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PLAN DE CLASES SOCIALES 8º
STUDENT
GROUP
8
No
KELLY JOHANNA VARGAS GARCIA.
MEDIATOR PERIOD
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III
LAST
SUBJECT
SOCIAL STUDIES
PROPÓSITO DEL ÁREA
COMPREHENSIVE YEAR GOAL
COMPREHENSIVE PERIOD GOAL
GENERATIVE TOPIC
CONTENTS
AREA:
SOCIAL STUDIES
Asumir una actitud crítica y propositiva frente a los acelerados cambios que se presentan en los contextos local, nacional e internacional To understand how to analyze the major bourgeois revolutions of the eighteenth and nineteenth century and its impact on the formation of modern European states. To know how to describe the historical development of American continent during the XIX century, establishing comparisons between United States of America and Latin America. Why are there so many differences between Latin America and the United States of America?
1. Independence of the United States of America: Causes and Consequences. 2. Latin American independence: causes and consequences. 3. United States of America: Main problems after its independence. 4. Latin America: main problems after its independence. 5. The United States and its relationship with Latin America: North American imperialism.
COMPREHENSION ACHIEVEMENTS
1. To know how to explain the causes and consequences of the independence of United States of America. 2. To know how to explain the causes and consequences of the Latin American independence. 3. To know how to identify the main problems of the United States of America after its independence. 4. to know how to identify the main problems of the newly Latin American nations after its independence.. 5. To know how to describe the relationship between The United States and Latin America during the XIX century.
PLAN DE CLASES SOCIALES 8º CRONOGRAMA DE ACTIVIDADES COMPETENCIA DESEMPEÑOS ESTÁNDAR COMPRENSIÓN
La necesidad de buscar un desarrollo económico sostenible que permita preservar la dignidad humana.
Las organizaciones políticas y sociales como estructuras que canalizan diversos poderes para afrontar necesidades y cambios
DE
Trabajo individual: Tomando como referente la explicación del docente y las lecturas del módulo, resolverá la actividad predeterminada del mismo identificando los principales obstáculos que afrontaron las nuevas naciones-estados surgidas en América Latina. Trabajo individual: Tomando como referente la explicación del docente y las lecturas del módulo, resolverá la actividad predeterminada del mismo identificando los principales obstáculos que tuvo que se presentaron en la construcción de Estados Unidos como una nación.
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VALORACIÓN CONTINUA
FECHA
Semanas 1-2
Semanas 3-4
Revisión del ejercicio por parte del docente. Prueba escrita para valorar el grado de comprensión y responsabilidad que están teniendo los educandos en el curso del periodo
Valoración del docente, conforme a la profundidad y claridad de los argumentos expuestos por cada estudiante Prueba escrita para valorar el grado de comprensión y responsabilidad que están teniendo los educandos en el curso del periodo.
Será capaz de realizar comparaciones entre los procesos experimentados por los países de América Latina y Estados Unidos. Trabajo individual: Tomando como referente la explicación del docente y las lecturas del módulo, resolverá la actividad predeterminada sobre las características sociales, económica y políticas de América Latina y Estados Unidos estableciendo comparaciones y puntos de confluencia entre ambas zonas geográficas. Trabajo individual: Tomando como referente la explicación del docente y las lecturas del módulo, resolverá la actividad predeterminada sobre el imperialismo norteamericano sobre América durante el siglo XIX, estableciendo causas y consecuencias para nuestra región. Actividad cierre cognitivo: mesa redonda en la cual el estudiante responda con argumentos sólidos ¿por qué en la actualidad se presentan tantas diferencias entre Estados Unidos y América Latina?
Semanas 5- 7
Semana 8
Semana 9- 10
Valoración del docente, conforme a la profundidad y claridad de los argumentos expuestos por cada estudiante. Prueba escrita para valorar el grado de comprensión y responsabilidad que están teniendo los educandos en el curso del periodo
Valoración del docente, conforme a la profundidad y claridad de los argumentos expuestos por cada estudiante Prueba escrita para valorar el grado de comprensión y responsabilidad que están teniendo los educandos en el curso del periodo.
Valoración del docente, conforme a la profundidad y claridad de los argumentos expuestos por cada estudiante Prueba escrita para valorar el grado de comprensión y responsabilidad que están teniendo los educandos en el curso del periodo.
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NIVELES DE META. Superior Describe con claridad el desarrollo histórico de América durante el siglo XIX estableciendo comparaciones entre Estados Unidos y América Latina.
Alto Describe algunos de los aspectos más sobresalientes del desarrollo histórico de América Latina y Estados Unidos.
Básico Identifica las características más importantes de la economía, la sociedad y la política de América latina en la segunda mitad del siglo XIX.
Bajo Se le dificulta describir con claridad el desarrollo histórico de América durante el siglo XIX y establecer comparaciones entre Estados Unidos y América Latina.
RECURSOS REQUERIDOS (AMBIENTES PREPARADOS PARA EL PERIODO) Salón organizado y aseado, sillas dispuestas según momentos de trabajo. Gráficos, mapas geográficos y conceptuales que facilitarán la comprensión de los educandos, de los temas a tratar, además de trabajar las actividades sugeridas en la guía de estudio. Key concepts 1. Creoles 2. The bourbon reforms. 3. Caudillismo. 4. Presidentialism 5. Monroe Doctrine 6. Manifest Destiny
INTRODUCCIÓN. Los procesos de independencia de América latina y Estados Unidos guardaron relación con la revolución francesa de 1789 y la ola revolucionaria provocada por este proceso en Europa, pero el desencadenamiento de cada uno obedeció a sus circunstancias y necesidades particulares, referidas al tipo de colonialismo que se había establecido por parte de Inglaterra, España y Portugal, en cada uno de sus dominios. Pese a la independencia política, la economía, la sociedad y la iglesia conservaron las estructuras coloniales durante las primeras décadas del siglo XIX. Sin embargo, hacia 1850, los países latinoamericanos vieron grandes transformaciones conocidas como reformas liberales, que buscaron promover la incorporación de las economías de estos países al mercado mundial. Luego de un siglo de ensayos, correcciones y nuevos ensayos, terminamos el siglo con dos resultados totalmente opuestos: de un lado encontramos una potencia consolidada como es el caso de Estados Unidos y por el otro una serie de países en situación de dependencia económica de aquel. En el presente modulo hallaras las respuestas al interrogante de por qué esta situación de sujeción y dominación y pese a los esfuerzos realizados ¿Por qué en la actualidad se presenta diferencias tan abismales entre América Latina y Estados Unidos?
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CONTENT # 1 UNITED STATES OF AMERICA INDEPENDENVCE: CAUSES AND CONSEQUENCES
American Independence
Consequences of
Causes for independence
this independence
1, the birth of a new nation:
1. Geographic considerations.
United States of America
2. Colonial Legislatures 3. Salutary Neglect
2. Pursuit of freedom: the
4. The Enlightenment
abolition of slavery 3. Creation of equality 5. And encourage Latin American colonies to go against Spanish
between man and woman
4. Bill of rights
domination.
CAUSES FOR AMERICAN REVOLUTION. From: http://americanhistory.about.com/od/revolutionarywar/a/amer_revolution.htm
The American Revolution began in 1775 as open conflict between the united thirteen colonies and Great Britain. By the Treaty of Paris that ended the war in 1783, the colonies had won their independence. While no one event can be pointed to as the actual cause of the revolution, the war began as a disagreement over the way in which Great Britain treated the colonies versus the way the colonies felt they should be treated. Americans felt they deserved all the rights of Englishmen. The British, on the other hand, felt that the colonies were created to be used in the way that best suited the crown and parliament. This conflict is embodied in one of the rallying cries of the American Revolution: No Taxation without Representation. America's Independent Way of Thinking.
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Geographic Considerations - The distance of the colonies from Great Britain created an independence that was hard to overcome. Those willing to colonize the new world generally had a strong independent streak desiring new opportunities and more freedom. Colonial Legislatures – The existence of colonial legislatures meant that the colonies were in many ways independent of the crown. The legislatures were allowed to levy taxes, muster troops, and pass laws. Over time, these powers became rights in the eyes of many colonists. When they were curtailed by the British, conflict ensued. The future leaders of the United States were born in these legislatures. Salutary Neglect - Even though the British believed in mercantilism, Prime Minister Robert Walpole espoused a view of "salutary neglect." This was a system whereby the actual enforcement of external trade relations was lax. He believed this enhanced freedom would stimulate commerce. The Enlightenment – Many of the revolutionary leaders had studied major writings of the Enlightenment including those of Thomas Hobbes, John Locke, Jean-Jacques Rousseau, and the Baron de Montesquieu. From these writings, the founders gleaned the concepts of the social contract, limited government, the consent of the governed, and separation of powers. In the end, the American Revolution grew out of increasing restrictions placed upon the colonies by the British. One interesting side note: It is estimated that only one-third of the colonists were in favor of rebellion. One-third continued to side with the British. The last third were neutral concerning the rebellion and break from Great Britain. The Declaration of Independence severed all ties between the colonies and the Motherland, England. It created an independent nation with a very limited and almost powerless government in the Continental Congress. Also the Declaration was the most progressive thinking document in the world, a product of men raised in the Enlightenment Age. Effects of the Declaration of Independence. From: http://www.independencedayfun.com/268/effects-of-the-declaration-of-independence/
The Declaration of Independence gave birth to what is known today as the United States of America. The document is symbolic of American democracy and one of the free charters of freedom. The words stated in the Declaration rallied support from colonists at home, and colonists living abroad. The effects of the Declaration of Independence today can be seen and felt within the United States of America and also among many foreign nations. Life, Liberty, and the pursuit of Happiness The Declaration of Independence gave birth too many other freedoms in the United States of America that may never have even been intended. One of the more immediate effects felt by the Declaration of Independence was the Emancipation of black slaves. Some say that Abraham Lincoln interpreted the Declaration in his own way and understanding. Some say he was inspired to do so. Either way, it brought about the Emancipation Proclamation which gave black slaves their freedom. Abraham Lincoln certainly took literally the statement from the Declaration, “that they are endowed by their Creator with certain unalienable Rights that among these are Life, Liberty, and the pursuit of happiness”? The American dream put in a nut shell All Men are Created Equal The Declaration of Independence also paved the way and created equality among all men and women. Today we can see the effects of the first sentence written in the Preamble: We hold these truths to be selfevident, that all men are created equal.”? Throughout history we have seen so many different changes, from
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freedom of slaves, to equality among men and women. Today moreso than in the past, women have been given every opportunity that men are now given and are truly equal among men. Bill of Rights The Declaration of Independence had a profound effect upon the Bill of Rights and the Constitution. The Declaration, it seems, may have ignited the fire under which the Bill of Rights and the Constitution were written. The Declaration is in large part a summary of what the Bill of Rights stands for. The Bill of Rights in the United States is the name by which the first ten amendments to the United States Constitution are known. While the Declaration offered independence from Britain and made general statements, the Bill of Rights offers conclusive and specific rights and laws, from freedom of speech, press and religion, to the right to keep and bear arms; the freedom of assembly; the freedom to petition; prohibits unreasonable search and seizure; cruel and unusual punishment; and protection against self-incrimination. The first ten amendments are truly and expansion on what the first fifty six signers of the Declaration had written. Effects among foreign nations The Declaration of Independence has also left lasting effects upon other foreign nations, including the French Declaration of the Rights of Man and Citizen, and the Declaration of Independence for the Democratic Republic of Vietnam. The French Declaration is one of the fundamental documents of the French Revolution and defines a set of individual and collective rights of all of the estates as one. The First article states, “men are born and remain free and equal in rights. Social distinction may be founded only upon the general good.”? The principles in the French Declaration are still set forth today. The Declaration of Independence has left its effects not just in the small and large details of the United States of America, but also in the details of other foreign countries.
ACTIVITY# 1 1. Answer True (T) or false (F) and rewrite the incorrect sentences correctly. a. North America was colonized by the less developed empire of Europe. ( ) b. Hispanic America was colonized by the most developed empire of Europe. (
)
c. The objective of the Spanish crown with the canonization of America was to get more money and to spread the catholic faith. ( ) d. The British conquerors were thieves, sailors, single man that came here to stay away from the crown. ( ) e. The objective of the English crown with the colonization was to get more money. ( )
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2. Complete the following chart according to the information required.
Comparisons between Hispanic and British colonization over the American continent
Hispanic America
North America
Questions
1. Who colonized it?
2. Was there racial mixture?
3. What were the characteristics of the conquerors?
4. What was the objective of the colonization?
3. Match the column A with the column B.
A Salutary Neglect Policy
B In many ways the colonies were independent from the metropolis
Geographic considerations
A new way of thought that encouraged people to go against absolutism and colonialism
Colonial legislatures
Stimulate free commerce in the colonies.
The Enlightenment Long distance between Great Britain and its colonies.
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CONTENT # 2 LATIN AMERICAN INDEPENDENCE From: http://www.wowessays.com/dbase/ad1/bsw1.shtml
The Independence of Latin America was a process caused by years of injustice, discrimination, and abuse from the Spanish Crown upon the inhabitants of Latin America. Since the beginning the Spanish Crown used the Americas as a way to gain riches and become greater in power internationally. Three of the distinct causes leading Latin America to seek independence from Spain, were that Spain was restricting Latin America from financial growth, (this included restrictions from Spain on international trade, tax burden, and laws which only allowed the Americas to buy from Spain), the different social groups within Latin America felt the pressure of the reforms being imposed on them by the Spanish Crown. They wanted freedom to decide how to run their home without the crown deciding for them what they should do. The Wars of Independence in Latin America and The Bourbon Reform were examples of reforms pushed by the people of Latin America towards Independence. The Bourbon bureaucracy engineered unprecedented campaigns to extirpate the vices of the People and to inculcate in them the new virtues of hard work, sobriety, and proper public propriety. Spain used the Americas as a way to rise from an economic low and to take their riches from them. The role of America remained the same: to consume Spanish exports, and to produce minerals and a few tropical products. In these terms “comercio libre” was bound to increase dependency, reverting to a primitive idea of colonies and a crude division of labor after a long period during which inertia and neglect had allowed a measure of more autonomous growth . . . with the result that Spain itself was seen as an obstacle to growth. Secondly, in one of the great ironies of Spanish history, the elite were divided by their decision to push towards revolution within. Those creoles pushing for revolution to free themselves from Spanish rule felt that the Spanish crown was only abusing, discriminating and holding them back form growing economically. The elite felt they were not part of a revolution seeing themselves only as people who were part of the social context of Latin America, felt differently from Indians who were on the side of the Spanish King, though great abuse fell upon them. Nonetheless, the Indians of New Spain (and elsewhere) enjoyed a set of legal privileges, exemptions, and protection which significantly interferes with their complete integration into colonial society, and kept them in a legal bubble of tutelage ruptured only with the advent of independent Mexican nationhood in the third decade of the nineteenth century. The point here is that where these and other legal and administrative remedies were applied in favor of the Indians of colonial New Spain, they were applied in the kings' name. Furthermore, religious and civic ritual of all kinds constantly stressed the centrality of the Spanish king to the colonial commonwealth, and his benevolence and fatherly concern with the welfare of his weakest subjects. Situated as they were between the Spaniards and the masses, the creoles wanted more than equality for themselves and less equality for their inferiors (Lynch, 44). The creoles discriminated against those in lower classes than themselves. Though they wanted freedom, they did not want to lose their status within society, only wanting to gain position. With the Bourbon reforms in Spain, the Bourbon monarchs were convinced that the Spanish empire could not play an important role in global politics if it did not redress its characteristic state of social and economic backwardness. In order to address these problems, it was necessary to have profound a understanding of the situation both on the Peninsula and the colonies. The thinkers of the Enlightenment were developing a type of knowledge that was useful to the state in its implementation of economic, political, and social reforms. But it also served to create a new form of legitimation. The Regulations of 1786, boldly modern and markedly repressive, were the appropriate means for the creation of a theater that corresponded to the ideals of the Enlightenment. The Regulation of 1786 dealt with many other details that touched upon diverse subjects, but all related to the imposition of good order in the theater. Brandishing reason, which they considered to be all-powerful, the enlightened thinkers wished to reform society, to clear out its abasement, and to lead it along the road to progress.
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LATIN AMERICAN INDEPENDENCE External causes
Internal causes
1. The Enlightenment.
1. Creoles wanted to be free and equals. 2. American loyalty to Fernando VII
2. The American and French Revolutions. 3. Bourbon reforms. 4. Britain’s economic interest in Latin America. 5. Napoleonic invasion of the Iberian Peninsula.
Chile, Venezuela, México, Argentina, Perú, Puerto Rico, Cuba, El Salvador, Bolivia, Uruguay, Paraguay, Ecuador, Colombia.
To avoid losing its public, the coliseum had to set aside the plays of the Enlightenment, which reflected good taste, and scheduled plays that appealed to the common people. As shown, the common people rejected the reforms that the Spanish crown was imposing on them. They rejected their regulations, and lead them to rebel against the Spanish Crown. I contend that these reforms involved more than the promulgation of new tax laws, the trimming of corporate privileges, and the rationalization and expansion of the bureaucracy; Reformers through new institutions like the Alcaldes de Barrio - engaged in radical social engineering to produce a more rational and productive citizen. Before 1810, two distinct, rival, and incompatible forms of society, two differing kinds of civilization existed in the Argentine Republic: one being Spanish, European, and cultivated, the other barbarous, American, and almost wholly of native growth. The revolution which occurred in the cities acted only as the cause, the impulse, which set these distinct forms of national existence face to face, and gave occasion for a contest between them, to be ended after lasting many years, by the absorption of one into the other. But what my object requires me to notice, is, that the revolutionexcept in its external symbolic independence of the king- was interesting and intelligible only to the Argentine cities, but foreign and meaningless to the rural district. Outside the cities, the revolution was a problematical affair, and so far as shaking off the kings authority was shaking off the judicial authority, it was acceptable. The pastoral could only regard the question from this point of view. The contradiction that produced the explosion of revolutionary insurgence originated not from the base of society but from its summit: the schism between creoles and Spaniards. The inferior status of the creoles -in politics, the administration, and the military, not in the sphere of wealth - did not conform to the status of the kingdom of New Spain within the empire. New Spain was a kingdom like no other kingdoms, but
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the creoles were not treated as equal to their kinsmen born in Spain. This allied to the revolt of the landless peasants was the cause of the wars of independence in the economic sphere; Spain removed from Mexico more riches than she returned. Nationalism: New Spain is a good example of this common place: from within the bosom of a vast philosophical, political, and religious universalism - imperial Spain- emerged the creole sense of a distinct identity that evolved into Mexican nationalism.
ACTIVITY# 2 1. Use the maps below and locate the following elements: a. Colonial partition of Latin America and North America: (red) Spain; (yellow) Great Britain; (green) Portugal; (brown) France; (orange) Holland. b. Current political division of American continent 2. What were the Bourbon reforms? 3. What were the main causes of the Latin American independence? 4. Complete the following chart according to your classmates´ expositions. COUNTRY
CAPITAL
FLAG
CAUSES FOR INDEPENDENCE
MAIN CHARACTERS
OTHERS
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CURRENT POLITICAL DIVISION OF AMERICAN CONTINENT
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CONTENT #3 UNITES STATES of AMERICA: MAIN PROBLEMS AFTER ITS INDEPENDENCE From: http://en.wikipedia.org/wiki/History_of_the_United_States
The major accomplishments of the Washington Administration were creating a strong national government that was recognized without question by all Americans, and, following the plans of Treasury Secretary Alexander Hamilton, assuming the debts of the states (the debt holders received federal bonds), creating the Bank of the United States to stabilize the financial system, setting up a uniform system of tariffs (taxes on imports) and other taxes to pay off the debt and provide a financial infrastructure. To support his programs Hamilton created a new political party—the first in the world based on voters—the Federalist Party. Thomas Jefferson and James Madison led the opposition, forming an opposition Republican Party (usually called the Democratic-Republican Party by historians). Hamilton and Washington presented the country in 1794 with the Jay Treaty that reestablished good relations with Britain. The Jeffersonians vehemently protested, and the voters aligned behind one party or the other, thus setting up the First Party System. The treaty passed, but politics became very heated. The Whiskey Rebellion in 1794, when western settlers protested against a federal tax on liquor, was the first serious test of the federal government. Washington called out the state militia and personally led an army, as the insurgents melted away and the power of the national government was firmly established.
USA after independence
POLITICAL CHARATERISTICS 1. Federalism 2. Territorial expansion
ECONOMICAL CHARACTERISTICS 1. Interventionism and protectionism.
SOCIALS CHARACTERISTICS
1. Woman´s rights. 2. Abolition of slavery.
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Washington refused to serve more than two terms--setting a precedent--and in his famous farewell address, he extolled the benefits of federal government and importance of ethics and morality while warning against foreign alliances and formation of political parties. John Adams, a Federalist, defeated Jefferson in the 1796 election. War loomed with France and the Federalists used the opportunity to try to silence the Republicans with the Alien and Sedition Acts, build up a large army with Hamilton at the head, and prepare for a French invasion. However, the Federalists became divided after Adams sent a successful peace mission to France that ended the Quasi-War of 1798. Jefferson defeated Adams for the presidency in the 1800 election. Although the Constitution included a Supreme Court, its functions were vague until John Marshall, the Chief Justice (1801–35), defined them, especially the power to overturn acts of Congress that violated the Constitution, first enunciated in 1803 in Marbury v. Madison. The Louisiana Purchase, in 1803, removed the French presence from the western border of the United States and provided U.S. settlers with vast potential for expansion west of the Mississippi River. In response to multiple grievances, the Congress declared war on Britain in 1812. The grievances included humiliating the Americans in the Chesapeake incident of 1807, continued British impressment of American sailors into the Royal Navy, restrictions on trade with France, and arming hostile Indians in Ohio and the western territories. The War of 1812 ended in a draw after bitter fighting that lasted until January 8, 1815, during the Battle of New Orleans. The Americans gained no territory but were cheered by a sense of victory in what they called a "second war of independence". The war was a major loss for Native American tribes in the Northwest and Southeast who had allied themselves with Britain and were defeated on the battlefield. As strong opponents of the war, the Federalists held the Hartford Convention in 1814 that hinted at disunion. National euphoria after the victory at New Orleans ruined the prestige of the Federalists and they no longer played a significant role. President Madison and most Republicans realized it had been a mistake to let the Bank of the United States close down, for its absence greatly hindered the financing of the war. So they chartered the Second Bank of the United States in 1816. The Republicans also imposed tariffs designed to protect the infant industries that had been created when Britain was blockading the U.S. With the collapse of the Federalists as a party, the adoption of many Federalist principles by the Republicans, and the systematic policy of President James Monroe in his two terms (1817–25) to downplay partisanship, the nation entered an Era of Good Feelings, with far less partisanship than before (or after), and closed out the First Party System. The Monroe Doctrine, expressed in 1823, proclaimed the United States' opinion that European powers should no longer colonize or interfere in the Americas. This was a defining moment in the foreign policy of the United States. The Monroe Doctrine was adopted in response to American and British fears over Russian and French expansion into the Western Hemisphere. In 1830, Congress passed the Indian Removal Act, which authorized the president to negotiate treaties that exchanged Native American tribal lands in the eastern states for lands west of the Mississippi River. This established Andrew Jackson, a military hero and President, as a proponent of the forcible removal of native populations to the West. The act resulted most notably in the Trail of Tears, a forced migration of several native tribes to the West, with several thousand people dying en route, and the Creeks' violent opposition and eventual defeat. The Indian Removal Act also directly caused the ceding of Spanish Florida and led to the many Seminole Wars. After 1840 the abolitionist movement redefined itself, mobilized its supporters (especially among religious people in the Northeast affected by the Second Great Awakening), escalated its attacks, and proclaimed slave ownership a sin, not just an unfortunate social evil. It gained tens of thousands of followers. William Lloyd Garrison published the most influential of the many anti-slavery newspapers, The Liberator, while Frederick Douglass, an ex-slave, began writing for that newspaper around 1840 and started his own abolitionist newspaper North Star in 1847.
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The Republic of Texas was annexed in 1845. The U.S. army, using regulars and large numbers of volunteers, defeated Mexico in 1848 during the Mexican-American War. Public sentiment in the U.S. was divided as Whigs and anti-slavery forces opposed the war. The 1848 Treaty of Guadalupe Hidalgo ceded California, New Mexico, and adjacent areas to the United States, about thirty percent of Mexico. Westward expansion was enhanced further by the California Gold Rush, the discovery of gold in that state in 1848. Numerous "forty-niners" trekked to California in pursuit of gold; land-hungry European immigrants also contributed to the rising white population in the west. In 1849 cholera spread along the California and Oregon Trails. An estimated 150,000 Americans died during the two cholera pandemics between 1832 and 1849. Civil War era (1849–1865) In the middle of the 19th century, white Americans of the North and South were to reconcile fundamental differences in their approach to government, economics, society and African American slavery. The issue of slavery in the new territories was settled by the Compromise of 1850 brokered by Whig Henry Clay and Democrat Stephen Douglas; the Compromise included admission of California as a free state and the passage of the Fugitive Slave Act to make it easier for masters to reclaim runaway slaves. In 1854, the proposed Kansas-Nebraska Act abrogated the Missouri Compromise by providing that each new state of the Union would decide its stance on slavery. By 1860, there were nearly four million slaves residing in the United States, nearly eight times as many from 1790; within the same time period, cotton production in the U.S. boomed from less than a thousand tons to nearly one million tons per year. There were some slave rebellions—including by Gabriel Prosser (1800), Denmark Vesey (1822), and Nat Turner (1831)—but they all failed and led to tighter slave oversight in the south. After Abraham Lincoln won the 1860 election, eleven Southern states seceded from the union between late 1860 and 1861, establishing a new government, the Confederate States of America, on February 8, 1861. Along with the northwestern portion of Virginia, which became West Virginia, four of the five northernmost "slave states" did not secede and became known as the Border States. The Civil War began on April 12, 1861, when Confederate forces attacked a U.S. military installation at Fort Sumter in South Carolina. In response to the attack, on April 15, Lincoln called on the states to send detachments totaling 75,000 troops to recapture forts, protect the capital, and "preserve the Union", which in his view still existed intact despite the actions of the seceding states. The two armies had their first major clash at the First Battle of Bull Run, which ended in a surprising Union defeat, but, more importantly, proved to both the Union and Confederacy that the war was going be much longer and bloodier than they had originally anticipated. The war soon divided into two theaters: Eastern and Western. In the western theater, the Union was quite successful, with major battles, such as Perryville, producing strategic Union victories and destroying major confederate operations. In the Eastern theater, things did not start well for the Union. In the summer of 1861, General Irvin McDowell was given the task of destroying the Confederacy in one quick battle with the newly created Army of Northeastern Virginia. Union and Confederate forces engaged in combat at Manassas Junction (Bull Run), which resulted in a surprising Union defeat due in part to steadfast Confederate defense. Following McDowell's failure, Major General George B. McClellan was put in charge of the Union armies. After reorganizing the new Army of the Potomac, McClellan failed to capture the Confederate capital of Richmond, Virginia in his Peninsula Campaign and retreated after attacks from newly appointed Confederate General Robert E. Lee. Feeling confident in his army after defeating the Union at Second Bull Run, Lee embarked on an invasion of the north that was stopped by McClellan at the bloody Battle of Antietam. Despite this, McClellan was relieved from command for refusing to pursue Lee's crippled army. The next commander, General Ambrose Burnside, suffered a humiliating defeat by Lee's smaller army at the Battle of Fredericksburg late in 1862, causing yet another change in commanders. Lee won again at the Battle of Chancellorsville in May 1863, while losing his top aide, Stonewall Jackson. But Lee pushed too hard and ignored the Union threat in the
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west. Lee invaded Pennsylvania in search of supplies and to cause war weariness in the North. In perhaps the turning point of the war, Lee's army was badly beaten at the Battle of Gettysburg, July 1–3, 1863, and barely made it back to Virginia. Simultaneously on July 4, 1863, Union forces under the command of General Ulysses S. Grant gained control of the Mississippi River at the Battle of Vicksburg, thereby splitting the Confederacy. Lincoln made General Grant commander of all Union armies. The last two years of the war was bloody for both sides, with Grant launching a war of attrition against General Lee's Army of Northern Virginia. This war of attrition was divided into three main campaigns. The first of these, the Overland Campaign forced Lee to retreat into the city of Petersburg where Grant launched his second major offensive, the Richmond-Petersburg Campaign in which he sieged Petersburg. After a near ten-month siege, Petersburg surrendered. However, the defense of Fort Gregg allowed Lee to move his army out of Petersburg. Grant pursued and launched the final, Appomattox Campaign which resulted in Lee surrendering his Army of Northern Virginia on April 9, 1865, at Appomattox Court House. Other Confederate armies followed suit and the war ended. Based on 1860 census figures, about 8% of all white males aged 13 to 43 died in the war, including about 6% in the North and approximately 18% in the South, establishing the American Civil War as the deadliest war in American history. Its legacy includes ending slavery in the United States, restoring the Union, and strengthening the role of the federal government. The social, political, economic and racial issues of the war decisively shaped the Reconstruction era, which lasted through 1877, and brought about changes that would eventually help make the country a united superpower.
ACTIVITY# 3 1. Read carefully Content # 4 of your module and make a mind map in which you show the main economic characteristics of the United States during the XIX Century. 2. Complete the following diagram according to the differences between the Northern and Southern regions of the United States NORTHERN
SOUTHERN
3. Answer True (T) of False (F). Correct all false statements. a. During the XIX Century, United States didn´t have any problem nor projects. ( )
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b. The Civil War began at the end of the XIX Century because the Northern states didn´t recognize Lincoln as their president. ( ) c. During the XIX Century United States received many migrations from the European continent. These people were used to working on sugar cane plantations. ( ) d. The main cause of the Civil War was the abolition of slavery in the Northern states. (
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e. During the XIX Century, even though slavery was abolished, not all Americans received the same rights. ( ) 4. What were the main causes of the civil war of 1849–1865? 5. What were the consequences of this civil war?
CONTENT# 4 LATIN AMERICA: MAIN PROBLEMS AFTER ITS INDEPENDENCE LATIN AMERICA IN THE 19TH CENTURY From: http://honolulu.hawaii.edu/distance/hist/latinam.html
Latin America (Central/South American, and the Caribbean region) also underwent dramatic changes in the 19th century. At first glance, Latin American societies shared many historical experiences with the United States. They shared a key historical foundation, European colonization transformed their culture and historical direction, forcibly fusing the cultures of Europe, native Americans and African (slave) populations. And both the U.S. and Latin America achieved independence within the same 30 - 40 year th period. However, during the 19 century, Latin American countries faced far greater difficulties achieving successful and stable independent states after independence. The outcome of the period of decolonization was dramatically different for Latin American societies, as compared to the U.S. Spanish colonial patterns One key reason why the story of Latin America so dramatically differed from the colonies in the North was the stark difference in colonial masters. The British had treated their colonies in North America with salutary neglect, which allowed these colonies to generate and keep wealth, and gain political experience - both of which made possible a more stable and prosperous new country. In Latin America, Spain was the dominant colonial authority. And the absolutist Spanish crown did not allow autonomy or economic opportunity for its colonial subjects. In Spanish-controlled American territories, tremendous wealth was generated from gold, silver and lucrative cash crops such as sugar and coffee. Thus, land ownership was directly and tightly controlled by the Spanish monarchy, the Catholic Church and wealthy/influential Spanish aristocratic families. There was little opportunity for poor, lower class Spanish to go to the "New World" in pursuit of individual land ownership; large estates were controlled by the elite, the same pattern as in Europe. The Spanish also did not allow local political autonomy in Latin American colonies. Spain was an absolutist monarchy, supported by a subservient Catholic Church. This same power system extended into the New World. There was no opportunity for local political involvement or voices. Because the land was so valuable, political control was tighter, taxes were harshly enforced, and the wealth more effectively extracted and sent back to the mother country of Spain. Those living in the Spanish colonies did not have a chance to gain political experience. Lack of political autonomy meant that after rebelling against Spain, newly independent countries were led by men with little experience in legislation, compromise, and certainly no experience in participatory systems.
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Finally, the social make up in the Spanish colonies was markedly different. The pattern of migration of Spanish citizens to the New World differed from British migrants in North America. British (and others) migrants immigrated to North America usually in family groups or even as whole communities, seeking freedoms and/or greater economic opportunity. Spanish migrants did not come to the Americas as family units since conditions were more demanding in the colonies, and opportunities were limited. Instead, it was largely single males who came over as soldiers, officials, some as laborers. There was consequently more intermarriage or interracial relationships, and thus a large percentage of mixed populations in Spanish colonial regions. As a result, in the Spanish colonial territories racial classifications became very important as the basis of maintaining class and power distinctions. Race was directly linked to social status in a society with a complex racial make-up. Those in the highest classes were pure Spanish blood. In fact, those who were Spanish and born in Spain, called peninsulares, were seen as more European and thus more "civilized". Those who were of Spanish blood, but born in the Americas (and thus seen as a little rough around the edges) were called creole. The privileges given to peninsulares created tensions with the creoles - this contributed to the desire to break free of Spain. But whether peninsulares or creole, dominance was sustained in these Spanish populations by a strict definition of Spanish "blood" or race. Much lower in the socio-economic scale were the mixed races: mestizo (mixed European/native American) and mulatto (European/African) and other racial mixes. These groups were relegated to lower jobs and opportunities. At the bottom of the social system were those of native or African descent. This racial hierarchy was rigid under Spanish rule, and these racial distinctions resulted in continued divisions and tensions after independence. In fact, even today, deep social and racially based divisions in Latin American societies continue as destabilizing legacies of centuries of Spanish racial policies. Spanish colonial rule laid the foundation for American societies in South and Central America and the Caribbean that were troubled by more complex social systems, less mobility, greater inequality, and structurally supported racism. Political and social stability were therefore much more difficult to achieve. Wars of independence As in North America, the Age of Revolution ushered in a century of dramatic changes in Latin America. After decades of mounting frustration on the part of creole and the lower classes, the chance for independence from Spain came in the early 1800's. When Napoleon Bonaparte removed the monarch from the throne in Spain and installed his brother, many in the Americas used this as an excuse or opportunity to declare an end to their allegiance to Spain. Even when the Bourbon dynasty was returned to the Spanish throne, the Spanish grip on the colonies could not be restored. Inspired by the same passions and desire for independence that fueled the American Revolution, Latin Americans between 1806 - 1900 fought several separate wars of independence in different territories throughout Latin America. Mexico became independent by 1821, Greater Columbia in 1819, Peru in 1824 and Argentina in 1825. Throughout the 1800's, other Latin American communities gained their independence from European control. Border wars Violence, however, did not end with victory over Spain. The enormous territory of the old Spanish empire broke into several countries, and in many cases, these new countries disagreed over borders and territorial claims. This resulted in continued border disputes and even wars between these new states as they tried to formulate effective political and economic structures. Some continue to this day. In some instances, the existing borders simply could not be maintained due to extensive territorial size, substantial territorial barriers, and unresolved internal political differences. Thus larger states fragmented into numerous smaller countries by 1900 - always through violence and civil war. Greater Colombia, for example, splintered into the separate countries of Colombia, Panama, and Venezuela. Warfare is a draining enterprise; following right on the heels of costly wars of independence, civil and border wars further eroded the stability and success of several new countries.
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The influential and charismatic Latin American leader, Simon Bolivar, who made his fame fighting in four separate Latin American wars against the Spanish, did try to end this pattern of division, fragmentation and war. In 1826, he called for the creation of a confederation of South American states, and emphasized a collective identity for Latin Americans. This effort, however, failed and the wars and destructive competition continued. Regional focus meant the emergence of several separate countries - however, they faced many of the same daunting challenges. Social tensions Social and economic divisions created during the colonial period continued in newly independent countries in th the 19 century. Racial based inequalities in the law, in political power and in economic status were sustained by the peninsulares and creole (Spanish blood) leaders. In fact, in some countries, slavery continued - Brazil did not outlaw slavery until 1888. In other states, tensions grew between the now-dominant creole, and the lower class mestizo. And even after the mestizo class started to gain greater opportunities in countries like Mexico, economic conditions for the lower classes remained one of grinding poverty. Land ownership was concentrated and dominated by a handful of powerful families. Politically, there were attempts at democratic functioning; however, true participatory systems based on rights could not survive in a society with deep and extensive inequalities. In fact, political power remained in the hands of the wealthy and landed, leading to increased political frustrations on the part of the poor and disenfranchised. In short, most Latin American states ended up under military dictatorships dominated by the wealthy elite. Political inequality led rapidly to repressive systems, usually based on military power, through which the socio-economic elite maintained political and economic control. This political outcome was the experience for most Latin American societies in the 1800's, and well into the 1900's. Political violence caused by military rule, rebellious reaction, coups and overthrows remained a dominant feature of Latin American experience throughout the 19th and 20th centuries to the present day. In fact, transition from elite/military rule to a truly lawful and participatory system has only occurred recently in many Latin American societies (so is still vulnerable) and has not truly occurred in other societies. As a result of the failure of democracy, many Latin American societies experienced political violence, civil strife and instability for decades. These disruptions made economic restructuring and progress virtually impossible.
social tensions
Border wars
Social and economic divisions from the colonial period. Territorial Fragmentations
econominc problems There wasn´t enough capital for industries and investment Latin American problems after independence
Economic problems The shift from colonial status to a stable, prosperous, and independent economy is a difficult one. The United States benefited from salutary neglect and the ability to accumulate wealth, diversify their economy, and build up a middle class during their period under colonial rule; that was a rare opportunity. In Latin America,
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Spanish mercantile policies created dependency on Spain, and directed American societies to focus almost exclusively on cash crops or mining. In many countries, the economy was almost wholly dependent on the sale/export of two or three crops or raw materials. This kind of narrow dependency is unstable; a drop in world prices or a failed harvest can be devastating to a cash crop based economy. Newly independent Latin American societies were faced with the need to diversify and industrialize after independence - but did not have the means. There was insufficient capital for investment, therefore leaders pursuing modernization had to borrow money or seek outside investors. This pattern of borrowing led to the accumulation of staggering debt which still plagues many Latin American countries today - underlying, for example, recent economic crises in Argentina and Venezuela. You should be watching these stories since they have real implications for global markets and banking systems. Borrowed funds, unless wisely invested, translates into debilitating debt. Debt means vulnerability, dependency and weakness in relation to the lenders and investors. And this was made worse by the fact that many leaders misspent the borrowed money, used it primarily to buy weapons and fight wars, or corrupt leaders socked it away in hidden accounts - adding debt with no benefits to the economy. th
th
In the late 19 and early 20 centuries, foreign bankers, investors, and even governments that lent money to Latin American states used the resulting debt to gain favorable economic control and influence. And in some cases, outside powers and companies with economic interests protected their extensive economic involvement in Latin America through intrusive political and even military involvement in unstable or weak governments. The fact is, many new Latin American countries found themselves rid of the Spanish, but still having to confront powerful outside interests and forces (sometimes even military forces), largely due to economic weakness and needs. Outside corporations or interests owned key resources or sectors of the economy, and politically pressured the government to protect their interests. This loss of control due to economic dependency and weaknesses is referred to as "neocolonialism." th
th
For those living in Latin American countries in the 19 and 20 centuries, failure to build a stable industrial sector and the mounting debt has meant lack of funding for education and health infrastructure, and thus the continuation of extreme poverty. It also meant a continuation of class tensions and difficulties. Democracy simply cannot take root in conditions of extreme poverty, illiteracy, deeply rooted health problems and intrusive outside interests. And if there is political instability, violence, and repression, economic modernization and successful long term investment are difficult if not impossible to achieve. This became a vicious cycle. This deadly spiral of poverty, class tensions and political violence was the experience in many newly emerging countries in Latin America by the mid to late 1800's. Recognize - most Latin American states continue to face these problems to the present day. Remember this description of less successful models of decolonization when we return to the story of decolonization after World War II, we will see these earlier experiences of Latin American independence repeated in countries in Africa, Asia and the Pacific.
ACTIVITY# 4. 1. Answer True (T) or False (F) and rewrite correctly the following sentences a. Centralism is a political system in which there is a capital and all the things are controlled by it. (
)
b. Federalism is an economic system in which the State controls everything. ( ) c. In Hispanic America, after its independence the most important social change was that everybody got the same rights. ( ) d. After independence, slavery was abolished in all the newly nations. ( ) e. The newly independent nations didn´t have enough money for investment. (
)
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f. After independence our economy was in bankruptcy so we had to borrow money from Spain. (
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g. After independence there wasn’t any frontier problem between nations. ( ) 2. What is centralism? 3. What is federalism? 4. Complete the following diagram according to the information required.
What problems had the newly nations?
GEOGRAPHICAL BORDERS
1. 2. 3.
1. 2. 3.
1. 2.
1.
2.
3.
5. Complete the following diagram making comparisons between United States and Latin America after their independence.
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Similarities
United States of America
Differences
Latin America
CONTENT # 5 THE UNITED STATES AND ITS RELATIONSHIP WITH LATIN AMERICA: NORTH AMERICAN IMPERIALISM. FROM: http://www.smplanet.com/imperialism/teddy.html
Between the end of the Spanish-American War and the dawn of the Great Depression, the United States sent troops to Latin American countries thirty-two times. It used the Roosevelt Corollary, or addition, to the Monroe Doctrine to justify intervention. In the corollary, Teddy Roosevelt proclaimed that the United States, because it was a "civilized nation," had the right to stop "chronic wrongdoing" throughout the Western Hemisphere. "Any country whose people conduct themselves well can count upon our hearty friendship," he said. "Chronic wrongdoing, however, may force the United States to exercise an international police power." Teddy didn't hesitate to use this "police power" to strengthen his country, but he was always careful not to upset the balance of world power. William Howard Taft, former governor of the Philippines, followed Roosevelt into the White House. Taft believed in economic expansion, and he introduced a policy called "dollar diplomacy." This policy used diplomacy to advance and protect American businesses in other countries. Taft employed Roosevelt's corollary in Nicaragua and other Latin American countries to protect American investments. American businesses had been active in Nicaragua since the 1850s. The lush country attracted American fruit growers and mining companies. Others believed that Nicaragua offered the best site for a canal, and they invested in land. Cornelius Vanderbilt started a company that transported passengers between New York and San Francisco via the Nicaraguan jungle. Shortly after Commodore Perry opened Japan, Vanderbilt plotted to take control of Nicaragua. With Vanderbilt's help, a young adventurer named William Walker set out with fifty-seven followers to conquer Nicaragua. A short, freckled man with sharp green eyes, Walker formed an alliance with a group of local rebels and defeated the Nicaraguan forces. He proclaimed himself "commander in chief," and soon thousands of Americans rushed into the country. Many Americans wanted the United States to assume
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direct control of Nicaragua. The government, however, was afraid to upset the fragile balance between "free" and "slave" territories. Walker eventually quarreled with Vanderbilt about the transit company, and soon another revolution drove him from power. In 1860 Walker died before a firing squad. American economic involvement in Nicaragua lived on. Nicaraguans confidently expected the canal, and they gladly accepted loans and payments based on its eventual construction. By 1909 the United States-Nicaraguan Concession was largest American company in Nicaragua. That year the Concession's chief legal counsel, Philander C. Knox, resigned to become Taft's Secretary of State. When Nicaragua's ruler cancelled an agreement with one American business and threatened the Concession, the company organized another revolution. Adolfo Diaz, a Concession employee, became the new president. Taft quickly recognized the Diaz government. General information a When still another revolt threatened Diaz, Taft invoked the corollary and ordered American marines to suppress the rebellion. Then he and Knox worked out a plan to collect the money that Nicaragua owed to foreign investors. Under the plan, American banks took control of Nicaragua's customs collection. They applied the money they collected directly to the country's debt. The marines remained in Nicaragua's capital to serve as "international police" and prevent any further revolts. Except for a short period in 1925, they stayed for 21 years. The end of an era The two decades that sandwiched the turning of the century enclosed a turning point in American history. Despite George Washington's advice to the contrary, the years saw American interests scatter across the globe. America had flexed its muscles, and the world had cowered. But the ease with which America gained its new possessions obscured the responsibilities that came with them. Dollar diplomacy would soon drag a reluctant America into the muddy trenches of the Western Front. The "Open Door" welcomed a series of squabbles that later erupted in a mushroom cloud. But few in that innocent era could foresee such extraordinary events. Most believed that America was simply following its natural order, its destiny.
USA JUSTIFICATION FOR IMPERIALISM OVER LATIN AMERICA
THE MONROE DOCTRINE
MANIFEST DESTINY
ALFRED MAHAN THEORIES
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The Monroe Doctrine From: http://en.wikipedia.org/wiki/Monroe_Doctrine
The Monroe Doctrine is a policy of the United States introduced on December 2, 1823. It stated that further efforts by European countries to colonize land or interfere with states in the Americas would be viewed as acts of aggression requiring U.S. intervention (however, the wording referred to the entire Western Hemisphere, which actually includes much of Europe and Africa). The doctrine was introduced by President Monroe when he was enraged at the actions being executed around him. The Monroe Doctrine asserted that the Americas were not to be further colonized by European countries but that the United States would neither interfere with existing European colonies nor meddle in the internal concerns of European countries. The Doctrine was issued at a time when many Latin American countries were on the verge of becoming independent from the Spanish Empire. The United States, reflecting concerns raised by Great Britain, ultimately hoped to avoid having any European power take over Spain's colonies.
Manifest Destiny From: http://en.wikipedia.org/wiki/Manifest_Destiny
Manifest Destiny was the 19th century American belief that the United States was destined to expand across the North American continent, from the Atlantic Seaboard to the Pacific Ocean. It was used by Democrats in the 1840s to justify the war with Mexico; the concept was denounced by Whigs, and fell into disuse after the mid-19th century. Advocates of Manifest Destiny believed that expansion was not only wise but that it was readily apparent (manifest) and inexorable (destiny).
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ACTIVITY# 5 1. What does mean the phrase America for Americans in the context of imperialism? 2. Why United States of America started an imperialism process over Latin American? 3. What is the Monroe doctrine? 4. What is manifest destiny? 5. What are the meanings of the following cartoons?
ACTIVIDAD FINAL 1. Debate: individualmente, y luego de la explicación y realización de las actividades propuestas por el docente a lo largo del periodo, los estudiantes realizaran un debate en el que respondan al interrogante ¿Por qué en la actualidad existen tantas diferencias entre Estados Unidos y América Latina en materia de desarrollo económico?
WEB PAGES AND OTHERS SOURCES http://americanhistory.about.com/od/revolutionarywar/a/amer_revolution.htm http://www.independencedayfun.com/268/effects-of-the-declaration-of-independence/ http://www.wowessays.com/dbase/ad1/bsw1.shtml http://honolulu.hawaii.edu/distance/hist/latinam.htm http://www.smplanet.com/imperialism/teddy.html http://en.wikipedia.org/wiki/History_of_the_United_States http://en.wikipedia.org/wiki/Monroe_Doctrine http://en.wikipedia.org/wiki/Manifest_Destiny