Meeting of Indians from all over Americas on the 500^th anniversary of Columbus=s Adiscovery.@
• Absence of Pan-Indian identity prior to 1492
• The construction of Indian identity over centuries
• One thing that does unify indigenous people, however: their isolation from Europe, Africa, and Asia and therefore their lack of immunities to diseases brought to the New World by Europeans

2. First Americans

• Rejection of the cultural diffusion model
• Waves of migrations 10,000 to 20,000 years ago.
• Big game hunters cross the Bering Strait (between Alaska and Russia) during Ice age

3. Americas in 1492

Population: 80 million (4 million in present day United States)

Classification of societies

• Sedentary Imperial Peoples: Aztecs, Incas
• Sedentary Non-Imperial Peoples: Arawak (Tainos), Pueblos
• Semi-sedentary peoples: Tupi, Algoquians, Iroquois

• Non-sedentary peoples: Chichimecas, Ge, Great Plains Tribes (Comanche, Apache)

4. Aztecs (Mexica)

Aztec’s Rise to power

• Chichimeca migration south (1100s-1200s AD)
• 1325 Mexica settle on lake Texcoco
• 1325-1500, Mexica form triple alliance, then dominate it
• Myth of Mexica=s rise to power
• Tenochtitlan: Aztec Capital

Class divisions in Aztec Society

• Nobility; religious leaders; warriors; merchants; craftsmen; commoners/agriculturalists

Culture and Class Divisions

• Education, Cuisine, and Dress

Aztec religion

• Underworlds and Heavens
• Polytheism
• Human Sacrifice (competing explanations)

Aztec (Mexica) Federation

• limited integration of conquered groups
• patria chica (small town) mentality

Tribute System

• Capulli (neighborhood/county) to province to Tenochtitlan (Aztec Capital)
• tribute functionaries: headman (county level); cacique (province level); Aztec nobility (capital level)

2. EUROPEANS ENCOUNTER THE NEW WORLD, 1492-1600

1. Mediterranean Trade

Shifts in Mediterranean Trade

• Mediterranean is strategic link between East and West
• Constantinople as commercial hub
• Merchants in Genoa and Venice control the trade
• Ottoman Turks take Constantinople in 1453
• Merchants from Genoa and Venice reduced to Amiddle men@ and prices for Eastern goods in Europe increase.

Europeans attempt to regain control of East-West Trade

Portuguese Expansion

• Prince Henry the Navigator and Portuguese Expansion
• Portuguese explore African Coast:
• Islands: Azores (1431); Madeira (1419): Cape Verde (1440s)
• West Coast Africa: 1440s-1460s
• Arrive Cape Good Hope in 1497 and da Gama rounds horn and arrives in India, 1498
• Portuguese types of colonization: trade Forts and plantations

2. Spain, Columbus, and the New World

Spain’s Internal Expansion: Reconquest of Iberian Peninsula from Moors, 711-1492

Features of the Spanish Reconquest

• adelantados (those who go ahead)
• settlement
• exploitation and integration of conquered peoples (encomienda system)
• religious conversion and homogeneity (newly converted:  conversos)
• Inquisition as religious watchdog group and expulsion Jews 1492

Spain and Columbus

• background: Columbus=s experiences in Genoa and Portugal
• Columbus=s plan to sail west to go east
• Why Portugal refuses to fund Columbus but Spain agrees to support him
• Columbus Atrips@ across a continent and finds AIndians@

Columbus and Island Phase Conquest of Americas, 1492-1519

• Settlement of Hispaniola
• gold mining
• encomienda system
• Indian Slavery
• Demographic collapse by 1560s
• Las Casas critique of Spanish Colonialism and the birth of the Black Legend

3. Colonial Mexico

Factors in Spanish Conquest of 1519-1521

• alliances, disease, religious beliefs, Cortez=s strategy

A high level of interaction between Spaniards and Indians

                Examples:

A. Spaniards utilize pre-existing system exploitation

• personal servants, commoners, and caciques

B. A Corporate Colonial

• Indian Republic; Spanish Republic; Church; Merchants Guild; Military                                                                                                                

C. Labor systems                

• Encomienda system
• New Laws of 1542 and the repartimiento system
• African Slave labor
• Church’s critique of Spanish labor system

D. Religion

• Irony: Church preserves and destroys Indian society
• Church as opposed to mission
• Clergy’s optimism during early colonial period
• Virgin of Guadalupe and syncretism
• Role of the Inquisition and Clergy’s increasing pessimism

E. Racial Mixture

• Lack of Spanish Women and sexual relations between Spaniards and Indians: marriage, mistresses, concubines, and rape.
• Creation of Mestizo (mixture Spaniard and Indian).
• Social Race and increase in mestizo population.
• Certificates of whiteness

F. Legal System:

• Legal Issues: conflicts over land, levels of tribute, water rights, religious fees for births, deaths, baptisms, etc.
• Indians use of the Spanish legal system

G. Geography and interaction between Spaniards and Indians:

• Indians and Spanish settlements

• Geography and the Mining economy with the

                Discovery silver in Zacatecas, 1540s

3. THE SOUTHERN COLONIES IN THE SEVENTEENTH CENTURY, 1601-1700

1. English Colonization of the Chesapeake IN THE 1600S

Background to English Colonization of North America

• Merchants and Joint Stock Companies
• Peasants and Promoters         
• English Colonization of Ireland

Jamestown, 1607: Difficult Beginnings

• Gentlemen and Artisans
• limited resources
• Conflicts among colonists

Reorganization and Tobacco

• Exports to England
• Headrights and Land
• Indentured Servants

Indian-Settler Relations

• Powhatan Confederacy
• Tribute and Conflict
• Tobacco and Disease
• Wars, Treaty, and Reservation

Emerging social Structure, 1650s

• Planters                                 
• Freedmen
• Landless freedmen
• Indians

• Frontiers and Bacon=s Rebellion (1676)

2. Slavery in the Atlantic World

The New World Causes the Revival and Transformation of Slavery

• from auxiliaries to entire labor force
• from a degree of freedom to property

Brazilian Beginnings

• from Dyewood to Sugar
• from Indians to African Slaves
• reproduction of the slave population

The English Caribbean: Barbados and Jamaica

• impact of Brazil and the Dutch
• from tobacco and servants to sugar and slaves
• from smallholders to latifundia

British Slavery on the North America Mainland

• Northern and Middle Colonies
• reasons for shift to slavery in the Chesapeake
• extent of shift
• impact expansion slavery on free blacks

4. THE NORTHERN COLONIES IN THE SEVENTEENTH CENTURY, 1601-1700

1. Puritanism

Background

• John Calvin, Martin Luther, and the Protestant Reformation
• Puritanism and the Church of England
• English Policy towards Puritans

(Elizabeth, 1558; James, 1603; Charles, 1625)

Puritanism in the New World

• William Bradford and Plymouth Plantation, 1620
• Great Migration, 1630-1643
• nucleated Settlements
• Biblical Commonwealths
• Puritan Family

Puritan Relations with Indians

• Precursors: Epidemics and Indian decline in 1610s
• Squanto: an initial alliance between Pilgrims and Indians
• Vacuum Domicilium: justification for taking Indians’ Land
• Pequot War (1637): Pequot/Dutch vs. Narragansett/British
• treaty Hartford, 1638
• “Pequots’ Revenge” in late 20^th Century

2. Dutch and French Settlements and the Middle Colonies

• Dutch Settlements (Hudson), establish New Amsterdam, 1621
• French Settlements (St. Lawrence), Nova Scotia, 1604, Quebec, 1608
• Fur trade (Dutch with Mahican and Iroquois tribes; French with Huron)

• Middle Colonies (NY, New Jersey, Penn, Delaware)
• English take New Amsterdam and establish New York(1664)
• Ethnic and Economic characteristics Middle Colonies
• William Penn=s Utopia
• Conflicts in Pennsylvania

5. COLONIAL AMERICA IN THE EIGHTEENTH CENTURY, 1701-1770

1. Economic Relations between Britain and the Colonies

• population increase and economic output
• mercantilism
• Navigation acts
• triangular trade
• economic significance of the colonies to Britain
• Northern and middle colonies
• Southern colonies
• English Caribbean

2. Spain does not derive as much economic benefit from its American colonies as Britain

• Sir Francis Drake and buccaneers
• fleet system, Manila Galleon, and Royal Fifth

• Mexico as sub-empire: financing Spanish rule in the Caribbean
• Mexico does not aid the industrialization of Spain:

                Spain as “middle man”

• Mexican Obrajes limit demand for imported textiles

Europeans conceptions of the economy of New Spain

• Early Colonial Era and the valorization of silver
• Adam Smith’s late colonial era critique
• Alexander von Humboldt=s Political Essay on the Kingdom of New Spain, which celebrates Mexican agriculture

3. 18^TH Century commercial and social developments

• ethnic diversity
• commercial relations
• growth cities
• urban economic inequality

4. Colonial politics: from childhood to adult?

Colonies become more “English” over time

• Lawyers’ Bar,
• Local militia
• Royal colonies
• Some Europeans (especially minorities in British America) view themselves as part of the British empire

Parallel Representative bodies/politics

• governor: king
• Council: House Lords (appointed)
• Assembly: House Commons (elected)
• Whig political World view
• Informal Crowd Politics

6. THE BRITISH EMPIRE AND THE COLONIAL CRISIS, 1754-1775

1. French and Indian War

• early conflicts between French and British in America
• Indian Strategies for Survival: Iroquois example
• Causes and course of War
• Treaty of Paris
• Pontiac=s rebellion
• 1763 Proclamation

2. The Age of Revolution, 1764-1775

• What is a Revolution?
• The Impact of John Locke=s Second Treatise on Government (1690)
• Was British policy towards the colonies based in ignorance?

Specific British Acts:

o Sugar (revenue) Act, 1764

o Stamp Act, 1765

o Declaratory Act, 1766

o Townshend Duties, 1767

o Boston Massacre, 1770

o Tea Act, 1773

o Coercive Acts (Intolerable Acts), 1774

o Continental Congress, 1774

7. THE WAR FOR AMERICA, 1775-1783

1. Declaration of Independence

Why not declared until well after the fighting breaks out?

• Break through in Ideology: Thomas Paine and Common Sense
• The rise of Popular Committees and Class Conflict

What the Declaration of Independence resolves and fails to resolve:

• relations with Great Britain
• separate Constitutions by Individual States

2. The War

• War Strategies
• Taking Sides
• Neutrality
• Loyalists
• Continental Army
• African Slaves
• Indians
• Women
• French Alliance

-War and the Economy

-Peace of Paris, 1783

8. BUILDING A REPUBLIC, 1775-1789

1. Articles of Confederation, 1781-88

• Asovereign states@

2. Movement to Amend the Articles

• Government Power
• Representation
• Level democracy

3. Debate over ratification of the Constitution

• Federalists and anti-Federalists
• Charles Beard=s An Economic Interpretation of the Constitution

Issues that divide Federalists and anti-Federalists

• Degree of power given to the Federal Government
• Level of political Democracy
• Ties to the market economy

4. Slavery in the Age of Revolution

• gradual emancipation and abolition in North
• persistence of slavery in the South

9. THE NEW NATION TAKES FORM, 1789-1800

1. Fortuitous Beginnings to the Early Republic

• Bill of Rights
• Leading Figures in Washington=s cabinet: Alexander Hamilton (Secretary of Treasury) and Thomas Jefferson (Secretary of State)
• Mothers’ Role: Republican Motherhood

2. The emergence of party conflict

• Federalists and Republicans

The Federalist Economic vision of Alexander Hamilton

• Commercial Empire
• Manufacturing Vision
• Link wealthy to the new government
• Demonstrate Government’s power
• Anchor commercial and political ties with Britain

Implementation of Hamilton’s Vision 

• Federal Assumption of War Debt
• Taxation
• National Bank
• Report of Manufacturing

Protests against Hamilton=s Program

• Attacks on the National Bank
• Whiskey Rebellion

3. Foreign Policy and the Republican-Federalist Conflict

International Revolutions

• French Revolution, 1789
• Haitian Revolution, 1790-1804
• Impact French Revolution on Federalist-Republican conflict

France and England Resume War (1793) and its impact on the U.S.

• Jay Treaty
• French Reaction and the XYZ Affair

Domestic Policies during AWar@ time

• Alien and Sedition Acts
• Virginia and Kentucky Resolves and Nullification

10. REPUBLICANS IN POWER, 1800-1824

1. Jefferson: A man of contradictions?

• A Republican who believes in equality
• A slave owner whose ideas foreshadow 19^th century scientific racism (polygenesism; biological determinism)
• Sally Hemmings

2. A Republican Revolution?

• A democratic Jeffersonian political culture

• redirecting the course of the nation
• attack on Federalist Programs
• Limiting scope of government

3. An Agrarian Republic

• the ideal model
• modifications to the ideal model

Agrarian Republic and Jefferson=s Land Policy

• expansion (N. West Ordinance; Louisiana Purchase; Florida)
• acquisition policies

4. Indian Policy

• strains in U.S. Policy
• Indian Strategies: Shawnee Resistance

5. Foreign Policy

• European War and US neutrality
• Conflicts over commerce
• 1807 Embargo (repealed 1809)
• War 1812

6. Weakening of the Parties

• Hartford Convention and Federalists discredited
• Divisions within the Republicans (1816 tariffs and bank; 1824 Presidential election)

11. THE EXPANDING REPUBLIC, 1815-1840

1. The Market Revolution

1820-1860: Era of industrialization

• factors: transport, labor, and technology

Transportation

• canals
• railroads
• spin-off industries
• government role in transportation system

Labor

• Lowell system
• Deteriorating working conditions in 1830s
• Pitfalls of unionization unskilled workers
• foreign immigrants

Technology

• American system

Demise artisans and emergence factory workers

• political basis for transition to factory workers
• urban real estate values and demise artisans
• emergence landlords, tenements, and factory owners

Rise of the factory and Separate Spheres Ideology

2. Jacksonian Democracy, 1830s-40s

Introduction: A more democratic political system

Jackson’s image

• Frontiersman; for the common man; anti-intellectualism; direct link between President and the people
• Critics: Jacksonian “mobocracy”
• Jackson and the Common Man: Battle over the National Bank
• Jackson=s Link to the Nation: Nullification Crisis

Limits to Jacksonian Democracy

• Indians, Free Blacks, Women=s movement, and the movement to abolish slavery

3. The Second Party System

• Whigs= Platform: Nat. Bank, tariffs, internal improvements

                                Region: N. East and South

                                Class: business, planter, and laborer

• Democrats= Platform: local autonomy, low land prices and tariffs

                                Region: South, West, N. East

                                Class: middle class, yeoman farmer, urban labor

• Market Interpretation of the 2^nd party system

12. THE NEW WEST AND THE FREE NORTH, 1840-1860

1. Ideology of Western Expansion: Manifest Destiny

2. The Mexican Northern Frontier

• colonial frontier institutions: presidio and mission
• Mexican Independence and the frontier

Mexican Views of the United States: friend to foe

• Monroe Doctrine, 1823
• new colonialism
• filibusters

The Texas Example

• American colonists in 1820s
• Mexican central republic of 1835
• The lone star Republic, 1836

Mexican-American War, 1846-48

• causes of war
• Internal divisions in Mexico and American victory
• The Treaty of Guadalupe Hidalgo, 1848

3. Forms of Western Expansion: Homestead and Agribusiness

• Homestead Act of 1862
• James Irvine Company, Southern California

4. California and different national and ethnic groups

• Gold Rush
• Indians: from mission Indians to Aapprentices@
• Mexican Displacement
• Chinese Exclusion

5. Indians and Western Expansion

• Impact Reservation Policy
• Indian Land
• Indian Culture
• Indian Education

13. THE SLAVE SOUTH, 1820-1860

1. The age of Revolution and the decline of slavery

• economic and political factors
• various arguments against slavery

2. King Cotton and the revival of slavery

• Eli Whiney and the cotton gin
• correlation between cotton production and slavery
• increasing monetary value of slaves

Reproduction of the slave population

• attack on the slave trade
• illegal entry slaves
• internal slave trade
• natural increase

Slaves work and resistance

• types of work and hours
• forms of resistance
• Southampton Slave Rebellion, 1831

3. Social hierarchy in the South

• Planters
• Yeoman
• herdsmen
• poor whites

14. THE HOUSE DIVIDED, 1846-1861

1. Cultural and economic factors in sectionalism

• Southern Adependency@: a form of Ainternal@ colonialism
• a distinct Southern white culture
• the Fire eaters
• slavery: from a necessary evil to a greater good
• northern Free Labor ideology
• the Northern Critique of the South
• railroads and shifting trade routes: from a West-South alliance to a West-North alliance

2. Western expansion and sectional political conflicts

• Mexican War and Wilmot Proviso
• emergence free soil and popular sovereignty
• Compromise of 1850
• Conflicts generated by the “compromise”
• decreasing differences between Whigs and Democrats
• Kansas Nebraska Act, 1854

3. Emergence new Parties:

• Kansas Nebraska and demise Whig party
• American Party (Know Nothings)
• Republicans
• factions in the Republican Party

4. Short-term events leading to the Civil War:

• Bleeding Kansas, 1855-56

• free soil Topeka and pro-slavery Lecompton
• sack of Lawrence and John Brown
• Preston Brooks canes Charles Sumner
• Dred Scott decision, 1857
• Lincoln-Douglas Debates, 1858
• Harper=s Ferry, 1859
• 1860 Presidential elections
• why South Carolina secedes from the Union

15. THE CRUCIBLE OF WAR, 1861-1865

Ft. Sumter and Choosing Sides

Introduction:  The Confederacy and the Union

• Jefferson Davis and the Confederacy
• Lincoln=s explanation of the cause and purpose of war

1. Civil War

War strategies

• Confederacy Strategy: defensive war and Cotton Power
• Union Strategy: 1) East, Take Richmond; West, gain control Mississippi; Naval Blockade

Course of War

• 1861-2, somewhat of a stalemate
• 1863, Confederacy new offensive strategy
• 1864-5, Northern Dominance and victory

Why Union wins

• diplomatic front (France, England, Mexico)
• Gettysburg and failure Confederacy=s offensive strategy
• Vicksburg and Union=s control the Mississippi and successful naval blockade
• Confederacy=s ideology of state=s rights
• Grant and Sherman and total war

2. Slavery, emancipation, and the War

• Lincoln=s middle position: between peace Democrats and Radical Republicans

• Slaves flock to Union armies
• Confiscation acts, 1861 and 1862 (War “contraband”)
• 1862 Slavery abolished in the Capital
• 1863 emancipation proclamation
• foreign diplomacy, Northern reactions, and the proclamation
• Southern plans for emancipation
• Black soldiers

16. RECONSTRUCTION, 1863-1877

Introduction: What the Civil War resolves and does not resolve

1. Competing Reconstruction Visions and Agendas

• Radical Republicans
• Conservative Republicans
• Yeoman
• Planters
• Former Slaves

2. Presidential Reconstruction Programs

• Lincoln=s Reconstruction Plan
• Johnson=s Reconstruction Plan

Southern Response

• the Black Codes
• Reelection prominent confederates to Congress
• Confederate Invasion from Mexico?
• Political conflicts over the 14^th Amendment

3. Congressional Reconstruction

Radical Reconstruction

• What radical Reconstruction does do and does not do

Republican Party constituents and reforms in the South

• freed blacks, scalawags, and carpetbaggers
• reduce aristocratic political privilege, Freedmen=s Bureau, state’s increased role in society,  education, 15^th Amendment

4. Reconstruction=s economic and political limits

• From Slaves to Sharecroppers
• sharecropping and crop lien system
• Weakening of the Republican Party in the South
• emergence of the KKK, 1866
• KKK Act, 1871

5. The Republican Party and the end of Reconstruction

• 1873 Depression
• from moral reform to economic development
• worker unrest in the North
• Compromise of 1877