American Journey, The A History of the United States, 7E David Goldfield Solution Manual

American Journey, The A History of the United States, 7E By David Goldfield

Email: Richard@qwconsultancy.com

Chapter 1 WORLDS APART Learning Objectives: 1.1

How did the precontact histories of Native Americans, especially in the centuries just before 1492, shape their encounters with Europeans?

1.2

What were the key characteristics of West African society?

1.3

How did events in Europe both shape and inspire exploration of the Americas?

1.4

What were the biological consequences of contact between Europeans and Native Americans?

1.5

Why did early French and English efforts at colonization falter?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: •

•

Watch the MyHistoryLab Video Series: Key Topics in U.S. History o A New World: To 1607 o The First Americans o The Expansion of Europe o The Protestant Reformation Read Personal Journeys Online o Christopher Columbus, Journal of the First Voyage, October 12, 1492.

Account of his first meeting with Caribbean islanders. o Martin Frobisher, Account of First Voyage to the New World, 1576.

Description of his arrival in Canada and his encounter with native people.

I.

Native American Societies before 1492 A. Hunters, Harvesters, and Traders B. The Development of Agriculture C. Nonfarming Societies • Read the Document: Álvar Núñez Cabeza de Vaca, “Indians of the Rio Grande” (1530s) D. Mesoamerican Civilizations 1.

The Mayans 2.

The Aztecs E. North America’s Diverse Cultures 1.

Ancestral Puebloans 2.

Plains Indians 3.

Mound-building cultures 4.

The Caribbean Islanders

II.

West African Societies • Read the Document: Askia Muhammad al-Turi, Reform in Songhai (1500)

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A.

B. C.

Geographical and Political Differences 1.

Artisans and merchants 2.

Farming and gender roles Family Structure and Religion European Merchants in West Africa and the Slave Trade

III.

Western Europe on the Eve of Exploration A. The Consolidation of Political and Military Authority B. Religious Conflict and the Protestant Reformation

IV.

Contact A. The Lure of Discovery 1.

Advances in navigation and shipbuilding B. Christopher Columbus and the Westward Route to Asia • Watch the Video: What Is Columbus’s Legacy?

C. The Spanish Conquest and Colonization 1.

The end of the Aztec Empire 2.

The fall of the Inca Empire 3.

Spanish incursions to the north 4.

The seeds of economic decline D. The Columbian Exchange • Read the Document: José de Acosta, The Columbian Exchange (1590) • Use MyHistoryLab Explorer to answer, How Did Global Exploration Change the Old and New Worlds?

E. Cultural Perceptions and Misperceptions

V.

Competition for a Continent A. Early French Efforts in North America B. English Attempts in the New World 1.

The colonization of Ireland 2.

Expeditions to the New World • Read the Document: Thomas Harriot, The Algonquian Peoples of the Atlantic Coast (1588) • Analyze From Then to Now: The Disappearance of Cod from the Grand Banks 3.

The Roanoke colony

VI.

Conclusion

Chapter Summary: Chapter 1 provides an introduction to United States history by exploring the backgrounds of the three major cultures that came together to create the New World. Topics discussed include descriptions of Native American, West African, and European societies on the eve of contact; the motivations for European exploration and settlement in the New World; early Spanish, French, and British settlements; and the impact of contact with Native Americans, Africans, and Europeans during the sixteenth century.

1.1

Native American Societies Before 1492

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Prior to European contact, North America contained a large and diverse Native American population, with different cultures, subsistence practices, and political organizations. Over the course of centuries, various native societies had flourished, but by the time Europeans arrived, some of the most powerful empires were in decline.

1.2 West African Societies West African societies varied in size from small kingdoms to large empires. Most people lived by farming, but there were also many skilled artisans. Religion and family ties were central to West African life. Although contact with Europe was limited, Europeans were aware of the African gold trade.

1.3 Western Europe on the Eve of Exploration By the end of the fifteenth century, Western Europe had recovered from the warfare and epidemics of earlier years. But it would soon be fragmented by religious divisions stemming from the Protestant Reformation. Such divisions led to renewed conflict and competition among European states that would affect New World exploration.

1.4 Contact Columbus’s effort to reach Asia via a westward voyage across the Atlantic led to the European discovery of America. Spanish soldiers quickly conquered the Aztec and Incan empires, abetted by the deaths of Native Americans lacking immunity to European diseases. The transmission of germs was one of many biological consequences of contact.

1.5 Competition for a Continent Columbus’s effort to reach Asia via a westward voyage across the Atlantic led to the European discovery of America. Spanish soldiers quickly conquered the Aztec and Incan empires, aided by the deaths of Native Americans lacking immunity to European diseases. The transmission of germs was one of many biological consequences of contact.

Key Terms: 1.1 o o o o

culture areas Geographical regions inhabited by peoples who share similar basic patterns of subsistence and social organization.

Aztecs A warrior people who dominated the Valley of Mexico from about 1100 until their conquest in 1519–1521 by Spanish soldiers led by Hernán Cortés.

Cahokia Located near modern St. Louis, this was one of the largest urban centers created

by Mississippian peoples, containing perhaps 30,000 residents in 1250.

Great League of Peace and Power Confederation of five Iroquois nations— the Mohawks, Oneidas, Onondagas, Cayugas, and Senecas—formed in the fifteenth century to diminish internal conflict and increase collective strength against their enemies.

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Songhai Empire A powerful West African state that flourished between 1450 and 1591, when it fell to a Moroccan invasion.

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reconquista The long struggle (ending in 1492) during which Spanish Christians reconquered the Iberian Peninsula from Muslim occupiers, who first invaded in the eighth century.

Reformation Sixteenth-century movement to reform the Catholic Church that ultimately led to the founding of new Protestant Christian religious groups.

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Protestants Europeans who supported reform of the Catholic Church in the wake of Martin Luther’s critique of church practices and doctrines. predestination The belief that God decided at the moment of Creation which humans would achieve salvation.

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Columbian Exchange The transatlantic exchange of plants, animals, and diseases that occurred after the first European contact with the Americas.

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Treaty of Tordesillas Treaty negotiated by the pope in 1494 to resolve the territorial claims of Spain and Portugal. It drew a north–south line approximately 1,100 miles west of the Cape Verde Islands, granting all lands west of the line to Spain and all lands east of the line to Portugal. This limited Portugal’s New World empire to Brazil but confirmed its claims in Africa and Asia.

1.5

Topics for Essays, Classroom Discussion, or Classroom Lecture: 1.

Discuss pre-Columbian Native American culture, stressing the diversity and complexity of indigenous societies in the New World. Point out differences in population dispersal and density and the variety of religions, architecture, art, and political and economic organization in these cultures. Discuss the meaning of the term “civilization” and what modern-day Americans mean when they describe a society or culture as “civilized.” Have students question the traditional historical assertion that American history began with the arrival of Europeans and suggest that European settlement simply initiated another phase of American history.

2.

Discuss the factors contributing to the development of European interest in exploration and settlement in the New World. Because the United States originated as British colonies, focus specifically on the British motivation. A complete treatment of the issue would examine both political and individual reasons for movement into the New World. Include in the political discussion such issues as the national pursuit of a mercantile economic policy, the political power associated with the acquisition of empire, the expansion of military power, and the missionary motive. Considering the individual, how did religion, economic hardship, and the lure of adventure impact many people’s decisions to go to the New World?

3.

Compare and contrast Native American, European, and West African society on the eve of contact. How did beliefs regarding land ownership, family, religion, and law and justice impact relations among these groups? How did each group regard the others and why?

4.

Compare and contrast European perception and treatment of Native Americans and Africans during the sixteenth century. What negative impressions did Europeans hold about each society? Did they see anything positive or worthy in either culture? Discuss the distinction between race and culture. To what extent did race and culture define the European perception and treatment of each group? Which of these factors—race or culture—contributed most to the European perception of Native Americans? Which contributed most to the European perception of Africans?

5.

Organize a group classroom activity in which students develop an understanding of Native American, West African, and European culture. Organize students in the classroom into groups so that one-third of the class is working on Native American culture, one-third on West African culture, and one-third on European culture. For example, in a class of 30, set up six groups of five, with two groups working on each culture. Have them examine religion, family,

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politics, and the economy in their assigned societies. After the groups have finished this assignment, reorganize the class into groups of three. Each group will include one member who has studied each of the three groups. Have each student teach the other two about “his” or “her” culture. You can test the material by giving a take-home essay in which the students are asked to compare and contrast the Native American, West African, and European cultures.

Enrichment Projects: 1.

Research the primary historical resources left by western Europeans in which they recorded the events of their initial contact with Native Americans in the New World. These resources could include written records, such as journals or diaries from explorers and early colonists, or European art, particularly paintings and sketches based on a Native American theme.

Discuss what and how these primary resources teach us about the European response and reaction to Native American culture.

2.

Examine the Spanish and British approaches to colonial administration. How did Spanish colonial rule reflect the political system of the mother country? How did British administration of its colonies reflect its political philosophies? Can we connect these distinctions to the futures of these respective colonies (particularly the American quest for independence)?

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Chapter 2 TRANSPLANTATION AND ADAPTATION 1600 – 1685 Learning Objectives: 2.1

How did the French use Indian alliances to create their North American Empire?

2.2

How significant was New Netherland as part of the Dutch global empire?

2.3

Why did the English have such difficulties establishing colonies in the Chesapeake?

2.4

Why were the English colonies in New England so different from those in the Chesapeake?

2.5

Why did the first biracial colonial societies appear in the Caribbean?

2.6

How influential were the ideas of the different proprietors of the Restoration colonies in shaping the development of their settlements?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: •

•

I.

II.

III.

Watch the MyHistoryLab Video Series: Key Topics in U.S. History o Beginnings of English Colonial Societies: 1607 – 1660 o The Chesapeake o New England o Jamestown Read Personal Journeys Online o Rev. Francis Higginson, July 1629. Letter from Massachusetts to His Friends in Leicester, England. o Father Isaac Jogues, Novum Belgium, 1646. Description of New Amsterdam. o Hans Sloan, A Voyage to the Islands, 1707. Description of early eighteenthcentury Jamaica

The French in North America A. The Quest for Furs and Converts B. The Development of New France • Read the Document: Iroquois Chiefs Address the Governors of New York and Virginia (1684) The Dutch Overseas Empire A. The Dutch East India Company B. The West India Company and New Netherland English Settlement in the Chesapeake A. The Ordeal of Early Virginia

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1.

B. C. D. IV.

V.

VI.

VII.

The Jamestown Colony • Read the Document: Thomas Dale, Laws of Virginia (1610 – 11) 2.

The Powhatan Confederacy and the Colonists • Chief Powhatan, Remarks to Captain John Smith (c. 1609) The Importance of Tobacco • Analyze From Then to Now: Tobacco and the American Economy Maryland: A Refuge for Catholics Life in the Chesapeake Colonies

The Founding of New England A. The Pilgrims and Plymouth Colony B. Massachusetts Bay Colony and Its Offshoots 1.

Stability, Conformity and Intolerance • Read the Document: John Winthrop, “A Model of Christian Charity” (1630) 2.

The Connecticut Valley and the Pequot War 3.

Roger Williams and the Founding of Rhode Island 4.

Anne Hutchinson’s Challenge to the Bay Colony • Use MyHistoryLab Explorer to answer, How Did English Colonization Transform Eastern North America?

C. Families, Farms, and Communities in Early New England 1.

Women in Early New England 2.

Community and Economic Life Competition in the Caribbean A. Sugar and Slaves B. A Biracial Society The Restoration Colonies A. Early Carolina: Colonial Aristocracy and Slave Labor B. Pennsylvania: The Dream of Toleration and Peace C. New Netherland Becomes New York • Read the Document: Father Isaac Jogues, Description of New Amsterdam (1646) Conclusion

Chapter Summary: This chapter provides a survey of the early European settlement of North America. The topics discussed include the establishment of New France, the nature of early British settlement in the Chesapeake and New England, the emergence of plantation societies in the Caribbean and the Carolinas, and the establishment of the Middle Colonies.

2.1 The French in North America France’s New World empire lay primarily along the St. Lawrence River valley in Canada. Its economic focus was the fur trade, carried out in partnership with local Indians. This economic tie also required the French to form military alliances with their Native American trading partners.

2.2 The Dutch Overseas Empire By the early seventeenth century, the Dutch had become the preeminent commercial power in Europe, with an overseas empire extending from the New World to Asia. In North America, the

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Dutch colony of New Netherland relied mainly on the fur trade conducted by the colonists’ Iroquois allies.

2.3 English Settlement in the Chesapeake In 1607, Virginia became England’s first permanent colony in North America. Its first settlers struggled with endemic disease and conflict with Indians. Tobacco production became its lifeline and led to massive importations of young, male indentured servants. In 1634, Maryland joined Virginia as another tobacco-growing Chesapeake colony.

2.4 The Founding of New England The New England colonies were founded by Puritans, who sought refuge from persecution by English authorities. The settlers established close-knit communities governed by their religious principles. Lacking a cash crop like tobacco, New Englanders grew food crops and raised livestock, relying on their families for labor.

2.5 Competition in the Caribbean Many European nations competed for control of Caribbean islands, where sugar soon became a lucrative cash crop. Everywhere, planters imported African slaves to labor on sugar plantations under harsh conditions. Africans, subject to restrictive slave codes, soon outnumbered white settlers on the islands.

2.6 The Restoration Colonies After 1660, Carolina and Pennsylvania were founded by proprietors with grand visions.

Carolina’s founders hoped to create an orderly, hierarchical society, while William Penn envisioned his colony as a harmonious Quaker refuge. In neither case did the founders’ plans work out as they had hoped.

Key Terms: 2.1 o o

coureurs de bois French for “woods runners,” independent fur traders in New France. indentured servant An individual—usually male but occasionally female—who contracted to serve a master for a period of four to seven years in return for payment of the servant’s passage to America. Indentured servitude was the primary labor system in the Chesapeake colonies for most of the seventeenth century.

o

Quakers Members of the Society of Friends, a radical religious group that arose in the mid-seventeenth century. Quakers rejected formal theology and an educated ministry, focusing instead on the importance of the “Inner Light,” or Holy Spirit, that dwelt within them. Quakers were important in the founding of Pennsylvania.

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joint-stock company Business enterprise in which a group of stockholders pooled their money to engage in trade or to fund colonizing expeditions. Joint-stock companies participated in the founding of the Virginia, Plymouth, and Massachusetts Bay colonies. headright system A system of land distribution during the early colonial era that granted settlers 50 acres for themselves and another 50 acres for each “head” (or person) they brought to the colony.

House of Burgesses The legislature of colonial Virginia. Initially organized in 1619, it was the first institution of representative government in the English colonies. proprietary colony A colony created when the English monarch granted a huge tract of land to an individual or group of individuals, who became “lords proprietor.” Many lords proprietor had distinct social visions for their colonies, but these plans were hardly ever

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implemented. Examples of proprietary colonies are Maryland, Carolina, New York (after it was seized from the Dutch), and Pennsylvania.

Puritans Individuals who believed that Queen Elizabeth’s reforms of the Church of England had not gone far enough in improving the church, particularly in ensuring that church members were among the saved. Puritans led the settlement of Massachusetts Bay Colony.

Act for Religious Toleration The first law in America to call for freedom of worship for all Christians. It was enacted in Maryland in 1649 to quell disputes between Catholics and Protestants, but it failed to bring peace.

2.4 o o o o o

Anglican Of or belonging to the Church of England, a Protestant denomination. separatists Members of an offshoot branch of Puritanism. Separatists believed that the Church of England was too corrupt to be reformed and hence were convinced that they must “separate” from it to save their souls. Separatists helped found Plymouth Colony.

Pilgrims Settlers of Plymouth Colony, who viewed themselves as spiritual wanderers. covenant A formal agreement or contract.

Pequot War Conflict between English settlers (who had Narragansett and Mohegan allies) and Pequot Indians over control of land and trade in eastern Connecticut. The Pequots were nearly destroyed in a set of bloody confrontations, including a deadly English attack on a Mystic River village in May 1637.

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slave codes Sometimes known as “black codes.” A series of laws passed mainly in the southern colonies in the late seventeenth and early eighteenth centuries to define the status of slaves and codify the denial of basic civil rights to them. Also, after American independence and before the Civil War, state laws in the South defining slaves as property and specifying the legal powers of masters over slaves.

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Fundamental Constitutions of Carolina A complex plan for organizing the colony of Carolina, drafted in 1669 by Anthony Ashley Cooper and John Locke. Its provisions included a scheme for creating a hierarchy of nobles who would own vast amounts of land and wield political power; below them would be a class of freedmen and slaves. The provisions were never implemented by the Carolina colonists.

Frame of Government William Penn’s 1682 plan for the government of Pennsylvania, which created a relatively weak legislature and strong executive. It also contained a provision for religious freedom.

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Topics for Essays, Classroom Discussion, or Classroom Lecture: 1.

Discuss the Chesapeake and New England colonies in a series of lectures in which you concentrate on the differences between the cultures and societies established in each of the two regions. Because the United States history course is normally split at the Civil War, you can use this opportunity to begin discussion of the fundamental differences between these two areas and introduce some distinctions between the two regions that will persist until the Civil War. Some topics for discussion might include the following: a.

The different characteristics of the populations that originally settled these regions. From which regions of England did these original settlers come, and how did the cultures and mores of these regions influence the societies that developed in North America?

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b.

c.

d.

e.

f.

The differences in how the original settlers of each region were motivated to come to the New World. To what extent was the state of the British economy a factor? To what extent was religion a factor? How did the differences in motivation impact the societies that emerged?

The differences in the socioeconomic characteristics of each region. Point out the distinction between the plantation society of the Chesapeake and the freeholder society of New England, explain distinctions in how land was distributed in each region and the impact that the systems of land distribution had on the nature of each area’s social structure, and point out the diversity of the New England economy versus the one-crop economy of the Chesapeake.

The difference in the level of importance placed on religion in each region.

Explain the importance of Calvinist theology in defining New England society and culture. Contrast that emphasis with the lower priority placed on religion in the South (at least until the Great Awakening). How did these religious differences impact the emergence of regional ethics?

The differences in the political systems that emerged in the Chesapeake and New England. Why did the Chesapeake evolve into a political aristocracy while New England developed one of the most democratic political systems in America?

In discussing fundamental differences between the North and the South prior to the Civil War, many historians have emphasized the progressive nature of the nineteenth-century North and the conservative nature of the Old South. Begin now to discuss the meanings of these terms. Was there already, during the colonial period, a philosophical distinction between the settlers of New England and the Chesapeake? Was there something progressive, even radical, about the decision of the Pilgrims and Puritans to come to the New World? Were they seeking something new or trying to retain the old? Was there something conservative about the decision of the early settlers of the Chesapeake to come to the New World? Were they seeking something new or were they more intent on preserving the England they knew and loved?

2.

Prepare a lecture focusing on the life of Anne Hutchinson. A treatment of her experiences in New England can open discussion regarding a number of issues pertinent to New England culture, including the following: a.

Her theological differences with the Puritan fathers. This discussion will allow an examination of covenant theology, including the distinction between the covenant of grace and the covenant of works, as well as how religious intolerance emerged within the Puritan community as a requisite aspect of the covenant principle. b.

The gender issues involved in Hutchinson’s challenge to the authority of the Puritan fathers and her instruction of theology, particularly her instruction of theology to mixed-gender groups.

3.

Discuss the nature of colonial political development in the British colonies. How did the political institutions created in the colonies reflect British political tradition in terms of structure and function? Do today’s state and federal political structures in America resemble the institutions created by the original British colonists? How does this reflect the element of persistence over time?

4.

Conduct a classroom discussion that focuses on “freedom of religion.” Have students discuss the irony of the fact that we often associate freedom of religion with the Puritans, who

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came to America to escape religious persecution. To what extent was freedom of religion a reality in the Puritan community? How did these dissenters treat dissenters within their own ranks?

5.

Compare and contrast the institutions of slavery that emerged in Virginia, South Carolina, and the Caribbean. Even though each of these colonial regions was British, the institutions of slavery that developed in each were distinctive. What factors contributed to these distinctions?

What impact did South Carolina’s central location between Virginia and the Caribbean have on the nature of its plantation economy and its institution of slavery?

Enrichment Projects: 1.

Research one of the Puritan dissenters, such as Anne Hutchinson or Roger Williams.

How did their beliefs necessitate their removal from the Puritan community? How did their experiences serve to expand the meaning of religious freedom in America?

2.

Examine the origins of slavery in South Carolina. Look at the demographics of the state, including the density of the slave population, as well as the link to the Caribbean. How did the link to the Caribbean impact the institution of slavery that developed in South Carolina?

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Chapter 3 A MEETING OF CULTURES Learning Objectives: 3.1

How did the different patterns of interaction between Europeans and native peoples shape colonial development in the Spanish borderlands, New France, and the English colonies?

3.2

How and why did race-based slavery develop in British North America?

3.3

What methods did Europeans employ to acquire and manage labor in colonial America?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: •

•

I.

II.

Watch the MyHistoryLab Video Series: Key Topics in U.S. History o The Age of Discovery and Slavery o Race Slavery o The Evolution of Slavery in North America o Slavery in the Colonies Read Personal Journeys Online o Pedro Naranjol, Indian Account of the Pueblo Revolt, 1680. o Job Ben Solomon, Some Memoirs of the Life of Job, 1734. Description of Job’s capture and sale into slavery. o Gottlieb Mittelberger, Journey to Pennsylvania, 1756. Description of the arrival of German redemptioners to Pennsylvania.

Indians and Europeans A. Indian Workers in the Spanish Borderlands B. The Web of Trade C. Displacing Native Americans in the English Colonies 1.

Land Use and Property Rights 2.

Colonial Land Acquisition D. Bringing Christianity to Native Peoples 1.

Catholic Missionaries in Spanish Colonies 2.

French Jesuits in Canada 3.

Missionaries in English Colonies E. After the First Hundred Years: Conflict and War 1.

King Philip’s War 2.

Bacon’s Rebellion 3.

The Pueblo Revolt 4.

Resumption of the Beaver Wars • Read the Document: Legal Statement by Pedro Hidalgo, soldier, Santa Fe (1680) Africans and Europeans A. Labor Needs and the Turn to Slavery • Read the Document: Anonymous, A Defense of the Slave Trade (1740)

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B.

III.

IV.

The Shock of Enslavement • Use MyHistoryLab Explorer to answer, In What Ways Was British North America Involved in the Trans-Atlantic Slave Trade?

C. African Slaves in the New World 1.

Slavery in the Southern Colonies • Read the Document: Olaudah Equiano, “The Middle Passage” (1788) 2.

Slavery in the Northern Colonies 3.

Changing Race Relations in the Colonies 4.

Repressive Laws and Slave Codes D. African American Families and Communities 1.

The Rise of the Creole Slave Population 2.

Work and Family Life • Read the Document: James Oglethorpe, The Stono Rebellion (1739) 3.

Community Life and Religion E. Resistance and Rebellion European Laborers in Early America A. A Spectrum of Control • Read the Document: Robert Beverly, A Virginian Describes the Difference between Servants and Slaves from The History of Virginia in Four Parts (1722) • Analyze From Then to Now: Slavery and Human Trafficking B. New European Immigrants Conclusion

Chapter Summary: This chapter introduces the student to the nature and impact of contact among Native Americans, Africans, and Europeans in the New World. The topics emphasized include relations between Native Americans and the French, Spanish, and British colonists, the development of the institution of slavery in America and the emerging African American community within that system, other institutions of unfree labor in America, and late colonial patterns of European immigration.

3.1 Indians and Europeans Where Europeans mainly sought to trade with Indians, as in New France, intercultural relations were fairly peaceful. Spanish efforts to convert Indians to Catholicism produced more contention.

The greatest conflict occurred in the English colonies, where settlers soon outnumbered Indians and proceeded to dispossess them of their land.

3.2 Africans and Europeans A tremendous need for labor, especially to produce staple crops such as sugar, tobacco, and rice, led English colonists to acquire African slaves. Appearing first in the West Indies, slavery spread to Carolina and the Chesapeake. White colonists’ racial prejudice led to a system that deprived slaves of the most basic human rights.

3.3 European Laborers in Early America Slavery was the most oppressive extreme in a spectrum of labor practices. Colonists also used legal contracts to control indentured servants, redemptioners, and English convict laborers. Some

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landowners rented land to tenant farmers. Especially in New England, fathers used their control of land to compel their sons to work for them.

Key Terms: 3.1 o o o o o o

encomienda In the Spanish colonies, the grant to a Spanish settler of a certain number of Indian subjects, who would pay him tribute in goods and labor. repartimiento In the Spanish colonies, the assignment of Indian workers to labor on public works projects.

Beaver Wars Series of bloody conflicts, occurring between the 1640s and 1680s, during which the Iroquois fought the Hurons and French for control of the fur trade in the east and the Great Lakes region.

King Philip’s War Conflict in New England (1675–1676) between Wampanoags, Narragansetts, and other Indian peoples against English settlers; sparked by English encroachments on native lands.

Bacon’s Rebellion Violent conflict in Virginia (1675–1676), beginning with settler attacks on Indians but culminating in a rebellion led by Nathaniel Bacon against Virginia’s government.

Pueblo Revolt Rebellion in 1680 of Pueblo Indians in New Mexico against their Spanish overlords, sparked by religious conflict and excessive Spanish demands for tribute.

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Middle Passage The voyage between West Africa and the New World slave colonies.

Stono Rebellion Uprising in 1739 of South Carolina slaves against whites; inspired in part by Spanish officials’ promise of freedom for American slaves who escaped to Florida.

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redemptioner Similar to an indentured servant, except that a redemptioner signed a contract in America rather than in Europe.

3.3

Topics for Essays, Classroom Discussion, or Classroom Lecture: 1.

Discuss the impact of Native Americans on the relationships among British colonists.

Examples include King Philip’s War in New England and Bacon’s Rebellion in Virginia. This is also an appropriate time to discuss regional and class tensions among colonists.

2.

Discuss the emergence of the institution of slavery in British North America and the Caribbean. Use this chapter to look at the origins of slavery, including the historical debate regarding the degree to which economic factors versus racial prejudice influenced the British decision to use slave labor. This chapter can also be used to discuss the differences between slavery in the northern and southern colonies.

3.

Discuss the nature of early slave codes. Connect the development of the legal codes to the fear of slave rebellion. Why was fear of and response to slave rebellion so intense in southern colonies?

4.

Discuss the African origins of cultural characteristics of the colonial African American community. Focus on the nature of family composition, religion, the development of dialects, the cultivation and preparation of food, and gender roles.

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5.

Compare and contrast the factors influencing the enslavement of Native Americans and Africans in the New World. Why was the enslavement of Native Americans more successful in Latin America than in North America?

6.

Initiate a discussion on the origins of slavery. Have students perform research using materials cited in the “Resources” section below. Then have the class discuss the roles played by economics and race in the British colonial decision to adopt an institution of racial slavery.

7.

Begin a discussion of the meaning of the word “American.” It is a word with different facets, meanings, and implications during various periods of United States history. At this point in the course, ask students to begin thinking about what the word means. Is being American distinctive from being “European” or “Western”? Begin to talk about the development through United States history of a distinct and unique American culture. Have students look at the Native American, African, and European cultures that came together in the New World. Were traditional historians accurate in referring to the British colonial experience in America as a transplantation of European cultures? To what extent is this interpretation true? Was any one of the three original racial/ethnic groups that came together during the colonial period left unchanged by its contact with the other two? Can we still trace characteristics of American culture and society back to each of these groups?

Enrichment Projects: 1.

Explore the life of Mary Rowlandson. Captured by natives, Rowlandson spent three months living off the land and enduring physical and emotional pain. A study of her life offers insight into the distinctions between the societies of the colonists and those of the Indians, acculturation, and the status of colonial women—slave and free.

2.

Have students examine the relations between Africans and Native Americans during the colonial period. Have them explore the lives of African Americans such as Anthony Johnson in Virginia, who came to America as an indentured servant, became a freeman, and secured his own indentured servants. Students may also enjoy looking at the contact between the Seminole Indians and Africans in northern Florida, many of whom were fugitive slaves who sought refuge among the Seminoles.

3.

Ask students to study slave women (who endured a peculiar brand of suffering defined by the nature of their labor), the nature of sexuality and sexual mores on a plantation, and the distinctive challenges of motherhood on the plantation.

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Chapter 4 ENGLISH COLONIES IN AN AGE OF EMPIRE 1660s – 1763 Learning Objectives: 4.1

How did trade policy shape the relationship between Britain and the colonies?

4.2

In what ways did colonial culture change in the eighteenth century?

4.3

How did the Glorious Revolution affect colonial politics?

4.4

In what ways did British, Spanish, and French expansion into new territories reflect patterns established earlier?

4.5

How significant were imperial wars in shaping colonial society? Which one had the most important impact on North America?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: •

•

I.

II.

Watch the MyHistoryLab Video Series: Key Topics in U.S. History o Different Colonial Models: France, Spain, and England: 1660 – 1715 o France and the American Interior o The Spanish Empire on the Defensive o England’s Empire Takes Shape Read Personal Journeys Online o Eliza Lucas Pinckney, Letterbook, 1742. Description of a South Carolina plantation mistress’s day. o Alexander Hamilton, Itinerarium, 1744. Description of sociability in eighteenth-century Philadelphia. o Nathan Cole, “Spiritual Travels,” October 23, 1740. A Connecticut farmer hears George Whitefield preach.

Economic Development and Imperial Trade in the British Colonies A. The Regulation of Trade B. The Colonial Export Trade and the Spirit of Enterprise • Read the Document: The Parliament of England, Navigation Act (1660) C. The Import Trade and Ties of Credit • Read the Document: Gottlieb Mittelberger, The Passage of Indentured Servants (1750) D. Becoming More Like Britain: The Growth of Cities and Inequality 1.

Artisans in Colonial Cities 2.

The Growing Gap between Rich and Poor The Transformation of Culture A. Goods and Houses B. Shaping Minds and Manners

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•

III.

IV.

V.

VI.

Read the Document: Benjamin Franklin, Observations Concerning the Increase of Mankind, Peopling Countries, etc. (1751) C. Colonial Religion and the Great Awakening • Read the Document: Jonathan Edwards, “Some Thoughts Concerning the Present Revival of Religion in New England” (1742) The Colonial Political World A. The Dominion of New England and the Limits of British Control B. Salem Witchcraft • Analyze From Then to Now: The Diversity of American Religious Life C. The Legacy of the Glorious Revolution D. Diverging Politics in the Colonies and Great Britain Expanding Empires • Read the Document: Jean Baptiste Colbert, “Mercantilism: Dissertation on Alliances” (1669) A. British Colonists in the Backcountry B. The Spanish in Texas and California C. The French Along the Mississippi and in Louisiana A Century of Warfare A. Imperial Conflict and the Establishment of an American Balance of Power, 1689 – 1738 B. King George’s War Shifts the Balance, 1744 – 1748 C. The French and Indian War, 1754 – 1763: A Decisive Victory • Use MyHistoryLab Explorer to answer, What Did The Global Seven Years’ War Mean For North America?

D. The Triumph of the British Empire, 1763 Conclusion

Chapter Summary: Chapter 4 explores the transformation of the colonies’ relationship with Britain between 1660 and the end of the French and Indian War. The closeness between the mother country and the colonies during the late seventeenth and early eighteenth centuries is examined with a look at such issues as the British imperial trade system, cultural and social connections between Britain and the colonies, and the nature of political thought in the colonies and Britain. By the mid-eighteenth century, tensions mount with renewed competition in North America among Britain, France, and Spain. The chapter ends by examining imperial warfare in the eighteenth century—with a special emphasis on the French and Indian War and its impact on relations between the colonies and Britain.

4.1 Economic Development and Imperial Trade in the British Colonies Parliament enacted a series of laws, known as the Navigation Acts, to knit Britain and the colonies into a prosperous commercial empire. Colonial raw materials flowed into Britain, while British manufactured goods were made available on favorable terms to colonial consumers.

4.2 The Transformation of Culture Colonial elites, worried about their provincial status, imported goods and cultivated genteel manners to become more like Britain. Some educated colonists took great interest in Enlightenment ideas about science and human progress. At the same time, evangelical religion flourished on both sides of the Atlantic, due to the revivals of the Great Awakening.

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4.3 The Colonial Political World The overthrow of James II in England and the end of the Dominion of New England symbolized the triumph of representative government over tyranny. Colonists came to see their legislatures as colonial equivalents of Parliament itself. They also understood their membership in the empire to be voluntary, not coerced.

4.4 Expanding Empires In the eighteenth century, as in the seventeenth, British imperial expansion stemmed from a dramatic increase in its colonial population. The French continued to rely on trade and alliances with key Indian peoples, while the extension of Spanish colonization into Texas and California continued to involve Catholic missionaries.

4.5 A Century of Warfare The imperial wars were significant in incorporating colonies into European diplomatic calculations. The most important conflict was the French and Indian War. The British victory in 1763 deprived France of its North American empire and inspired strong British patriotism in the colonies, whose soldiers had fought alongside British troops.

Key Terms: 4.1 o o

mercantilism Economic system whereby the government intervenes in the economy for the purpose of increasing national wealth. enumerated products Items produced in the colonies and enumerated in acts of Parliament that could be legally shipped from the colony of origin only to specified locations.

4.2 o o o o

Age of Enlightenment Major intellectual movement occurring in Western Europe in the late seventeenth and early eighteenth centuries.

Halfway Covenant Plan adopted in 1662 by New England clergy to deal with problem of declining church membership, allowing children of baptized parents to be baptized whether or not their parents had experienced conversion.

Great Awakening Tremendous religious revival in colonial America striking first in the Middle Colonies and New England in the 1740s and then spreading to the southern colonies.

New Lights People who experienced conversion during the revivals of the Great Awakening.

4.3 o o o o

Dominion of New England James II’s failed plan of 1686 to combine eight northern colonies into a single large province, to be governed by a royal appointee with no elected assembly.

Glorious Revolution Bloodless revolt that occurred in England in 1688 when parliamentary leaders invited William of Orange, a Protestant, to assume the English throne. virtual representation The notion that parliamentary members represented the interests of the nation as a whole, not those of the particular district that elected them. actual representation The practice whereby elected representatives normally reside in their districts and are directly responsive to local interests.

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4.4 4.5 o o o

o o o o o o

King William’s War The first Anglo-French conflict in North America (1689–1697), the American phase of Europe’s War of the League of Augsburg.

Queen Anne’s War American phase (1702–1713) of Europe’s War of the Spanish Succession.

Country, or “Real Whig,” ideology Strain of thought first appearing in England in the late seventeenth century in response to the growth of governmental power and a national debt. Main ideas stressed the threat to personal liberty posed by a standing army and high taxes and emphasized the need for property holders to retain the right to consent to taxation.

Grand Settlement of 1701 Separate peace treaties negotiated by Iroquois diplomats at Montreal and Albany that marked the beginning of Iroquois neutrality in conflicts between the French and the British in North America.

King George’s War The third Anglo-French war in North America (1744–1748), part of the European conflict known as the War of the Austrian Succession.

Treaty of Lancaster Negotiation in 1744 whereby Iroquois chiefs sold Virginia land speculators the right to trade at the Forks of the Ohio.

Albany Plan of Union Plan put forward in 1754 calling for an intercolonial union to manage defense and Indian affairs. The plan was rejected by participants at the Albany Congress.

French and Indian War The last of the Anglo-French colonial wars (1754–1763) and the first in which fighting began in North America. The war ended with France’s defeat.

Treaty of Paris The formal end of British hostilities against France and Spain in February 1763.

Topics for Essays, Classroom Discussion, or Classroom Lecture: 1.

Discuss Anglo-American transatlantic commerce. Explain the role of each continent, making a distinction between which regions imported raw materials and which exported finished goods. Discuss how each continent profited from the institution of slavery, regardless of how many slaves they actually possessed.

2.

Create a slide presentation depicting American colonial dwellings from New England, the Middle colonies, and the South. Trace the various architectural features to their origins in England. Also, point out how the architectural distinctions reflect the cultural, social, and climate differences among the major colonial regions.

3.

Discuss the settlement of the American backcountry during the early eighteenth century.

How did the settlers of this area differ from the settlers of the seventeenth century? Consider the religious, regional, cultural, and moral backgrounds of the settlers. How would these characteristics define the relationship between the settlers of the backcountry and the established eastern population?

4.

Have students discuss the Enlightenment and the Great Awakening as intellectual preludes to the American Revolution. Connect enlightened political thought to the Glorious Revolution of 1688 and the writings of John Locke. Use these issues to foreshadow Thomas Jefferson’s writing of the Declaration of Independence. Connect the Great Awakening to the cultural unification of the colonies and the emphasis on individual religious choice and autonomy.

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How do these developments help prepare colonists for revolutionary thinking? Why have historians linked the tradition among colonists of American religious revolution to their experience with political revolution?

5.

Was the American Revolution “revolutionary”? Have students look at the nature of British colonial administration and explain how it contributed to the American love of liberty. In fighting for independence and freedom, were the colonists fighting for something with which they were unfamiliar? Were they fighting for political change or for a status of independence they had come to expect by the mid-eighteenth century?

Enrichment Projects: 1.

Explore the importance of the Great Awakening to the American South. How did the movement impact the emergence of southern religious style? What was the particular impact of the Great Awakening on the southern backcountry?

2.

Research the causes of the Salem witch trials. A variety of historical and scientific studies offer many dimensions as to the possible origins of this phenomenon in American history.

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Chapter 5 IMPERIAL BREAKDOWN 1763 – 1774 Learning Objectives: 5.1

What new challenges did the British government face in North America after 1763?

5.2

How did republican ideology inform the colonists’ view of their relationship to Britain?

5.3

Why did the Stamp Act and Townshend Duty Act spark widespread unrest in the colonies?

5.4

What issues and interests divided the colonists?

5.5

What pushed the colonists from protest to rebellion?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: •

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I.

II.

III.

Watch the MyHistoryLab Video Series: Key Topics in U.S. History o The Burdens of Empire: 1763 – 1775 o The Stamp Act o Boston Massacre o The Boston Tea Party Read Personal Journeys Online o Mary Ambler, Diary of M. Ambler, 1770. This memoir records Ambler’s trip to Baltimore to have her two young children inoculated for smallpox. o Reverend John Ettwein, Notes of Travel from the North Branch of the Susquehanna to the Beaver River, Pennsylvania, 1772. This journal recorded the journey of about 122 Christianized Indians through western Pennsylvania to their new homes at the village of Friedenstadt. o Nicholas Cresswell, The Journal of Nicholas Cresswell, 1744 – 1777. A prospective immigrant sails, having decided to go to America, but the Revolution changes his mind.

The Crisis of Imperial Authority A. Challenges of Control and Finance B. Native Americans and Frontier Conflict C. Dealing with the New Territories D. The Search for Revenue: The Sugar Act Republican Ideology and Colonial Protest A. Power versus Liberty B. The British Constitution C. Taxation and Sovereignty The Stamp Act and Townshend Duty Act Crises A. Colonial Assemblies React to the Stamp Tax • Read the Document: Benjamin Franklin, Testimony Against the Stamp Act (1766) B. Colonists Take to the Streets

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IV.

V.

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Repeal and the Declaratory Act • Use MyHistoryLab Explorer to answer, Why Did Widespread Unrest Reach the Thirteen Colonies by the 1760s?

D. Townshend’s Plan and Renewed Colonial Resistance • Read the Document: The Virginian Nonimportation Resolutions (1769) E. The Boston Massacre F. Partial Repeal and Its Consequences Domestic Divisions A. Regulator Movements B. The Beginnings of Antislavery The Final Imperial Crisis A. The Boston Tea Party • Read the Document: John Andrews to William Barrell, Letter Regarding the Boston Tea Party (1773) • Analyze From Then to Now: The Tea Party Movement B. The Intolerable Acts C. The Americans’ Reaction • Read the Document: John Dickinson, from Letters from a Farmer in Pennsylvania (1768) D. The First Continental Congress E. The Continental Association • Read the Document: Patrick Henry, “Give Me Liberty or Give Me Death” (1775) F. Political Polarization Conclusion

Chapter Summary: Chapter 5 addresses the road toward colonial unity and resistance to British imperial administration after the French and Indian War. The topics explored in this chapter include the challenges facing Britain in North America after the French and Indian War; heightened tensions between Native Americans and American colonists after the war; changes in British imperial administration, including taxation of the American colonists; the impact of the changing political scene on tensions among colonists, particularly the Regulator Movement in the Carolinas; and the colonial movement toward unity—culminating with the convening of the First Continental Congress.

5.1 The Crisis of Imperial Authority After 1763, Britain had to find ways to govern its enlarged territorial empire in North America and to pay off its enormous postwar debt. Indian conflict on the frontier and unregulated colonial settlement posed major challenges, and passage of the Sugar Act, intended to help address Britain’s debt, sparked colonial protest.

5.2 The Transformation of Culture Republican ideology encouraged colonists to be wary of excessive power and to protect their liberties. Many colonists regarded British imperial reforms, especially the passage of new taxes, as infringements on colonial liberty, since colonists did not elect representatives to the Parliament that imposed such taxes.

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5.3 The Stamp Act and Townshend Duty Act Crises Colonists did not believe that Parliament had the constitutional right to tax them without their consent. They protested against the Stamp Act tax and the Townshend duties on imported goods in an attempt to preserve colonial liberties. Their protests included petitions for redress, trade boycotts, and violent mob actions.

5.4 Domestic Divisions Some colonists, especially on the Carolina frontier, worried that local leaders were just as guilty as Parliament of encroaching on settlers’ liberties. Groups like the Regulators fought back to protect their property rights and to call for political representation. Other colonists also began to question the legitimacy of the institution of slavery.

5.5 The Final Imperial Crisis Parliament’s passage of the Coercive Acts in response to the Boston Tea Party convinced many colonists that Britain aimed to rule the colonies by force. Thus colonists responded with another trade boycott and the calling of a Continental Congress to coordinate American resistance in an increasingly polarized political environment.

Key Terms: 5.1 o o o o o

Cherokee War Conflict (1759–1761) on the southern frontier between the Cherokee Indians and colonists from Virginia southward.

Pontiac’s War Indian uprising (1763–1766) led by Pontiac of the Ottawas and Neolin of the Delawares.

Proclamation of 1763 Royal proclamation setting the boundary known as the Proclamation Line that limited British settlements to the eastern side of the Appalachian Mountains.

Quartering Acts Acts of Parliament requiring colonial legislatures to provide supplies and quarters for the troops stationed in America.

Sugar Act Law passed in 1764 to raise revenue in the American colonies. It lowered the duty from six pence to three pence per gallon on foreign molasses imported into the colonies and increased the restrictions on colonial commerce.

5.2 o o

o o

republicanism The idea that governments must exercise power, but simultaneously cautioning that power could easily overwhelm liberty.

Country (Real Whig) Ideology Strain of thought first appearing in England in the late seventeenth century in response to the growth of governmental power and a national debt.

Main ideas stressed the threat to personal liberty posed by a standing army and high taxes and emphasized the need for property holders to retain the right to consent to taxation.

British Constitution The principles, procedures, and precedents that governed the operation of the British government. sovereignty The supreme authority of the state, including both the right to take life (as in the case of executions for capital crimes) and to tax.

5.3 o o

Stamp Act Law passed by Parliament in 1765 to raise revenue in America by requiring taxed, stamped paper for legal documents, publications, and playing cards.

Stamp Act Congress October 1765 meeting of delegates sent by nine colonies, which adopted the Declaration of Rights and Grievances and petitioned against the Stamp Act.

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o o o o o o o

Declaration of Rights and Grievances Asserted that the Stamp Act and other taxes imposed on the colonists without their consent were unconstitutional.

Sons of Liberty Secret organizations in the colonies formed to oppose the Stamp Act. Declaratory Act Law passed in 1766 to accompany repeal of the Stamp Act that stated that Parliament had the authority to legislate for the colonies “in all cases whatsoever.”

Townshend Duty Act of 1767 Imposed duties on colonial tea, lead, paint, paper, and glass. nonimportation movement A tactical means of putting economic pressure on Britain by refusing to buy its exports in the colonies.

Boston Massacre After months of increasing friction between townspeople and the British troops stationed in the city, on March 5, 1770, British troops fired on American civilians in Boston. committees of correspondence Committees formed in the colonies to keep Americans informed about British measures that would affect them.

5.4 o

Regulators Vigilante groups active in the 1760s and 1770s in the western parts of North and South Carolina. The South Carolina Regulators attempted to rid the area of outlaws; the North Carolina Regulators were more concerned with high taxes and court costs.

o

Tea Act of 1773 Permitted the East India Company to sell through agents in America without paying the duty customarily collected in Britain, thus reducing the retail price.

Boston Tea Party Incident of December 16, 1773, in which Bostonians, disguised as Indians, destroyed £9,000 worth of tea belonging to the British East India Company in order to prevent payment of the duty on it.

Coercive Acts Legislation passed by Parliament in 1774; included the Boston Port Act, the Massachusetts Government Act, the Administration of Justice Act, and the Quartering Act of 1774.

Quebec Act Law passed by Parliament in 1774 that provided an appointed government for Canada, enlarged the boundaries of Quebec, and confirmed the privileges of the Catholic Church.

Intolerable Acts American term for the Coercive Acts and the Quebec Act. Suffolk Resolves Military resolves adopted in 1774 in response to the Coercive Acts by representatives from the towns in Suffolk County, Massachusetts, including Boston.

First Continental Congress Meeting of delegates from most of the colonies held in 1774 in response to the Coercive Acts. The Congress endorsed the Suffolk Resolves, adopted the Declaration of Rights and Grievances, and agreed to establish the Continental Association.

Continental Association Agreement adopted by the First Continental Congress in 1774 in response to the Coercive Acts to cut off trade with Britain until the objectionable measures were repealed.

Whigs The name used by advocates of colonial resistance to British measures during the 1760s and 1770s.

Tories A derisive term applied to loyalists in America who supported the king and Parliament just before and during the American Revolution.

5.5 o o o o o o

o o o

Topics for Essays, Classroom Discussion, or Classroom Lecture: 1.

Prepare a presentation focusing on the Stamp Act Crisis as the first example of formal American resistance to British imperial policy after the French and Indian War. Explain the

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disagreement between American colonists and the British regarding the concepts of virtual representation and actual representation, and discuss their disagreement over the concepts of internal and external taxation. Look at the major pieces of legislation coming out of the Grenville administration and demonstrate the distinction of the Stamp Act from the others, such as the Sugar Act, the Quartering Act, and/or the Currency Act. Examine the statement “Taxation without representation is tyranny!” and help students understand the true meaning of the words: colonists were saying, “[Internal] taxation without [actual] representation is tyranny!”

2.

Discuss the evolution of colonial unity between 1755 and 1774. Examine the Stamp Act Congress and the First Continental Congress. What was the extent of colonial participation in each congress? What issues motivated the convening of these meetings? How successful was each in demonstrating or promoting the degree of unity among the colonies?

3.

Hold a class discussion on the circumstances surrounding the Boston Massacre. How much do we know about what really happened? Take this opportunity to introduce to students the inconsistencies in the details of historical research, pointing out that accounts of this incident offer divergent views on the “facts of the case.” Look at the role of Crispus Attucks in this affair.

How have historians defined both his ethnicity and his actions in the event? How did Attucks’ role in this incident differ from the popularly held ideas on what it meant to be “black” during the era? How do students explain the difference?

4.

Have students read an article challenging the propriety of the American colonial response to British imperial policy after the French and Indian War. Were Americans treated unfairly?

Were they treated differently or worse than other British colonists? What was the true cause of revolution?

Enrichment Projects: 1.

Examine the roles of John Adams and Samuel Adams in the events leading up to the American Revolution. Study their religious, philosophical, and family backgrounds and how these aspects of their lives helped to define the nature of their support for the Revolution. Why were their roles so different, and how did their political styles complement each other?

2.

Explore American colonial opposition to the American Revolution. Who were the Tories? Were there regional, social, or economic factors that contributed to a colonist’s resistance to revolution? How did Tories respond to the actuality of the Revolution?

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Chapter 6 THE WAR FOR INDEPENDENCE 1774 – 1789 Learning Objectives: 6.1

Why was reconciliation between the colonies and Britain virtually impossible by the beginning of 1775?

6.2

What functions did the Congress fulfill as it sought to manage the American rebellion?

6.3

What were the key differences between the British and American forces?

6.4

Why was the alliance with France a key turning point in the war?

6.5

How did the War for Independence affect women, African Americans, and Native Americans?

6.6

What were the key factors in the American victory in the Revolutionary War?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: •

•

I.

II.

Watch the MyHistoryLab Video Series: Key Topics in U.S. History o The American Revolution: 1763 – 1783 o The Second Continental Congress o Declaring Independence o Battle of Saratoga Read Personal Journeys Online o George Washington, General Orders, 4 July 1775. Describes the creation of the Continental Army. o Joseph Martin, The Revolutionary Adventures of Joseph Plumb Martin, 1776–1783. A Continental soldier remembers the Revolution.

From Rebellion to War A. Contradictory British Policies B. Mounting Tensions in America C. The Battles of Lexington and Concord The Continental Congress Becomes a National Government A. The Second Continental Congress Convenes B. Early Fighting: Massachusetts, Virginia, the Carolinas, and Canada • Read the Document: Joseph Warren, “Account of the Battle of Lexington” (1775) C. Independence • Read the Document: Thomas Jefferson, “Original Rough Draught of the Declaration of Independence” (1776) D. The Loyalists

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III.

VI.

The Combatants A. Professional Soldiers B. Women in the Contending Armies C. African American Participation in the War • Analyze From Then to Now: African American Soldiers D. Native Americans and the War The War for Independence A. Britain Hesitates: Crucial Battles in New York and New Jersey B. The Year of the Hangman: Victory at Saratoga and Winter at Valley Forge • Read the Document: Thomas Rodney, Letter from a Revolutionary War Soldier (1776) C. The United States Gains an Ally D. Fighting on the Frontier and at Sea E. The Land War Moves South • Use MyHistoryLab Explorer to answer, How Did the American Revolution Unfold?

F. American Counterattacks • Read the Document: Joseph Plumb Martin, A Common Soldier Tells About the Battle of Yorktown (1781) War and Society, 1775 – 1783 A. The Women’s War B. Effect of the War on African Americans C. The War’s Impact on Native Americans • Watch the Video: The American Revolution as Different Americans Saw It D. Economic Disruption The American Victory, 1782 – 1783

VII.

A. The Peace of Paris B. The Components of Success Conclusion

IV.

V.

Chapter Summary: Chapter 6 offers the student a survey of the final conflicts that led the American colonies to declare independence from Britain, the ensuing military conflict, and the terms of the peace treaty that granted them freedom. The topics discussed include the last failed attempts at resolution of the conflicts between the colonies and Britain; the accomplishments of the Second Continental Congress, including the adoption of the Declaration of Independence; the military history of the War for Independence; the nature of the peace agreement ending the war; and the impact of the war on American society.

6.1 From Rebellion to War The combination of Parliament’s refusal to consider conciliatory measures, Lord North’s contradictory policies, and the Americans’ decision to gather military supplies and form volunteer forces for self-defense left little room for reconciliation.

6.2 The Continental Congress Becomes a National Government The Continental Congress assumed executive functions the Crown had once performed. It took command of the army, authorized the creation of a navy, ran the post office, conducted Indian diplomacy, and printed paper money.

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6.3 The Combatants The British had far greater experience with maintaining a well-disciplined professional army. The Americans, realizing that their militias would not suffice, had to create their own Continental Army and learn how to train its soldiers.

6.4 The War for Independence The French alliance provided Americans with key military and financial support. It also led other European nations to ally against Britain, forcing Britain to defend itself on multiple fronts in America, the Caribbean, and Europe.

6.5 War and Society, 1775 – 1783 Although women supported the war effort on the home front, their political status scarcely changed. Some African Americans gained freedom through military service, but slavery persisted. Many Native Americans supported Britain and suffered when America’s victory let loose a flood of settlers onto their lands.

6.6 The American Victory, 1782 – 1783 Despite their military prowess, the British suffered from overconfidence, inefficiency, and an inability to control the American countryside. Washington’s leadership, the tenacity of the Continental Army, and the French alliance contributed to America’s victory.

Key Terms: 6.1 o o o o

Conciliatory Proposition Plan whereby Parliament would “forbear” taxation of Americans in colonies whose assemblies imposed taxes considered satisfactory by the British government.

Committee of Safety Any of the extralegal committees that directed the revolutionary movement and carried on the functions of government at the local level in the period between the breakdown of royal authority and the establishment of regular governments.

Minute Men Special companies of militia formed in Massachusetts and elsewhere beginning in late 1774.

Battles of Lexington and Concord The first two battles of the American Revolution, which resulted in a total of 273 British soldiers dead, wounded, and missing and nearly 100 Americans dead, wounded, and missing.

6.2 o

o o o

Second Continental Congress Convened in Philadelphia on May 10, 1775, the Second Continental Congress called for the patchwork of local forces to be organized into the Continental Army, authorized the formation of a navy, established a post office, and printed paper continental dollars to meet its expenses.

Continental Army The regular or professional army authorized by the Second Continental Congress and commanded by General George Washington during the Revolutionary War. Olive Branch Petition A last effort for peace that avowed America’s loyalty to George III and requested that he protect them from further aggressions.

Declaration of the Causes and Necessity of Taking Up Arms Declaration of the Second Continental Congress that Americans were ready to fight for freedom and liberty.

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o o

Declaration of Independence The document by which the Second Continental Congress announced and justified its decision to renounce the colonies’ allegiance to the British government. contract theory of government The belief that government is established by human beings to protect certain rights – such as life, liberty, and property – that are theirs by natural, divinely sanctioned law and that when government protects these rights, people are obligated to obey it.

6.3 o

republican Used to describe a theory derived from the political ideas of classical antiquity, Renaissance Europe, and early modern England. Republicanism held that selfgovernment by the citizens of a country, or their representatives, provided a more reliable foundation for the good society and individual freedom than rule by kings. The character of republican government depended on the virtue of the people, but the nature of republican virtue and the conditions favorable to it became sources of debate that influenced the writing of the state and federal constitutions as well as the development of political parties.

o

Valley Forge Area of Pennsylvania approximately 20 miles northwest of Philadelphia where General George Washington’s Continental troops were quartered from December 1777 to June 1778 while British forces occupied Philadelphia during the Revolutionary War.

o

Peace of Paris Treaties signed in 1783 by Great Britain, the United States, France, Spain, and the Netherlands that ended the Revolutionary War.

6.4

6.5 6.6

Topics for Essays, Classroom Discussion, or Classroom Lecture: 1.

Prepare a lecture on the Declaration of Independence in which you describe the adoption of this document by the Second Continental Congress as the “moment of revolution.” Begin by explaining the distinction between the terms “resistance” and “revolution” and how the adoption of the Declaration of Independence moved Americans from the former to the latter. Ask students about the legality of the actions of the Second Continental Congress. Was the adoption of the Declaration a legal act? What did Americans have to do to validate that action? Explain the importance of military victory and recognition of American independence by other nations in making the Declaration legitimate. Point out how the Franco-American alliance promoted validation of the Declaration by helping to achieve military victory and by offering Americans recognition of independent status.

2.

Prepare a lecture on the factors that contributed to the American victory in the Revolution. Offer treatment of a variety of issues, including these American advantages: home territory, passion and commitment to the cause, and the French alliance. Among British disadvantages, include lack of commitment or passion, overconfidence, personal and kinship ties to Americans, and distractions at home as the war evolved into world war.

3.

Arrange a classroom discussion focusing on the content of the Declaration of Independence. Have students read the Declaration before coming to class and then present some of the following issues for discussion:

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a.

b.

c.

d.

e.

Focus on the philosophical connections between the Declaration and the writings of John Locke by asking students to point out specific phrases in the document that directly reflect Lockean theory regarding natural law and the contract theory of government.

Ask students to comment on Jefferson’s use of the phrase “all men are created equal.” What did Jefferson mean when he used the phrase “all men”? Use this opportunity to discuss the meaning of the term “democracy” in the eighteenthcentury Western world.

Initiate a conversation about the issue of historical relevancy. Have students address the strengths and weaknesses of applying twenty-first-century social and political standards to an eighteenth-century document. Explain how the assessment of history can be carried out on two levels. First, an assessment can be made based on historical relevancy. What does Jefferson’s use of the term “all men” teach us about eighteenth-century social and intellectual history? Within what historical context is Jefferson writing? Second, point out to students the value of assessing history based on the social and cultural changes that have taken place in America since 1776. Twenty-first-century Americans may be disturbed by the gender-specific language used by Jefferson and can use that reaction to recognize the strides that Americans have made as a nation to make the term “all men” more inclusive.

Explore the meaning of the phrase “pursuit of happiness.” What did it mean to Jefferson within the context of eighteenth-century philosophy? Are there connections between this phrase and the principles of a capitalist economy?

Have students comment on religious references in the Declaration of Independence. Did the Revolution have a moral tone? What do these references say about the American tradition of separation of church and state?

4.

Discuss the British southern strategy in the American Revolution. Why did the British believe the South to be a hotbed of Toryism? What populations in the South had a reason to resent patriotism and embrace loyalism? Why did the southern strategy fail, and what factors convinced the South to choose revolution?

Enrichment Projects: 1.

Research the relationship between John and Abigail Adams during the years of the Second Continental Congress and the Revolution. Suggest that students read manuscripts of the letters written between John and Abigail and use them to research the role Abigail played in the life of her husband and her influence on him and his role in the Revolution. A study of Abigail Adams can also shed light on the general condition of many American women during the war.

Abigail’s letters reveal her political philosophy and her feelings about the Revolution.

2.

Examine Thomas Jefferson’s influences in writing the Declaration of Independence. Was John Locke the only philosophical influence? How important were Scottish political philosophers of the Enlightenment?

3.

George Washington has been described by one historian as the “Indispensable Man.” Write a paper exploring this premise. Was Washington indispensable to the American victory in the American Revolution? If so, why?

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Chapter 7 THE FIRST REPUBLIC 1776 – 1789 Learning Objectives: 7.1

What people were deemed fit to have political rights in the new order of republicanism?

7.2

How did economic problems lead to political conflict in the 1780s?

7.3

What steps did Britain and Spain take to block American expansion?

7.4

What explains the call for a stronger centralized government and the divisions which emerged over the ratification of the new Constitution?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: •

•

I.

II.

Watch the MyHistoryLab Video Series: Key Topics in U.S. History o The Making of a New Nation: 1783 – 1789 o Land Ordinances o Shay’s Rebellion o The Constitutional Convention Read Personal Journeys Online o William Shepard, Letter to Governor Bowdoin, Jan.26, 1787. A militia captain describes the routing of the Shaysites at Springfield Arsenal. o Henry Lee, Letter to George Washington, Oct. 1, 1786. One of Washington’s former generals expresses his fears over the outbreak of agrarian insurgencies.

The New Order of Republicanism A. Defining the People B. Women and the Revolution 1.

The Revolution and African Americans in the South 2.

Northern Blacks and the Revolution • Read the Document: Prince Hall, A Free African American Petitions the Government for Emancipation of All Slaves (1777) 3.

The Revolution’s Impact on Native Americans • Watch the Video: Slavery and the Constitution C. The State Constitutions 1.

Toward Religious Pluralism 2.

Conflicting Visions of Republicanism D. The Articles of Confederation Problems at Home A. The Fiscal Crisis B. Economic Depression C. The Economic Policies of the States

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III.

IV.

V.

• Analyze From Then to Now: Politics and Debt 1.

Shays’s Rebellion • Read the Document, Daniel Gray and Thomas Grover, Reports on Shays’s Rebellion (1786) 2.

Debtors versus Conservatives D. Congress and the West Diplomatic Weaknesses A. Impasse with Britain B. Spain and the Mississippi River Toward a New Union A. The Road to Philadelphia B. The Convention at Work 1.

The Great Compromise • Read the Document: James Madison, The Debates in the Federal Convention of 1787 (June 15, 1787) 2.

Regulation of Commerce and the Issue of Slavery 3.

The Office of the Chief Executive C. Overview of the Constitution D. The Struggle over Ratification • Read the Document: Publius (James Madison), The Federalist, No. 10 (1788) • Use MyHistoryLab Explorer to answer, Why Did Ratification of the Constitution Face Opposition?

Conclusion

Chapter Summary: Chapter 7 explores the early American efforts to create a national government. Topics covered in this chapter include an examination of the political philosophy of republicanism; the nature and content of the early state constitutions; the nature and content of the Articles of Confederation and the document’s inability to produce effective government for the United States; British and Spanish threats to American security under the Articles; and the movement toward a stronger national government, culminating in the drafting and adoption of the United States Constitution.

7.1 The New Order of Republicanism Republican political thought in the 1780s was radical in its rejection of rule by divine right monarchs but conservative in its belief that only those who held a property stake in society should hold actual political power. In practice, this thinking limited political rights to white male property holders at the exclusion of the vast majority of women, working-class Americans, and free African Americans.

7.2 Problems at Home The Congress under the Articles of Confederation lacked the power to tax, and there was not nearly enough hard money, gold or silver, to pay off the debts incurred in waging the Revolutionary War and the large trade imbalance with Britain. Efforts led by debt-ridden farmers to inflate the currency with paper money were opposed by the holders of the national and state debts and led to bitter political conflicts in the states.

7.3 Diplomatic Weaknesses By shutting off markets in its trading empire and flooding the new republic with cheap imports, Britain aimed to make the United States into an economic dependent with little real political

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independence. Spain stirred up separatist plots among American settlers south of the Ohio River and struck alliances with Native Americans in an attempt to check American expansion.

7.4 Toward a New Union To many in the nation’s elite, as well as the military and political leaders of the Revolution, the Articles of Confederation left the republic helpless to deal with the threat of foreign encroachments and the problems of unpaid debts, a weak economy, and social unrest. They pushed through the drafting and ratification of the Constitution over the opposition of backcountry farmers and state-centered politicians who feared that a more centralized government would be a threat to their individual liberties.

Key Terms: 7.1 o o o o

suffrage The right to vote in a political election. natural rights Political philosophy that maintains that individuals have an inherent right, found in nature and preceding any government or written law, to life and liberty. bill of rights A written summary of inalienable rights and liberties.

Articles of Confederation Written document setting up the loose confederation of states that comprised the first national government of the United States from 1781 to 1788.

7.2 o o

o o o

nationalists Group of leaders in the 1780s that spearheaded the drive to replace the Articles of Confederation with a stronger central government.

Shays’s Rebellion An armed movement of debt-ridden farmers in western Massachusetts in the winter of 1786–1787. The rebellion shut down courts and created a crisis atmosphere, strengthening the case of nationalists that a stronger central government was needed to maintain civil order in the states.

Land Ordinance of 1785 Act passed by Congress under the Articles of Confederation that created the grid system of surveys by which all subsequent public land was made available for sale.

Northwest Ordinance of 1787 Legislation passed by Congress under the Articles of Confederation that prohibited slavery in the Northwest Territories and provided the model for the incorporation of future territories into the Union as coequal states.

Southwest Ordinance of 1790 Legislation passed by Congress that set up a government with no prohibition on slavery in U.S. territory south of the Ohio River.

7.3 7.4 o o o o

Annapolis Convention Conference of state delegates at Annapolis, Maryland, that issued a call in September 1786 for a convention to meet at Philadelphia in May 1787 to consider fundamental changes to the Articles of Confederation.

Constitutional Convention Convention that met in Philadelphia in 1787 and drafted the Constitution of the United States.

Constitution of the United States The written document providing for a new central government of the United States, drawn up at the Constitutional Convention in 1787 and ratified by the states in 1788.

Virginia Plan Proposal of the Virginia delegation at the 1787 Constitutional Convention calling for a national legislature in which the states would be represented according to population. The national legislature would have the explicit power to veto or overrule laws passed by state legislatures.

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o o o o o o

New Jersey Plan Proposal of the New Jersey delegation at the 1787 Constitutional Convention for a strengthened national government in which all states would have equal representation in a unicameral legislature.

Great Compromise Plan proposed by Roger Sherman of Connecticut at the 1787 Constitutional Convention for creating a national bicameral legislature in which all states would be equally represented in the Senate and proportionally represented in the House. judicial review A power implied in the Constitution that gives federal courts the right to review and determine the constitutionality of acts passed by Congress and state legislatures. federalism The sharing of powers between the national government and the states.

Federalist A supporter of the Constitution who favored its ratification.

Antifederalist An opponent of the Constitution in the debate over its ratification.

Topics for Essays, Classroom Discussion, or Classroom Lecture: 1.

Discuss the impact of the American Revolution on the institution of slavery. Focus particularly on the abolition of slavery north of the Mason-Dixon Line. Often, the emancipation of slaves by northern states after the Revolution was based on the principle of gradual emancipation. How effective was gradual emancipation as a means of liberating slaves? What motivated the northern interest in emancipation: concern for the individuals enslaved, or the desire to eliminate the troubling institution of slavery from its borders?

2.

Prepare a lecture on the nature of early state constitutions and their historical and political importance as the link between two eras in American constitutional history. Point out the roots of state constitutions in the original colonial charters as well as their use at the Constitutional Convention as models on which to base the new federal document. Choose a state such as Connecticut and provide students with copies of the original colonial charter and the original state constitution and have them comment on the similarities. What characteristics of the state constitution predict the United States Constitution?

3.

The Articles of Confederation are often dismissed as the failed first attempt by Americans to create a federal government. Prepare a presentation on the successes of the Confederation Congress ruling under the Articles. Point out the successful negotiation of the Peace of Paris of 1783, which awarded to the United States all the western lands east of the Mississippi River. Place special emphasis on the Northwest Ordinance of 1787, pointing out its re-adoption by Congress under the new Constitution; the continued use of its plan for admitting states to the union; and the legal precedent it established for Congressional regulation of slavery.

4.

Prepare a class discussion on the socioeconomic backgrounds of the framers of the Constitution, perhaps having the students read an excerpt from Charles Beard’s Economic Interpretation of the Constitution before the class. Was there a connection in the late eighteenth century between wealth and the rising interest among some Americans in nationalism? How could a strong federal government provide security for the upper class? Was the United States Constitution conceived as an elitist document?

5.

Prepare a class discussion focusing on the concept of federalism. What is the meaning of the term, and what characteristic of the American political system does it describe? How does the movement from the Articles of Confederation to the Constitution reflect eighteenth-century American concerns about federal versus state and local power? To what extent is American fear of centralized power rooted in American colonial and revolutionary experiences? Do ambiguities regarding this balance of power persist today? Invite students to comment on how modern-day

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Democrats and Republicans disagree on this issue. How is this disagreement reflected in their views on current political issues?

6.

Discuss the debate over the ratification of the Constitution. Who were the Federalists?

Who were the Antifederalists? How did the regional and socioeconomic backgrounds of the two factions define their political views? What factors contributed to the Federalists’ success? Use this opportunity to set the stage for future battles by the common man to effect political change (e.g., the Jeffersonian revolution of 1800, the Jacksonian era, and the Populist movement of the late nineteenth century). How has agrarian political influence changed over time?

7.

Discuss the importance of sectionalism as a political force in the late eighteenth century.

How did sectionalism impact foreign affairs? What decisions were made by the Confederation Congress and the Constitutional Convention that would aggravate sectional tensions in the future?

8.

Conduct a class discussion on whether the American Revolution was conservative or radical. Be sure students understand the meanings of these terms. Think back to Chapter 5 and have students comment on how new American political thinking regarding liberty, independence, and republicanism was at the time of the Revolution. Then have them work with the Crevecoeur piece in the text and ask them to comment on his perceptions of American radicalism.

Enrichment Projects: 1.

Write a paper describing the status of free African Americans in the North after the Revolution. How did the number of free African Americans change after 1783? What did freedom mean to African Americans in the northern United States after the Revolution? Were northern supporters of emancipation necessarily supporters of racial equity? How does racism figure into these issues?

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Chapter 8 A NEW REPUBLIC AND THE RISE OF PARTIES 1789 – 1800 Learning Objectives: 8.1

What were the distinguishing features of the early republic’s four major regions?

8.2

What challenges faced the Congress that assembled in New York between 1789 and 1791?

8.3

What forces shaped the development of party politics in America?

8.4

How did crises at home and abroad shape the administration of John Adams and help the Republicans win the election of 1800?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: •

•

I.

II.

Watch the MyHistoryLab Video Series: Key Topics in U.S. History o The First Presidency o Regional Diversity in the New Republic o Government Based on a Constitution o The Development of Political Parties Read Personal Journeys Online o New York Daily Advertiser, April 24, 1789. Newspaper description of Washington’s arrival in New York. o Tobias Lear, Diary, April 30, 1789. Account of presidential procession for Washington’s inauguration. o George Washington, Excerpts from the First Inaugural Address, April 30, 1789.

Washington’s America A. The Uniformity of New England B. The Pluralism of the Mid-Atlantic Region C. The Slave South and Its Backcountry D. The Growing West • Use MyHistoryLab Explorer to answer, What Role Did the Northwest Territory Play in American History?

Forging a New Government A. “Mr. President” and the Bill of Rights B. Departments and Courts C. Revenue and Trade • Read the Document: Proclamation of Neutrality (1793) D. Hamilton and the Public Credit

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•

III.

IV.

V.

Read the Document: Alexander Hamilton, An Opinion on the Constitutionality of an Act to Establish a Bank (1791) E. Reaction and Opposition The Emergence of Parties A. The French Revolution 1.

Franco-American Relations 2.

The Growth of Democratic-Republican Societies B. Securing the Frontier C. The Whiskey Rebellion D. Treaties with Britain and Spain E. The First Partisan Election • Read the Document: Matthew Carey, “A Short Account of the Malignant Fever…” (1793) The Last Federalist Administration A. The French Crisis and the XYZ Affair • Read the Document: The Alien and Sedition Acts (1798) B. Crisis at Home • Analyze From Then to Now: A Presidential Address: Advice For An Empire C. The End of the Federalists • Read the Document: Thomas Jefferson, First Inaugural Address (1801) Conclusion

Chapter Summary: Chapter 8 offers students a survey of the early national period, focusing on the regional diversity of the United States in 1789; the rise of the Federalist party during the Washington administration, including special emphasis on early legislation and the Hamilton financial policy; the emergence of opposition to the Federalist agenda and the rise of the Republican party; the decline of the Federalists during the Adams administration; and the election of Thomas Jefferson in 1800.

8.1 Washington’s America Americans in the 1790s were a diverse people divided into four regional cultures and economies.

Each of these regions—New England, the mid-Atlantic states, the South, and the West—had its own distinctive blend of ethnic and racial groups, labor systems, religious affiliations, and versions of republicanism.

8.2 Forging a New Government The first Congress had to give substance to the governing guidelines in the Constitution by establishing executive departments, creating federal courts, and putting the nation’s credit in good standing by agreeing on a plan to pay back the national debt. At the same time, it had to fashion a sense of national purpose without impinging on the needs and interests of the states.

8.3 The Emergence of Parties The reaction to Hamilton’s economic program sparked the first debates over interpreting the Constitution and produced early political divisions over the extent of federal powers. Conflicting views on the French Revolution and Jay’s Treaty broadened and intensified these divisions into rival partisan parties, the Federalists and the Republicans.

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8.4 The Last Federalist Administration The Federalists divided into pro-Adams and pro-Hamilton factions in their response to the crisis in foreign policy produced by French raids on American shipping and the XYZ Affair. The unpopularity of the new Federalist legislation raising taxes and enlarging the military benefited the Republicans, who also proved far more adept in mobilizing voters on their behalf.

Key Terms 8.1 o

Pietists Protestants who stress a religion of the heart and the spirit of Christian living.

o o

Bill of Rights A written summary of inalienable rights and liberties.

Judiciary Act off 1789 Act of Congress that implemented the judiciary clause of the Constitution by establishing the Supreme Court and a system of lower federal courts.

Tariff Act of 1789 The first national tariff was designed primarily to raise revenue and not to protect home industries.

8.2

o 8.3 o o

o o o o

Federalist A supporter of the Constitution who favored its ratification.

Republican Party headed by Thomas Jefferson that formed in opposition to the financial and diplomatic policies of the Federalist Party; favored limiting the powers of the national government and placing the interests of farmers and planters over those of financial and commercial groups.

Treaty of Greenville Treaty of 1795 in which Native Americans in the Old Northwest were forced to cede most of the present state of Ohio to the United States.

Whiskey Rebellion Armed uprising in 1794 by farmers in western Pennsylvania who attempted to prevent the collection of the excise tax on whiskey.

Jay’s Treaty Treaty with Britain negotiated in 1794 in which the United States made major concessions to avert a war over the British seizure of American ships.

Treaty of San Lorenzo Treaty with Spain in 1795 in which Spain recognized the 31st parallel as the boundary between the United States and Spanish Florida.

8.4 o o o o o o o

XYZ Affair Diplomatic incident in 1798 in which Americans were outraged by the demand of the French for a bribe as a condition for negotiating with American diplomats.

Quasi-War Undeclared naval war of 1797 to 1800 between the United States and France.

Alien and Sedition Acts Collective name given to four acts passed by Congress in 1798 that curtailed freedom of speech and the liberty of foreigners resident in the United States. states’ rights Favoring the rights of individual states over rights claimed by the national government. nullification A constitutional doctrine holding that a state has a legal right to declare a national law null and void within its borders.

Franco-American Accord of 1800 Settlement reached with France that brought an end to the Quasi-War and released the United States from its 1778 alliance with France. deism Religious orientation that rejects divine revelation and holds that the workings of nature alone reveal God’s design for the universe.

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Topics for Essays, Classroom Discussion, or Classroom Lecture: 1.

Prepare a lecture on the distinctive role of New England in American life during the early national period. In his history of the Civil War, Battle Cry of Freedom, James M. McPherson comments on traditional perceptions regarding regional distinction: Through most of American history, the South has seemed different from the rest of the United States with “a separate and unique identity . . . which appeared to be out of the mainstream of American experience.” But when did the northern stream become the mainstream? From a broader perspective, it may have been the North that was exceptional and unique before the Civil War. Was New England already unique by 1789? How did climate, geography, economics, and religion contribute to the region’s distinction? Why did New England lean toward a more centralized government than the South or West? How successful will the region be in appealing to the sympathies of the South and West? What do New England’s leanings predict about the Civil War? 2.

Prepare a lecture examining the American West. Again, in anticipation of studying the Civil War, focus on the distinctions between the West and the rest of the nation. Even though the South and West generally voted alike in political elections, to what extent were their interests and concerns really similar? Anticipate the emergence of the West as the region caught in the middle during the Civil War, a region without strong political similarities or allegiances to either the North or the South.

3.

Prepare a presentation focusing on Alexander Hamilton’s financial policy and the sources of opposition to it. Who were the major critics of the program, what region of the country did they represent, and what was the socioeconomic background of their constituency? To what extent did the debate over financial policy contribute to the emergence of political parties?

4.

Prepare a lecture focusing on the emergence of the states’ rights political philosophy during the early national period. Using the Virginia and Kentucky resolutions, discuss the concepts of state nullification of federal law and interposition. Historically, have we considered the use of these principles to be constitutional? Why or why not? Have we historically had a clear understanding in the United States about where sovereignty lies? Use this opportunity to help students anticipate the reemergence of these issues prior to the Civil War and during the Civil Rights Movement.

5.

Have a class discussion focusing on the Whiskey Rebellion. Among questions for student consideration, include the following: a.

Were the people of western Pennsylvania justified in protesting the excise tax on whiskey? b.

Was the Washington administration justified in using force to put down the rebellion? c.

Two men involved in the rebellion were found to be guilty of treason. Did their participation in the rebellion constitute treason? Why or why not? d.

Who were the rebels? What was their socioeconomic background? With which class did the sympathies of the Federalists rest? e.

To what extent is a democratic government obligated to respond to the will of the people? To what extent are the people of a republic bound to support and obey the government they create?

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f.

What modern-day issues continue to reflect American ambiguities regarding the power of government versus the will of the people?

6.

Have students discuss the Federalist use of the Alien and Sedition Acts against the Republican Party. Among questions for consideration are the following: a.

How did Federalists justify the enactment of the Alien and Sedition Acts? How did they justify their use against members of the Republican Party? b.

Have students connect the Sedition Act to the Bill of Rights. Was the Sedition Act unconstitutional? c.

Does war, or the threat of war, justify an abridgment of civil liberties? Why or why not? At what point does the exercise of free speech become treasonous?

Does freedom of speech take precedence over national security? d.

Tie this issue to the future by discussing World War I and the Sedition Act of 1918. Pass out a copy of both the 1798 act and the 1918 act and ask students to comment on the two. Even though most students will not yet have studied World War I, ask them if they think the two laws were passed under similar circumstances. Was one law more justified than the other? Were both laws justified? Was neither law justified? e.

Have students consider the twenty-first-century war in Iraq. Are current laws or government policies comparable to the Alien and Sedition Acts? How do students feel about Americans who publicly oppose the war? Do actions such as those sanctioned by the Alien and Sedition Acts make the United States safer?

What is the impact of such actions on U.S. power in the world?

7.

Compare and contrast the Federalist and Republican parties with the modern-day Republican and Democratic parties. Is there any similarity between the issues that divided Americans in the eighteenth century and the issues that divide Americans today? In making the comparisons, look at policies related to federalism, economics, socioeconomic sympathies, foreign affairs, and regionalism.

Enrichment Projects: 1.

Research the status of women in the late eighteenth century, focusing particularly on the ideal of “republican motherhood.” How did the experience of resistance and revolution change American women and cultural perceptions of them? How had the image of motherhood changed in America since the seventeenth century? How did these changes in the image of motherhood combine with the radical political changes of the Revolutionary era to create new expectations about the role of women in America?

2.

Examine Jay’s Treaty as an example of early American foreign policy. What were the weaknesses of the document? Were there any strengths? Were there sectional implications in the provisions of the document? Overall, was the treaty good for the United States or did it hurt the country?

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Chapter 9 THE TRIUMPH AND COLLAPSE OF JEFFERSONIAN REPUBLICANISM 1800 – 1824 Learning Objectives: 9.1

Why was the expansion of the United States so important to Jefferson?

9.2

What factors pushed Madison into a war with Britain?

9.3

What were the consequences of the War of 1812?

9.4

How did rising nationalism contribute to the spirit of the Era of Good Feelings?

9.5

Why did slavery become such a divisive issue in the years preceding the Missouri Compromise?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: •

•

I.

II.

Watch the MyHistoryLab Video Series: Key Topics in U.S. History o The New Republic: 1789 – 1824 o The Louisiana Purchase and Lewis and Clark o The War of 1812 o The “Era of Good Feelings” Read Personal Journeys Online o George Robert Gleig, Burning of Washington, August 23, 1814. A British soldier describes the destruction in Washington. o Dolley Madison, Letter to her sister, August 23, 1814. Dolley Madison describes the abandonment of the White House. o Lt. Col. R. E. Parker, Letter to the governor, June 11, 1814. A Virginia soldier relates how the slaves plotted to escape behind British lines.

Jefferson’s Presidency A. Reform at Home B. The Louisiana Purchase • Watch the Video: Lewis and Clark: What Were They Trying to Accomplish?

C. Florida and Western Schemes • Analyze From Then to Now: Lewis and Clark Expedition: In Their World and Ours D. Embargo and a Crippled Presidency Madison and the Coming of War A. The Failure of Economic Sanctions B. The Frontier and Indian Resistance C. Decision for War • Read the Document: Pennsylvania Gazette, “Indian Hostilities” (1812)

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III.

IV.

V.

VI.

The War of 1812 A. Setbacks in Canada B. Western Victories and British Offensives C. The Treaty of Ghent and the Battle of New Orleans • Read the Document: Letter from Dolley Payne Madison to Lucy Payne Todd (1814) • Use MyHistoryLab Explorer to answer, What Brought About the War of 1812?

The Era of Good Feelings A. Economic Nationalism B. Judicial Nationalism C. Toward a Continental Empire • Read the Document: Thomas Jefferson, Response to John Holmes on the Missouri Compromise (1820) The Breakdown of Unity A. The Panic of 1819 B. The Missouri Compromise C. The Election of 1824 • Read the Document: John Quincy Adams, A Corrupt Bargain? from the Memoirs of John Quincy Adams (1824) Conclusion

Chapter Summary: Chapter 9 offers a survey of the Republican era from 1800–1824, including the presidential administrations of Thomas Jefferson, James Madison, and James Monroe. Topics discussed in this chapter include the final collapse of the Federalist Party, the domination and eventual transformation of the Republican Party, early nineteenth-century territorial expansion, the War of 1812, the tensions between nationalism and sectionalism, the initiation of the national debate on slavery with the Missouri Compromise, and the collapse of the Republican Party in the election of 1824.

9.1 Jefferson’s Presidency Jefferson believed that political independence in a republican form of government depended on a property-holding citizenry, especially farmers who owned their own land. Without an increasing supply of land acquired through expansion, he feared that Americans would become wage laborers dependent on others for their livelihood and incapable of independent political decisions.

9.2 Madison and the Coming of War Madison was faced with a Britain that refused to respect the independence and sovereignty of the United States. British policies of restricting U.S. global trade, impressing American sailors, and relying on Native Americans as allies to check American expansion stirred up popular resentments against the British and led to calls for a second war of independence.

9.3 The War of 1812 The War of 1812 smashed the power of Native Americans in the Old Northwest and strengthened nationalist feelings on both sides of the newly solidified boundary across the Great Lakes between British Canada and the United States. The war also convinced both the British and the Americans of the need each had of the other as a vital trading partner.

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9.4 The Era of Good Feelings Jackson’s victory at the Battle of New Orleans eliminated the pro-British Federalists as a major political power. As the economy boomed until 1819 in a period of political and sectional harmony, improved relations with the British made possible a more aggressive foreign policy that soon made the United States a transcontinental power.

9.5 The Breakdown of Unity The steady expansion of slavery in the early nineteenth century put an end to earlier hopes in the North that slavery would gradually wither and die. Northerners also grew increasingly frustrated over southern dominance of the federal government through the administrations of slaveholding presidents. Once Missouri, part of the Louisiana Purchase, seemed poised to enter the Union as another slaveholding state, northern congressmen decided to take a stand against the extension of slavery.

Key Terms: 9.1 o o o o

Marbury v. Madison Supreme Court decision of 1803 that created the precedent of judicial review by ruling as unconstitutional part of the Judiciary Act of 1789. impressments The coercion of American sailors into the British navy.

Chesapeake Incident Attack in 1807 by the British ship Leopard on the American ship Chesapeake in American territorial waters.

Embargo Act of 1807 Act passed by Congress in 1807 prohibiting American ships from leaving for any foreign port.

9.2 o o

pan-Indian resistance movement Movement calling for the political and cultural unification of Indian tribes in the late eighteenth and early nineteenth centuries.

War Hawks Members of Congress, predominantly from the South and West, who aggressively pushed for a war against Britain after their election in 1810.

9.3 o o o o o

War of 1812 War fought between the United States and Britain from June 1812 to January 1815 largely over British restrictions on American shipping.

Battle of Put-in-Bay American naval victory on Lake Erie in September 1813 in the War of 1812 that denied the British strategic control over the Great Lakes.

Battle of Plattsburgh Victory of Commodore Thomas McDonough over a British fleet in Lake Champlain, September 11, 1814.

Treaty of Ghent Treaty signed in December 1814 between the United States and Britain that ended the War of 1812.

Battle of New Orleans Decisive American War of 1812 victory over British troops in January 1815 that ended any British hopes of gaining control of the lower Mississippi River Valley.

9.4 o o o o

Era of Good Feelings The period from 1817 to 1823 in which the disappearance of the Federalists enabled the Republicans to govern in a spirit of seemingly nonpartisan harmony.

Second Bank of the United States A national bank chartered by Congress in 1816 with extensive regulatory powers over currency and credit.

Fletcher v. Peck Supreme Court decision of 1810 that overturned a state law by ruling that it violated a legal contract.

Dartmouth College v. Woodward Supreme Court decision of 1819 that prohibited states from interfering with the privileges granted to a private corporation.

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o o o o

o

McCulloch v. Maryland Supreme Court decision of 1819 that upheld the constitutional authority of Congress to charter a national bank, and thereby to regulate the nation’s currency and finances.

Rush-Bagot Agreement Treaty of 1817 between the United States and Britain that effectively demilitarized the Great Lakes by sharply limiting the number of ships each power could station on them.

Anglo-American Accords Series of agreements reached in the British-American Conventions of 1818 that fixed the western boundary between the United States and Canada, allowed for joint occupation of Oregon, and restored American fishing rights.

Trans-Continental Treaty of 1819 Treaty between the United States and Spain in which Spain ceded Florida to the United States, surrendered all claims to the Pacific Northwest, and agreed to a boundary between the Louisiana Purchase territory and the Spanish Southwest.

Monroe Doctrine In December 1823, Monroe declared to Congress that the Americas “are henceforth not to be considered as subjects for future colonization by any European power.”

9.5 o o

Missouri Compromise Sectional compromise in Congress in 1820 that admitted Missouri to the Union as a slave state and Maine as a free state and prohibited slavery in the northern Louisiana Purchase territory.

American System The program of government subsidies favored by Henry Clay and his followers to promote American economic growth and protect domestic manufacturers from foreign competition.

Topics for Essays, Classroom Discussion, or Classroom Lecture: 1.

Deliver a lecture on the fundamental principles of Jeffersonian democracy. Start with the premise that the evolution of American politics has generally been a movement to the left, in that we have generally directed political reform toward expanding the principle of democracy and making it more inclusive. How did the emergence of Jeffersonian democracy initiate this process?

Explain Jefferson’s reverence for the yeoman farmer, his contempt for the growth of business and industry, and his vision of American political leadership as an “aristocracy of the talented.” Place Jefferson in a historical context by asking students if he was more democratic than the Federalists who preceded him and if his political ideology seems democratic to Americans today.

2.

Discuss the Louisiana Territory and how the debate over its acquisition reflected changes in the Federalist and Republican parties during the first Jefferson administration. Why did Federalists oppose the purchase? Why did Republicans support it? Comment on the Republicans’ willingness to overlook constitutional issues in order to preserve relations with France and guarantee the growth of Republican support. To what extent were Federalists sounding like old Republicans and to what extent were Republicans sounding like old Federalists? How did gaining control of the federal government change Republicans?

3.

Deliver a lecture on the Monroe Doctrine and why it is considered the most important piece of American foreign policy in early U.S. history. Why did Monroe issue the statement?

How does it reflect diplomatic nationalism? Ask students to comment on its importance to future American relations with Latin America.

4.

Prepare a lecture on the Congressional debate that culminated in the Missouri Compromise. Outline and explain the provisions of the Tallmadge Amendment. Establish the

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question of debate: Did Congress have the authority to regulate the institution of slavery? Explain the use of property rights in the Fifth Amendment and the claim to equal access to new lands as the foundations of the southern opposition to the amendment. Then explain how the North used the Northwest Ordinance of 1787 as a legal precedent allowing Congressional regulation of the institution of slavery. Is the debate over slavery in 1820 primarily a legal argument or a moral debate?

5.

Discuss the War of 1812 as the Second War for American Independence. What issues pushed the United States into war with Britain? Were all the factors that contributed to the war defensive or was there evidence of some degree of aggression among War Hawks? Even though the war ended as a draw, did Americans succeed in proving anything to themselves or to Britain?

What issues were resolved as a result of the war?

6.

Many historians characterize the years from 1815 to 1824 as a period of nationalism in American history. Conduct a class discussion in which you ask students to consider the extent to which nationalism is a valid term to use in describing the United States during this period.

Introduce and define the terms “nationalism” and “sectionalism.” Look at the trends that historians generally associate with nineteenth-century nationalism and ask students to comment on the ways in which they reflect nationalism. Then have students look at the Panic of 1819 and the Missouri Compromise and connect them to sectionalism: a. Were these sectional concerns new issues that temporarily interrupted nationalism, or was nationalism a temporary reprieve from the persistent aggravation of a sectionalism that dated back to colonial times? b. How did foreign policy during this period promote nationalism? What issues defined American foreign policy during the early nineteenth century? Was American policy defensive or aggressive? Were there sectional implications in foreign policy?

Enrichment Projects: 1.

Investigate the controversy surrounding Thomas Jefferson and his position on the issue of slavery. One approach to such a paper would be to research Jefferson’s thoughts and writings about slavery and liberty and explain how Jefferson was able to reconcile the two. A more personal approach would be a study of the relationship between Jefferson and his female slave Sally Hemings.

2.

Look at the election of 1824 as a turning point in American political history. Use the election to explore the status of the Republican Party by 1824. How did Americans feel about the loss of democracy through the entrenchment of Republican elitism? How would many Americans feel about Jackson’s loss of the presidency in 1824? How had the way been opened for the emergence of Jacksonian democracy?

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Chapter 10 THE JACKSONIAN ERA 1824 – 1845 Learning Objectives: 10.1

What factors contributed to the democratization of American politics and religion in the early nineteenth century?

10.2

How did the Jacksonian Democrats capitalize on the new mass politics?

10.3

What challenges did Van Buren face during his presidency?

10.4

What was the basis of Whig popularity and what did they claim to stand for?

10.5

Why was William Henry Harrison’s death such a blow to the Whig agenda?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: • Watch the MyHistoryLab Video Series: Key Topics in U.S. History o A Democracy Grows: 1819 – 1832 o The Frontier President: Andrew Jackson o The Indian Removal Act o “Monster Bank!”

• Read Personal Journeys Online o Alexis de Tocqueville, Travel account, 1835. A Frenchman gives his impressions of American democracy. o Michael Chevalier, Travel account, 1831. A Frenchman describes the spectacle of electoral politics.

I.

II.

The Egalitarian Impulse A. The Extension of White Male Democracy • Read the Document: Alexis de Tocqueville, Democracy in America (1835– 1840) 1.

Extending the Suffrage and Democratic Reform 2.

The Disenfranchisement of Free Blacks and Women B. The Popular Religious Revolt • Read the Document: Charles Finney, “What a Revival of Religion Is” (1835) 1.

Evangelicalism and Minority Rights 2.

The Limits of Equality C. The Rise of the Jacksonians • Read the Document: Andrew Jackson, The “Commoner” Takes Office (1829) Jackson’s Presidency A. Jackson’s Appeal • Read the Document: Andrew Jackson, First Annual Message to Congress (1829)

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B.

III.

IV.

V.

VI.

Indian Removal • Use MyHistoryLab Explorer to answer, How Did U.S. Indian Policy Impact the “Five Civilized Tribes”?

• Read the Document: Niles’ Weekly Register, “Memorial of the Cherokee Nation” (1830) C. The Nullification Crisis D. The Bank War Van Buren and Hard Times A. The Panic of 1837 • Analyze From Then to Now: Speculative Bubbles and Economic Busts B. The Independent Treasury C. Uproar over Slavery The Rise of the Whig Party A. The Party Taking Shape B. Whig Persuasion C. The Election of 1840 The Whigs in Power A. Harrison and Tyler B. The Texas Issue C. The Election of 1844 Conclusion

Chapter Summary: Chapter 10 introduces the student to the development of democratic ideals during the presidency of Andrew Jackson. Topics covered in the chapter include the rise of the second national political party system; the expansion of democratic political rights to white males; the limited meaning of Jacksonian democracy for women and African Americans; the revival of evangelical Christianity with the Second Great Awakening; the growing debate over the issue of slavery; and the rise of the Whig party during the 1840s.

10.1 The Egalitarian Impulse After the War of 1812 Americans increasingly demanded an end to elitist dominance in their political and religious affairs. The greatest expression of this rejection of elitism in politics was the expansion of suffrage to include virtually all adult white males, as traditional property qualifications for voting were dropped. A quest for equality transformed American Christianity as a series of revivals spiritually empowered common Americans, especially women and African Americans.

10.2 Jackson’s Presidency A rising generation of career politicians led by Martin Van Buren linked their fortunes to the popularity of Andrew Jackson and developed new techniques of party organization and voter mobilization that enabled them to appeal to the mass electorate that had formed by the 1820s.

10.3 Van Buren and Hard Times Enflamed sectional tensions over the rise of the abolitionist movement and the worst economic depression to date hampered all of Van Buren’s efforts to exercise effective leadership. He never succeeded in convincing many Americans that his party was not to blame for their economic troubles.

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10.4 The Rise of the Whig Party The Whigs offered a vision of social progress and moral control. Their program of economic development was promoted by the government and appealed to Americans who embraced economic change and expected to benefit from it. The Whigs’ support of moral reform won them the backing of Protestants who were anxious to establish a Christian republic.

10.5 The Whigs in Power Most Whigs expected the politically inexperienced Harrison to go along with Henry Clay’s package of congressional measures that were intended to revive the economy and associate the Whigs with renewed prosperity. Harrison’s death upended all of Clay’s plans. Harrison’s successor, John Tyler, used his veto powers to crush Clay’s program.

Key Terms: 10.1 o Second Great Awakening Series of religious revivals in the first half of the nineteenth century characterized by great emotionalism in large public meetings. o Democratic Party Political party formed in the 1820s under the leadership of Andrew Jackson; favored states’ rights and a limited role for the federal government, especially in economic affairs. o Albany Regency Popular name after 1820 for the state political machine in New York headed by Martin Van Buren.

10.2 o spoils system The awarding of government jobs to party loyalists. o Indian Removal Act Legislation passed by Congress in 1830 that provided funds for removing and resettling eastern Indians in the West. It granted the president the authority to use force if necessary. o Trail of Tears The forced march in 1838 of the Cherokee Indians from their homelands in Georgia to the Indian Territory in the West; thousands of Cherokees died along the way. o Black Hawk’s War Short 1832 war in which federal troops and Illinois militia units defeated the Sauk and Fox Indians led by Black Hawk. o nullification crisis Sectional crisis in the early 1830s in which a states’ rights party in South Carolina attempted to nullify federal law. o Bank War The political struggle between President Andrew Jackson and the supporters of the Second Bank of the United States.

10.3 o abolitionist movement A radical antislavery crusade committed to the immediate end of slavery that emerged in the three decades before the Civil War. o Whig Party Political party, formed in the mid-1830s in opposition to the Jacksonian Democrats, that favored a strong role for the national government in promoting economic growth. o Specie Circular Proclamation issued by President Andrew Jackson in 1836 stipulating that only gold or silver could be used as payment for public land. o Independent Treasury System Fiscal arrangement first instituted by President Martin Van Buren in which the federal government kept its money in regional vaults and transacted its business entirely in hard money. o gag rule Procedural rule passed in the House of Representatives that prevented discussion of antislavery petitions from 1836 to 1844.

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10.4 o o 10.5 o o

second party system The national two-party competition between Democrats and Whigs from the 1830s through the early 1850s.

Anti-Masons Third party formed in 1827 in opposition to the presumed power and influence of the Masonic order. second party system The national two-party competition between Democrats and Whigs from the 1830s through the early 1850s.

Webster–Ashburton Treaty Treaty signed by the United States and Britain in 1842 that settled a boundary dispute between Maine and Canada and provided for closer cooperation in suppressing the African slave trade.

Topics for Essays, Classroom Discussions, or Classroom Lecture: 1.

Discuss the Second Great Awakening and the strengthening of evangelical Christianity in America during the early nineteenth century. Focus particularly on the impact of the movement on the American South. How will the religious image of the South be more clearly defined through this movement? What will the movement mean to the state of religion in the southern backcountry? Will evangelical religion threaten or strengthen the southern institution of slavery?

2.

Examine the presidential election of 1828. Is Jackson’s victory in this election an example of democracy’s impact on the presidency, or is it the beginning of the presidency’s impact on American democracy? Compare Jackson’s victory in 1828 to Thomas Jefferson’s victory in 1800. Consider the following issues in the comparison: a) parallels in regional support for Jefferson and Jackson, b) similarities in the political ideologies of Jefferson and Jackson, c) the role of the common man in defining the outcome of each election, and d) the transfer of power from one party to another in each election (i.e., from the Federalists to the Republicans in 1800 and from the Republicans to the Democrats in 1828). Another interesting parallel is the fact that Jefferson and Jackson followed the only one-term presidents at that time in American history: Jefferson followed John Adams and Jackson followed John Quincy Adams, John Adams’s son.

3.

Discuss Andrew Jackson as a southern president. Which aspects of the southern political agenda did Jackson actively support? If we recognize states’ rights and slavery as the hallmarks of the southern political agenda, to what extent did Jackson support these broad issues? In so doing, was he the friend of the common man, as he is so often characterized, or was he the friend of the southern planter? What was the most significant occasion on which he refused to support the southern agenda?

4.

Have students compare and contrast Jeffersonian and Jacksonian democracy. How are the two ideologies similar? How are they different? Does the emergence of Jacksonian democracy continue the American ideological shift to the left? To what extent did the early nineteenth century see the expansion of democracy? What limits to Jacksonian democracy are evident to twenty-first-century Americans?

5.

Compare and contrast the political ideologies of the Democratic and Whig parties. How did they resemble the Federalist and Republican parties that preceded them? How did they differ?

Are they comparable to the Democratic and Republican parties of today?

6.

Discuss the issue of nullification as it had evolved to this point in American history.

Begin by thinking back to the Suffolk Resolves and the colonial nullification of the Intolerable 49 .

Acts. Proceed to the use of the Virginia and Kentucky resolutions by Republicans against the Sedition Act in 1800. Finally, consider the nullification crisis of 1832. How do these events reflect American concerns about the powers of central authority? How justified was each act of nullification? How effective was each challenge to central authority?

Enrichment Projects: 1.

Research the Cherokee experience on the Trail of Tears. What does this event reveal about U.S. Indian policy and the status of Native Americans living in the United States in the early nineteenth century? Why were the Cherokee considered “civilized”?

2.

Have students examine the impact of politicians’ personal lives on their professional lives. This chapter looks at the Eaton Affair. Compare Eaton’s dilemma with those of Grover Cleveland, Warren G. Harding, John F. Kennedy, and Bill Clinton. Should a politician’s personal life impact public assessment of his or her professional life? To paraphrase a feminist slogan, “Should the personal be political?”

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Chapter 11 SLAVERY AND THE OLD SOUTH 1800 – 1860 Learning Objectives: 11.1

How did the increasing demand for cotton shape the development of slavery in the Lower South?

11.2

What caused the decline of slavery after 1800 in the Upper South?

11.3

What was life like for African American slaves in the first half of the nineteenth century?

11.4

How was free society in the South structured?

11.5

How did the southern defense of slavery change between the early nineteenth century and the 1850s?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: • Watch the MyHistoryLab Video Series: Key Topics in U.S. History o The Upper and Lower South: 1800 – 1860 o Cotton and Slavery o Slave Life and Culture o Pro-Slavery Argument • Read Personal Journeys Online o Marie Perkins, Letter, 1852. A slave writes her husband informing him of the sale of their son. o Lucy Skipwith, Letter, 1855. A slave writes her master in Virginia from his plantation in Alabama. o Stephen Pembroke, Speech by a slave, 1854. A former slave describes his life under slavery.

I.

II.

The Lower South A. Cotton and Slaves • Watch the Video: The Slave Trade B. The Profits of Slavery 1.

The Slave Trade • Read the Document: Henry Watson, A Slave Tells of His Sale at Auction (1848) 2.

Urban Slavery 3.

Industrial Slavery The Upper South A. A Period of Economic Adjustment • Analyze From Then to Now: Overcoming the Economic Legacy of Slavery

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III.

IV.

V.

VI.

1.

Growing Urbanization B. The Decline of Slavery Slave Life and Culture A. Work Routines and Living Conditions 1.

Diet and Housing 2.

Working Conditions B. Families and Religion C. Resistance • Read the Document: Thomas R. Gray, The Confessions of Nat Turner (1831) • Use MyHistoryLab Explorer to answer, What Was the Purpose of the Underground Railroad?

• Watch the Video: Underground Railroad Free Society A. The Slaveholding Minority 1.

Large Planters 2.

Planters’ Wives 3.

Small Slaveholders B. The White Majority C. Free Black People The Pro-Slavery Argument A. Religious Arguments B. Racial Arguments • Read the Document: Thomas R. Dew, Defense of Slavery (1832) Conclusion

Chapter Summary: Chapter 11 explores the society and culture of the antebellum American South, focusing on slaveholding as the unifying characteristic in this otherwise diverse region. Among the issues discussed in this chapter are the cultural, social, and economic distinctions between the Upper South and the Lower South, the characteristics of slave life and culture, the divisions in free white Southern society, and the emerging proslavery arguments used by white Southerners to defend the institution of slavery.

11.1 The Lower South The increasing demand and rising price for cotton acted as an incentive for southern whites to shift slaves out of the Upper South and use them as plantation laborers on the cheap and fertile lands that opened up as the United States expanded to the south and west. Cotton and slavery became linked as a new cotton kingdom spread across much of the Lower South.

11.2 The Upper South Declining soil fertility on overworked tobacco fields and falling land prices led to an exodus of whites and their slaves as new plantation regions were established in the Old Southwest. The economic recovery that set in by the mid-nineteenth century was based on a pattern of agricultural diversification that increasingly relied on free labor.

11.3 Slave Life and Culture Material conditions in diet and housing improved as slave owners had a strong incentive to promote better living conditions once the congressional ban on the foreign slave trade closed off the market in cheap slaves from Africa. However, hard physical labor enforced by frequent

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whippings remained the lot of most slaves, and all slave families lived in dread of the possibility that family members would be separated through sales in the domestic slave trade.

11.4 Free Society Only a tiny minority of whites ever reached the status of a large planter, and in the slave states as a whole, only one in four white families owned slaves, generally fewer than ten. Most southern whites were part of a class of landowning farmers who rarely owned any slaves. Towns and cities contained a small middle class of professionals and businessmen along with white artisans who increasingly opposed competition from slave labor.

11.5 The Pro-Slavery Argument Primarily in response to the moral indictment of slavery by the abolitionists, southern whites shifted the defense of slavery from that of a necessary evil to a positive good. Evangelical ministers took the lead in depicting slavery as a benevolent institution ordained by God for the material improvement and moral uplift of an inferior race.

Key Terms: 11.1 o 11.2 11.3 o o o

o o 11.4 o

gang system The organization and supervision of slave field hands into working teams on southern plantations.

slave code A series of laws passed mainly in the southern colonies in the late seventeenth and early eighteenth centuries to defend the status of slaves and codify the denial of basic civil rights to them.

Gabriel Prosser’s Rebellion Slave revolt that failed when Gabriel Prosser, a slave preacher and blacksmith, organized a thousand slaves for an attack on Richmond, Virginia, in 1800.

Denmark Vesey’s Conspiracy The most carefully devised slave revolt in which rebels planned to seize control of Charleston in 1822 and escape to freedom in Haiti, a free black republic, but they were betrayed by other slaves, and thirty-five conspirators were executed.

Nat Turner’s Rebellion Uprising of slaves led by Nat Turner in Southampton County, Virginia, in the summer of 1831 that resulted in the death of up to sixty white people.

Underground Railroad Support system set up by antislavery groups in the Upper South and the North to assist fugitive slaves in escaping the South. black codes Laws passed by states and municipalities denying many rights of citizenship to free black people before the Civil War.

11.5

Topics for Essays, Classroom Discussion, or Classroom Lecture: 1.

Prepare a presentation on historical myth with a focus on the antebellum South. Begin the class with a clip from the film Gone with the Wind and ask students to comment on the images they associate with the antebellum South. Then discuss the reality of life in the Old South. Ask students why Americans have created myths about their history in general and why we have created myths about the antebellum South in particular.

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2.

Discuss the status of women on the antebellum southern plantation. Consider both plantation mistresses and female slaves. Describe the living conditions of each and their relationships with each other. How did the sexual mores of southern planters impact the lives of both female slaves and plantation mistresses? How did the patriarchal system of the antebellum South validate this situation?

3.

Discuss the connection between religion and politics in the slave community. What roles were played by the black preacher in the slave community? Examine the lyrics of spirituals and have students point out the connection between the lyrics of these religious songs and the slaves’ political agenda of freedom. Play some spirituals for the class to give students a feel for the power of the music. An excellent collection is Spirituals in Concert by Kathleen Battle and Jessye Norman.

4.

Prepare a lecture on southern white dissent in the antebellum South. Was the white South united in its defense of slavery? Where did dissent appear, and what issues promoted opposition to the proslavery argument? How were dissenters treated by the defenders of slavery?

5.

Introduce students to the concept of historiography by reviewing some of the classic works on the institution of slavery. Use a variety of historical treatments of this issue to help students understand the idea of revisionist history and to help them see how a historian’s objectivity is situated within a historical context. Some classic historical treatments of the issue of slavery include U. B. Phillips’s American Negro Slavery (1918), Kenneth Stampp’s The Peculiar Institution (1956), Stanley Elkins’s Slavery (1959), Eugene Genovese’s Roll, Jordan, Roll (1972), and Robert Fogel and Stanley Engerman’s Time on the Cross (1974).

6.

Have the class examine the proslavery arguments. Why did white southerners change their perception from believing slavery to be a necessary evil to believing it to be a positive good?

Discuss the fact that, by 1850, the national debate on slavery had changed from being a primarily legal debate to being a moral debate. What impact did this transformation of the debate have on the southern defense of the institution? Why was the biblical defense of the institution so critical to the argument?

7.

Have students look at the connection between racism and slavery. Increasing numbers of Americans began to oppose the institution of slavery during the early nineteenth century. Did opposition to slavery necessarily mean a person was not racist? Was it possible to have racist reasons for opposing slavery? Were there any aspects of the proslavery argument with which opponents of the institution might actually agree?

Enrichment Projects: 1.

Write a paper on the life of Sojourner Truth. Involved in both the abolitionist and women’s movements of the early nineteenth century, she lived a life that offers an insight into the connection between these two social reform movements.

2.

Write a paper on the circumstances surrounding the Nat Turner revolt. How successful was the revolt? What factors contributed to the outcome? Slave rebellion was generally unsuccessful in the antebellum South. Why, then, did southern whites fear it so strongly?

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Chapter 12 THE MARKET REVOLUTION AND SOCIAL REFORM 1815 – 1850 Learning Objectives: 12.1

How did the industrialization contribute to growing inequality and the creation of new social classes?

12.2

What role did religion play in the reform movements that followed the War of 1812?

12.3

How did Enlightenment ideas shape the reform of institutions for the poor, criminals, and the mentally ill?

12.4

What was the relationship between abolitionism and the women’s rights movement?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: • Watch the MyHistoryLab Video Series: Key Topics in U.S. History o The Republic of Reform: 1820 – 1850 o The Second Great Awakening o David Walker’s “Appeal” o Seneca Falls Convention • Read Personal Journeys Online o Margaret Fuller, Excerpt from book, 1845. Arguments for women’s rights. o Lydia Maria Child, Letter, 1839. Issue of women’s rights in the antislavery movement.

I.

Industrial Change and Urbanization A. The Transportation Revolution 1.

Steamboats and Canals 2.

Railroads 3.

Government and the Transportation Revolution • Watch the Video: Mastering Time and Space: How the Railroads Changed America B. Cities and Immigrants 1.

The Port Cities 2.

Inland Cities 3.

New Industrial Cities • Read the Document: A New England Factory Issues Regulations for Workers (1825) 4.

Immigration • Use MyHistoryLab Explorer to answer, How Did Changes in Urbanization and Transportation Shape the Young United States?

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C.

II.

III.

IV.

V.

The Industrial Revolution 1.

Sources of Labor 2.

Technological Gains D. Growing Inequality and New Classes 1.

The New Middle Class 2.

Women and the Cult of Domesticity 3.

The Working Classes 4.

Early Trade Unions Reform and Moral Order • Analyze From Then to Now: Immigration: An Ambivalent Welcome A. The Benevolent Empire B. The Temperance Movement • Watch the Video: Drinking and the Temperance Movement in NineteenthCentury America C. Women’s Role in Reform D. Backlash Against Benevolence Institutions and Social Improvement A. School Reform B. Prisons, Workhouses, and Asylums 1.

Workhouses 2.

Asylums for the Mentally Ill C. Utopian Alternatives 1.

A Distinctly National Literature Abolitionism and Women’s Rights A. Rejecting Colonization B. Abolitionism C. The Women’s Rights Movement • Read the Document: Lucretia Mott, Declaration of Sentiments and Resolutions (1848) D. Political Antislavery • Read the Document: National Convention of Colored People, “Report on Abolition” Conclusion

Chapter Summary: Chapter 12 offers an overview of the transformation of the American North during the period from 1815 to 1850. Topics discussed in this chapter include the growth in American industry, transportation, and urbanization; German and Irish immigration during the 1840s; and the rise of nineteenth-century reform movements. These movements include educational reform; the development of institutions for the poor, criminal, and insane; and the rise in experimental utopian communities. The women’s rights movement and the role of women in other reform movements are also examined, with a particular focus on the interconnections between women’s rights and opposition to slavery.

12.1 Industrial Change and Urbanization As the transportation revolution sharply lowered the cost and increased the speed of moving goods in the economy, manufacturing expanded to meet the growing domestic demand. Once employment was no longer tied directly to the land, new social classes emerged—a wealthy

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commercial elite, a middle class of retailers and salaried employees, and a working class of laborers all but impoverished by low wages and irregular employment.

12.2 Reform and Moral Order The series of revivals known as the Second Great Awakening stressed that all individuals had a free choice in determining their salvation. Once converted, the evangelical Christian had a moral responsibility to combat sin on both an individual and a social level. The result was a surge of religious benevolence expressed in a host of reform societies committed to the moral purification and betterment of society.

12.3 Institutions and Social Improvement Confidence in the ability of human reason to promote social progress was at the core of the Enlightenment ideas that came out of eighteenth-century Europe. When linked to the Enlightenment belief that environmental factors shaped character, these ideas inspired reformers to believe that new institutions could reform the character of social deviants and mold them into responsible, productive citizens.

12.4 Abolitionism and Women’s Rights Involvement in abolitionism made women more aware that they, like slaves, lacked any legal individuality of their own and were assigned subordinate roles based on gender in their marriages and public life. Out of this awareness came a determination to launch a movement for women’s rights and legal equality.

Key Terms: 12.1 o o o o o o o o o o

transportation revolution Dramatic improvements in transportation that stimulated economic growth after 1815 by expanding the range of travel and reducing the time and cost of moving goods and people.

Gibbons v. Ogden Supreme Court decision of 1824 involving coastal commerce that overturned a steamboat monopoly granted by the state of New York on the grounds that only Congress had the authority to regulate interstate commerce.

Charles River Bridge v. Warren Bridge Supreme Court decision of 1837 that promised economic competition by ruling that the broader rights of the community took precedence over any presumed right of monopoly granted in a corporate charter. putting-out system System of manufacturing in which merchants furnished households with raw materials for processing by family members.

Rhode Island system During the industrialization of the early nineteenth century, the recruitment of entire families for employment in a factory.

Waltham system During the industrialization of the early nineteenth century, the recruitment of unmarried young women for employment in factories.

American system of manufacturing A technique of production pioneered in the United States in the first half of the nineteenth century that relied on precision manufacturing with the use of interchangeable parts. temperance Reform movement originating in the 1820s that sought to eliminate the consumption of alcohol. cult of domesticity The belief that women, by virtue of their sex, should stay home as the moral guardians of family life. nativist Favoring the interests and culture of native-born inhabitants over those of immigrants.

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12.2 o benevolent empire Network of reform associations affiliated with Protestant churches in the early nineteenth century dedicated to the restoration of moral order. o Sabbatarian movement Reform organization founded in 1828 by Congregationalist and Presbyterian ministers that lobbied for an end to the delivery of mail on Sundays and other Sabbath violations. o American Temperance Society National organization established in 1826 by evangelical Protestants that campaigned for total abstinence from alcohol and was successful in sharply lowering per capita consumption of alcohol. o American Female Moral Reform Society Organization founded in 1839 by female reformers that established homes of refuge for prostitutes and petitioned for state laws that would criminalize adultery and the seduction of women. o Church of Jesus Christ of Latter-day Saints (Mormon Church) Church founded in 1830 by Joseph Smith and based on the revelations in a sacred book he called the Book of Mormon.

12.3 o workingmen's movement Associations of urban workers who began campaigning in the 1820s for free public education and a 10-hour workday. o Shakers The followers of Mother Ann Lee, who preached a religion of strict celibacy and communal living. o communism A social structure based on the common ownership of property. o Oneida Community Utopian community established in upstate New York in 1848 by John Humphrey Noyes and his followers. o New Harmony Short-lived utopian community established in Indiana in 1825, based on the socialist ideas of Robert Owen, a wealthy Scottish manufacturer. o socialism A social order based on government ownership of industry and worker control over corporations as a way to prevent worker exploitation. o Brook Farm A utopian community and experimental farm established in 1841 near Boston. o transcendentalism A philosophical and literary movement centered on an idealistic belief in the divinity of individuals and nature.

12.4 o American Colonization Society Organization, founded in 1817 by antislavery reformers, that called for gradual emancipation and the removal of freed blacks to Africa. o Appeal to the Colored Citizens of the World An abolitionist tract by a free black calling on the enslaved to overthrow their bondage. o American Anti-Slavery Society The first national organization of abolitionists, founded in 1833. o Seneca Falls Convention The first convention for women’s equality in legal rights, held in upstate New York in 1848. o Declaration of Sentiments The resolutions passed at the Seneca Falls Convention of 1848 calling for full female equality, including the right to vote. o Liberty Party The first antislavery political party, formed in 1840. o Slave Power A key concept in abolitionist and northern antislavery propaganda that depicted southern slaveholders as the driving force in a political conspiracy to promote slavery at the expense of white liberties.

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Topics for Essays, Classroom Discussion, or Classroom Lecture: 1.

Discuss the impact of early nineteenth-century Irish immigration on the United States.

Focus on a variety of issues, including the provision of an industrial labor force, the emergence of urban slums, and the Irish immigrants’ cultural and religious distinctions from middle-class, native-born Americans. How did their presence in the United States impact American moral and political values? How did their presence lead to the popularity of temperance and nativist organizations as parts of the American nineteenth-century social and political agenda?

2.

Prepare a lecture on changing gender roles in the American middle class during the nineteenth century. Focus on the separation of men and women in American middle-class society and the increasing distinctions in their roles, as men were identified with the world of work and women with home and hearth. Why do we associate these gender role changes with the middle class? How were gender roles in the middle class distinctive from gender roles in the upper class and working class?

3.

Prepare a lecture focusing on the temperance movement as a middle-class reform movement. Although there was a religious agenda involved in the movement, were there other more secular issues at stake? With what population did most middle-class Americans associate unacceptable drinking habits? Of what class and national origin was this population? How was the issue of alcohol consumption connected to the laboring class? Was the rise of the temperance movement in any way connected to the rise of nativism during the nineteenth century? Were there as many secular as religious motivations for promoting temperance in the nineteenth century?

4.

Discuss the types of antislavery reform that emerged during the early nineteenth century.

Be sure to address the following questions, connecting antislavery reform to racism: a.

Could a person in the nineteenth century oppose slavery without being an abolitionist? b.

Could a person in the nineteenth century oppose slavery and be a racist? c.

Could a person in the nineteenth century be an abolitionist and be a racist? d.

Did abolitionists actually appeal to northern racist fears in an effort to popularize the agenda of the abolitionist movement?

5.

Discuss the Lowell girls of Massachusetts as an example of a labor force utilized during the early nineteenth century. Is the use of women for labor and their treatment by management at the Lowell factory an example of the empowerment of women or the exploitation of women?

Were women strengthened by the economic rewards of labor or victimized by a patriarchal management style? Have students connect this issue from the early nineteenth century to the ongoing debate in America regarding women in the labor force.

6.

Discuss the impact of nineteenth-century northern economic and social change on the issue of sectionalism. How did the construction of transportation networks during the nineteenth century promote a mutually beneficial, interdependent economic relationship between the Northeast and Northwest to the virtual exclusion of the South? How would industrialization, urbanization, and immigration impact the northern political agenda for the remainder of the nineteenth century?

7.

Have students read the Declaration of Sentiments from the Seneca Falls Convention; then have a class discussion focusing on some of the following issues: a.

Have students point out phrases from the document that were lifted from the Declaration of Independence. Why did the women at Seneca Falls choose to

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b.

c.

model the Declaration of Sentiments on the Declaration of Independence? What did the Declaration of Independence mean to Americans? By using the Declaration of Independence as a model, what were Stanton and Mott saying about the status of women?

Explain to students the significance of the year 1848 in Western history. Is there any significance to the fact that the year the Seneca Falls Convention adopted the Declaration of Sentiments is also the year of the Revolutions of 1848 in Europe and the year Karl Marx published The Communist Manifesto?

Have students discuss the Declaration of Sentiments as a document of its times.

Ask them to choose phrases from the document that reflect nativism, the cult of domesticity, and the traditional nineteenth-century links among women, moral superiority, and social reform.

Enrichment Projects: 1.

Explore the issue of social mobility in nineteenth-century America. American historical myth often cites the “rags to riches” phenomenon as being typical of the American social condition. Was social mobility a reality in nineteenth-century America? What has typically been the nature of American social improvement over time?

2.

Choose one of the nineteenth-century American utopian societies and write a paper on the origins, leadership, defining philosophy, and success of the community. What was it about nineteenth-century American society that sparked the creation of the community, and how effective were its members in offering a workable alternative lifestyle? What characteristics of American culture and which American values have made it most difficult for Americans to embrace communal living as anything more than a passing fancy?

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Chapter 13 THE WAY WEST 1815 – 1850 Learning Objectives: 13.1

How did economic and demographic pressures in the East spur migration to the West?

13.2

What strategies did the Sioux use to maintain their power on the Great Plains?

13.3

What forces contributed to the Americanization of Texas?

13.4

Why was James K. Polk so eager to provoke a war with Mexico?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: •

•

I.

II.

III.

IV.

Watch the MyHistoryLab Video Series: Key Topics in U.S. History o Manifest Destiny Marches West: 1832 – 1858 o The Oregon Trail o War with Mexico o Treaty of Guadalupe Hidalgo Read Personal Journeys Online o Edward Harris, Journal excerpt, 1843. Account by a naturalist of the smallpox epidemic of 1837 on the Upper Missouri. o Pierre Jean de Smet, S. J., Letter from a Catholic priest, 1841. Impressions of the character and intelligence of Indians in the Rocky Mountains.

The Agricultural Frontier A. The Crowded East B. The Old Northwest 1.

A Mosaic of Settlements C. The Old Southwest The Frontier of the Plains Indians A. Tribal Lands • Read the Document: Chief Seattle, Oration (1854) B. The Fur Traders C. The Oregon Trail The Mexican Borderlands • Read the Document: Elizabeth Dixon Smith Geer, Journal (1847, 1848) A. The Peoples of the Southwest B. The Americanization of Texas • Watch the Video: Greenbury Logan: American Citizen C. The Push into California and the Southwest 1.

California 2.

New Mexico 3.

Utah Politics, Expansion, and War A. Manifest Destiny

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• Analyze From Then to Now: Manifest Destiny and American Foreign Policy The Mexican War • Read the Document: Thomas Corwin, Speech Against the Mexican War (1847) • Use MyHistoryLab Explorer to answer, What Did the Texas Revolution and Mexican-American War Mean for American Expansion?

• Read the Document: James K. Polk, First Inaugural Address (1845) Conclusion B.

V.

Chapter Summary: Chapter 13 offers an introduction to American westward expansion during the first half of the nineteenth century. Topics covered in this chapter include the economic and demographic pressures in the East that led to western migration, the development of large-scale farming in the Old Northwest, the extension of the plantation society into the Old Southwest, the philosophy of Manifest Destiny and its impact on westward expansion, the treatment of Native Americans and Hispanics by American settlers, and the acquisition of Texas and the Southwest from Mexico.

13.1 The Agricultural Frontier The population in the East continued to grow as land became increasingly scarce and declined in fertility. The West provided an outlet for a surplus rural population no longer able to settle on their own family farms. Areas opened to white settlement after 1815 offered land that was far cheaper and more fertile than was available in the East.

13.2 The Frontier of the Plains Indians As shown by their blending of the horse and the gun into a new culture of nomadic warriorhunters, the Sioux were a resourceful and innovative people. They used their military dominance on the northern Plains to expand the range of their buffalo hunts and to force other tribes to rely on them for meat and trading goods. They sought an accommodation with the U.S. army as long as they considered it in their best interests.

13.3 The Mexican Borderlands The Mexican province of Texas was very sparsely settled when large numbers of Americans began moving in after Mexico encouraged settlement in the 1820s. Within a decade, Americans easily outnumbered native-born Mexicans. Tensions over religion, slavery, and political rights exploded into conflict when Mexico attempted to tighten its control in the mid-1830s. By 1836, Texas was an independent republic anxious to join the United States.

13.4 Politics, Expansion, and War Polk was intent on acquiring the Mexican province of California for the United States. Unwilling to wait for a pro-American revolt to break out, and frustrated when Mexico refused to consider any of his offers to purchase California, Polk fell back on the option of acquiring California in a war he incited by ordering U.S. troops into disputed territory claimed by Mexico.

Key Terms: 13.1 o

Oregon Trail Overland trail of more than two thousand miles that carried American settlers from the Midwest to new settlements in Oregon, California, and Utah.

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o

13.2 13.3 o o o o o 13.4 o o

claims clubs Groups of local settlers on the nineteenth-century frontier who banded together to prevent the price of their land claims from being bid up by outsiders at public auctions.

Santa Fe Trail The 900-mile trail opened by American merchants for trading purposes following Mexico’s liberalization of the formerly restrictive trading policies of Spain.

Tejano A person of Spanish or Mexican descent born in Texas. empresario An agent who received a land grant from the Spanish or Mexican government in return for organizing a settlement.

Alamo Franciscan mission at San Antonio, Texas, that was the site in 1836 of a siege and massacre of Texans by Mexican troops.

Californios Persons of Spanish descent living in California.

Mexican Cession of 1848 The addition of half a million square miles to the United States as a result of victory in the 1846 war between the United States and Mexico.

Manifest Destiny Doctrine that the expansion of white Americans across the continent was inevitable and ordained by God; first expressed in 1845.

Topics for Essays, Classroom Discussion, or Classroom Lecture: 1.

Prepare a slide and lecture presentation exploring the theme of the West in American art.

Focus on the depiction of Native Americans by American artists. What is negative about American artistic images of Native Americans? What is positive? If you discussed European images of Native Americans in Chapter 1, you may want to invite a comparison and contrast of seventeenth-century European depictions of Native Americans and nineteenth-century American depictions of Native Americans. Also, have students comment on American artists’ treatment of the western landscape. How did the West stimulate American imagination? Ask students to share their own images and impressions of the American West, even if they have never actually visited the region. From where have many twentieth-century Americans derived their images of the West?

2.

Prepare a lecture on the philosophy of Manifest Destiny. Was Manifest Destiny the only motivation for American westward expansion? Was it the most important motivation? Have students consider the economic, political, and military issues involved. Why did Americans require more than pragmatic justifications for western expansion? Connect Manifest Destiny to Protestant Christianity and to the emergence of feelings of racial and cultural superiority in the western world during the nineteenth century.

3.

Compare and contrast the development of agriculture in the Old Northwest and the Old Southwest during the first half of the nineteenth century. How did the technology and innovation of the Agricultural Revolution impact American farming during the nineteenth century? To what extent did the Old Northwest embrace new agricultural technology? Why? What impact did the adoption of technology have on the development of both the agricultural and industrial sectors of the northwestern economy? Did agricultural technology impact the development of agriculture in the Old Southwest in the same way? Why? What was the primary example of agricultural technology widely embraced in the American South? How would the distinctions between northwestern and southwestern agriculture impact sectionalism during the nineteenth century?

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4.

Was the Mexican War a defensive war or a war of aggression? Were Mexicans justified in attacking Americans on the Texas border? Who started the war? Did Americans accomplish their goals in the Mexican War? Why did many Americans feel that they fell short?

5.

How did Manifest Destiny impact sectionalism in America? What positions did the Whig and Democratic parties take on the issue of westward expansion? Why? Did regional issues influence the level of support for Manifest Destiny? Why did the North tend to oppose westward expansion while the South tended to support it?

Enrichment Projects: 1.

Write a paper on the unique role of the Sioux Indians in American history. Why were they so distinctive from other Native American peoples? Why were they so successful in surviving and even capitalizing on the European and American presence in North America?

2.

Explore the other side of Manifest Destiny by looking at the Mexican impression of American foreign policy during the first half of the nineteenth century. How was the Mexican government impacted by Manifest Destiny? How did Manifest Destiny impact the status of Hispanics living in the Far West?

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Chapter 14 THE POLITICS OF SECTIONALISM 1846 – 1861 Learning Objectives: 14.1

How did slavery transform from a political issue to a moral crusade?

14.2

How did the intrusion of religion into the political process contribute to the rise of the Republican Party?

14.3

How did the elevation of slavery to a moral issue polarize North and South during the 1850s?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: •

•

I.

II.

Watch the MyHistoryLab Video Series: Key Topics in U.S. History o Slavery at the Watershed: 1848 – 1860 o The Compromise of 1850 o The Dred Scott Decision o The Lincoln-Douglas Debates Read Personal Journeys Online o Carl Schurz, Reminiscences, 1908. Account of his participation in Germany’s failed Revolution of 1848 and his subsequent journey to freedom in the United States. o Frederick Douglass, three excerpts: “What of the Night?” May 5, 1848; “A Letter to American Slaves,” September 5, 1850; “Letter to James Redpath,” June 29, 1860. These excerpts chart the famous black abolitionist’s journey from a belief in moral suasion and political action as the best strategy to liberate the nation’s slaves to an embrace of direct action and violence as the only remedy for bondage.

Slavery in the Territories • Read the Document: Horace Greeley, from An Overland Journey (1860) A. The Wilmot Proviso B. The Election of 1848 C. The Gold Rush D. The Compromise of 1850 • Read the Document: Henry Clay and John Calhoun, The Compromise of 1850 (1850) E. Response to the Fugitive Slave Act • Watch the Video: Harriet Beecher Stowe and the Making of Uncle Tom’s Cabin F. Uncle Tom’s Cabin G. The Election of 1852 H. Immigration and Revolution Political Realignment

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Young America’s Foreign Misadventures Stephen Douglas’s Railroad Proposal The Kansas-Nebraska Act Know-Nothings and Republicans: Religion and Politics The Election of 1856 • Analyze From Then to Now: Religion, Politics, and Political Parties F. The Dred Scott Case • Watch the Video: Dred Scott and the Crises That Led to the Civil War G. The Lecompton Constitution H. The Religious Revival of 1857–1858 I. The Lincoln-Douglas Debates The Road to Disunion A. North-South Differences 1.

Economic Differences 2.

Social and Religious Differences 3.

The Effects of Slavery • Use MyHistoryLab Explorer to answer, How Did the Nation Increasingly Fracture During the Sectional Crisis?

B. John Brown’s Raid • Read the Document: William Lloyd Garrison, On John Brown’s Raid (1859) C. The Election of 1860 D. Secession and Slavery E. Presidential Inaction F. Peace Proposals G. Fort Sumter: The Tug Comes Conclusion A. B. C. D. E.

III.

IV.

Chapter Summary: Chapter 14 discusses the turbulent political environment in the United States during the decade and a half leading to the Civil War. Topics discussed in this chapter include debates, and attempts to reach compromises, regarding slavery in the territories; the impact of the publication of Uncle Tom’s Cabin; the significance of “Bleeding Kansas”; the Dred Scott decision; the LincolnDouglas debates; the election of 1860; and the challenges facing Abraham Lincoln during the period of southern secession.

14.1 Slavery in the Territories Settling the West would enable Americans to fulfill their destiny of a continental empire.

Northerners interpreted this blessing as establishing a region for free labor. For southerners, it meant an opportunity to bring their property to new lands. In these similar economic but divergent moral objectives lay the seeds of conflict.

14.2 Political Realignment Religious bigotry and the controversy over slavery tore apart the Second American party system.

The new party structure merged religion and politics, a toxic blend. Eventually, the slavery issue overwhelmed ethnic and religious conflicts to create a sectional antislavery party, the Republicans, leaving the Democrats as America’s only national party.

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14.3 The Road to Disunion The political system could not resolve the controversy over slavery. As the political center eroded, the extremes rendered compromise less likely. North and South believed that they each possessed the moral high ground and the nation’s legacy of constitutional government and that the other subverted both morality and democracy.

Key Terms: 14.1 o

o

o o 14.2 o o o o o o

o o o

Compromise of 1850 The four-step compromise that admitted California as a free state, allowed the residents of the New Mexico and Utah territories to decide the slavery issue for themselves, ended the slave trade in the District of Columbia, and passed a new fugitive slave law to enforce the constitutional provision stating that a slave escaping into a free state shall be delivered back to the owner.

Wilmot Proviso The amendment offered by Pennsylvania Democrat David Wilmot in 1846 which stipulated that “as an express and fundamental condition to the acquisition of any territory from the Republic of Mexico . . . neither slavery nor involuntary servitude shall ever exist in any part of said territory.” popular sovereignty A solution to the slavery crisis suggested by Michigan senator Lewis Cass by which territorial residents, not Congress, would decide slavery’s fate.

Fugitive Slave Act Law that required authorities in the North to assist southern slave catchers and return runaway slaves to their owners; part of the Compromise of 1850.

Ostend Manifesto Message sent by U.S. envoys to President Pierce from Ostend, Belgium, in 1854, stating that the United States had a “divine right” to wrest Cuba from Spain.

Kansas-Nebraska Act Law passed in 1854 creating the Kansas and Nebraska Territories but leaving the question of slavery open to residents, thereby repealing the Missouri Compromise.

“Bleeding Kansas” Violence between pro- and antislavery forces in Kansas Territory after the passage of the Kansas-Nebraska Act in 1854.

Know-Nothing Party Anti-immigrant party formed from the wreckage of the Whig Party and some disaffected northern Democrats in 1854.

Republican Party Party that emerged in the 1850s in the aftermath of the bitter controversy over the Kansas-Nebraska Act, consisting of former Whigs, some northern Democrats, and many Know-Nothings.

Dred Scott decision Supreme Court ruling, in a lawsuit brought by Dred Scott, a slave demanding his freedom based on his residence in a free state and a free territory with his master, that slaves could not be U.S. citizens and that Congress had no jurisdiction over slavery in the territories.

Lecompton Constitution Pro-slavery draft written in 1857 by Kansas territorial delegates elected under questionable circumstances; it was rejected by two governors, supported by President Buchanan, and decisively defeated by Congress.

Panic of 1857 Banking crisis that caused a credit crunch in the North; it was less severe in the South, where high cotton prices spurred a quick recovery.

Lincoln-Douglas debates Series of debates in the 1858 Illinois senatorial campaign during which Democrat Stephen A. Douglas and Republican Abraham Lincoln staked out their differing opinions on the issue of slavery in the territories.

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14.3 o o o o

John Brown’s Raid New England abolitionist John Brown’s ill-fated attempt to free Virginia’s slaves with a raid on the federal arsenal at Harpers Ferry, Virginia, in 1859.

Constitutional Union Party National party formed in 1860, mainly by former Whigs, that emphasized allegiance to the Union and strict enforcement of all national legislation.

Confederate States of America Nation proclaimed in Montgomery, Alabama, in February 1861 after the seven states of the Lower South seceded from the United States.

Fort Sumter Begun in the late 1820s to protect Charleston, South Carolina, it became the center of national attention in April 1861 when President Lincoln attempted to provision federal troops at the fort, triggering a hostile response from on-shore Confederate forces, opening the Civil War.

Topics for Essays, Classroom Discussion, or Classroom Lecture: 1.

Discuss the failure of political compromise as a means of resolving the slavery dispute in the United States between 1820 and 1860. Focus specifically on the Missouri Compromise, the Compromise of 1850, and the Kansas-Nebraska Act while addressing some of the following questions: a.

Which provisions of each law almost guaranteed its failure? b.

How did the provisions of each law impact sectional divisions in the nation? Did these laws ease sectional differences or deepen them? c.

Why did compromise fail? Could a different compromise have been more successful, or were sectional differences so deep and fundamental that compromise was never really an option?

2.

Prepare a lecture focusing on the year 1857 as a turning point in the road to disunion.

Look at the Dred Scott decision, the Panic of 1857, and Buchanan’s ineffectiveness in confronting sectionalism as they relate to the coming of the Civil War. 3.

Prepare an in-depth presentation on the fundamental differences that divided the North and South by 1860. Focus on the deep sectional differences in the industrial-agrarian balance in each section’s economy, urbanization, labor ideology, quality and quantity of internal improvements, literacy rates and commitment to education, work ethic, and degrees of social mobility. To what extent is the institution of slavery in the South connected to each of these differences?

4.

Have students read the selection in Alexis de Tocqueville’s Democracy in America that addresses the issue of “the tyranny of the majority.” Hold a class discussion on this intriguing criticism of American democracy, focusing on the following questions: a.

What does de Tocqueville mean by “the tyranny of the majority”? b.

How did John C. Calhoun use this idea in his defense of southern rights and the larger issue of defending minority rights within a democracy? What minority was Calhoun interested in defending? c.

Is de Tocqueville’s criticism of democracy valid? Is the majority always correct or morally right? Does a minority have any rights within a democracy? How can a minority protect itself within a democracy? d.

Connect the idea of “the tyranny of the majority” to more recent historical events such as the Civil Rights Movement. Have students comment on the irony that Martin Luther King, Jr.’s defense of the rights of African Americans was based on the same reasoning as Calhoun’s defense of southern slaveholders. Also look

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at contemporary works dealing with the issue of minority rights, such as those by Lani Guinier.

5.

Have students look at the issues of morality and legality as they have related to revolutionary moments in American history. Focus on the American Revolution, the Civil War, and the Civil Rights Movement. Some questions to consider include the following: a.

In the American Revolution, was the adoption of the Declaration of Independence legal? Did the delegates of the Second Continental Congress consider their adoption of the document to be moral? b.

Prior to the Civil War, was the institution of slavery legal? Was it moral? Why would abolitionists protest the strengthening of the Fugitive Slave Act in 1850 as an act designed to force Americans to act immorally? c.

Prior to the Civil Rights Movement, was racial segregation in the American South legal? Was it moral? When they violated segregation laws, did the followers of the Civil Rights Movement act illegally? Did they act immorally?

Enrichment Projects: 1.

Write a paper on John Brown’s raid in Harpers Ferry, Virginia. Discuss the northern and southern responses to the raid, as well as the northern and southern responses to Brown’s execution. Why was this event a turning point for both sections? Why would the South turn almost irrevocably to secession after 1859? Did all northerners embrace Brown’s actions? Why would the Union go into the Civil War singing “John Brown’s Body”?

2.

Write a paper on the origins of the modern-day Republican Party. What political factions coalesced to transform the Republican Party into a national party? What ideologies defined the Republican agenda? Was the party a product of pre-Civil War sectionalism? Compare and contrast today’s Republican party with that of the era of Lincoln.

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Chapter 15 BATTLE CRIES AND FREEDOM SONGS: THE CIVIL WAR 1861 – 1865 Learning Objectives: 15.1

What were the North’s key advantages at the outset of the war?

15.2

How did the two sides’ objectives dictate their strategies in the early years of the war?

15.3

How did the Emancipation Proclamation change the nature of the war?

15.4

How did the changing nature of the war affect soldiers on both sides?

15.5

What impact did the war have on the North’s economy?

15.6

How did the war affect civilian life in the South?

15.7

What was Grant’s strategy for ending the war?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: •

•

I.

II.

Watch the MyHistoryLab Video Series: Key Topics in U.S. History o The Civil War: 1861 – 1865 o The Emancipation Proclamation o Gettysburg: A Turning Point o The Surrender at Appomattox Court House Read Personal Journeys Online o Sam R. Watkins, Co. “Aytch”: A Confederate Memoir of the Civil War, 1882. A Confederate soldier recounts the horrors of war he witnessed in a southern hospital and on the battlefield. o Ambrose Bierce, “What I Saw of Shiloh,” Civil War Stories, 1909. Account of a Union soldier’s experiences at the Battle of Shiloh.

Mobilization, North and South A. War Fever B. The North’s Advantage in Resources C. Leaders, Governments, and Strategies 1.

Jefferson Davis and the South 2.

Abraham Lincoln and the North 3.

Lincoln’s Fight for the Border States 4.

Strategies and Tactics D. The Southern Landscape The Early War, l861–l862 A. First Bull Run

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B.

The War in the West • Watch the Video: What Caused the Civil War? 1.

The Real War • Watch the Video: The Meaning of the Civil War for Americans • Read the Document: Clara Barton, Memoirs about Medical Life at the Battlefield (1862) C. The War in the East III. The Emancipation Proclamation A. Origins B. The Document • Read the Document: Abraham Lincoln, The Emancipation Proclamation (1863) C. The Legacy • Read the Document: James Weldon Johnson, “Fifty Years” (1922) IV. Turning Points, 1862 – 1863 A. The Naval War B. Antietam C. From Fredericksburg to Gettysburg 1.

Fredericksburg 2.

Chancellorsville 3.

Gettysburg D. Vicksburg, Chattanooga, and the West 1.

Vicksburg • Use MyHistoryLab Explorer to answer, What Brought the United States to the Civil War? 2.

Chattanooga 3.

The War in the Trans-Mississippi West V. War Transforms the North A. Wartime Legislation and Politics 1.

Suppressing Dissent 2.

Creating a National Economy 3.

Conscription and the Draft Riots B. The Northern Economy 1.

Trade Unions and Strikebreakers 2.

Profiteers and Corruption C. Northern Women and the War VI. The Confederacy Disintegrates A. Southern Politics B. Southern Faith C. The Southern Economy • Read the Document: Mary Boykin Chesnut, A Confederate Lady’s Diary (1861) D. Southern Women and the War VII. The Union Prevails, 1864–1865 A. Grant’s Plan to End the War 1.

From the Wilderness to Cold Harbor 2.

Atlanta B. The Election of 1864 and Sherman’s March 1.

The Republican Victory 2.

Sherman’s March to the Sea

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VII.

3.

Lincoln’s Second Inauguration 4.

Arming the Confederacy’s Slaves C. The Road to Appomattox and the Death of Lincoln 1.

The Surrender at Appomattox 2.

The Death of Lincoln Conclusion

Chapter Summary: Chapter 15 offers an overview of the Civil War. Special emphasis is given to the relative advantages and disadvantages of each side on the eve of war; the capabilities and limitations of Presidents Lincoln and Davis; each side’s military strategies and attitudes about the length and nature of the war; the major battles of the years from 1861 to 1863; the events culminating in Lincoln’s decision to issue the Emancipation Proclamation; the impact of the Civil War on the economy, political life, and social life (particularly gender roles, race relations, and faith) in the Union and the Confederacy; the military accomplishments of Grant and Sherman during 1864 and 1865; and an assessment of the overall impact of the war on the United States.

15.1 Mobilization, North and South Neither side was prepared for a major war. The Confederacy lacked a national army and the Union had a regular army of only 16,000 men. Mobilization required the recruitment of soldiers to fight and bureaucrats to manage the war effort. How both sides went about these efforts reflected both their different objectives and the distinctive personalities of their leaders.

15.2 The Early War, 1861 – 1862 The North’s offensive strategy dictated the course of the first two years of the war in both the eastern and western theaters. The Confederates adopted a mostly defensive strategy, only occasionally mounting direct attacks on Union forces. By the end of 1862, the outcome of the war remained uncertain.

15.3 The Emancipation Proclamation Military necessity and Lincoln’s private moral objection to slavery propelled the president to abolish the institution. Although the proclamation had a limited practical impact, it joined freedom for the slaves to the salvation of the Union as dual objectives of the Federal war effort, thereby changing the nature of the war.

15.4 Turning Points, 1862 – 1863 Despite Confederate successes holding the Union armies at bay in the East, the protracted nature of the war drained precious resources and convinced southern strategists to undertake risky invasions of the North. The outcomes of these battles combined with Federal victories in the West tilted the course of the war in the Union’s favor.

15.5 War Transforms the North Republican dominance in Congress and military victories in 1863 enabled the Lincoln administration to pass legislation expanding the federal government’s role in economic development. The wartime economic boom allowed women to enter the workforce in record numbers, though it also produced labor and racial conflict.

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15.6 The Confederacy Disintegrates Mounting battlefield losses after 1863 shredded the southern economy, creating increasing misery for the civilian population, and reduced support for the war. Southern leaders hoped that their defensive strategy would ultimately encourage a war-weary North to call for an end to the conflict before the Confederacy ran out of resources to wage it.

15.7 The Union Prevails, 1864 – 1865 Despite Union successes, Confederate armies remained operative in both the West and the East in the spring of 1864. President Lincoln’s appointment of General Ulysses S. Grant as commander of all the Union armies produced a coordinated military strategy designed to bring the long and bloody war to a swift end.

Key Terms: 15.1 o

15.2 15.3 o o

15.4 15.5 o o o o

o

15.6 15.7 o

Emancipation Proclamation Decree announced by President Abraham Lincoln in September 1862 and formally issued on January 1, 1863, freeing slaves in all Confederate states still in rebellion.

First Confiscation Act Law passed by Congress in August 1861 which liberated only those slaves who had directly assisted the Confederate war effort or whose masters were openly disloyal to the Union.

Second Confiscation Act Law passed by Congress in July 1862 giving Union commanders the right to seize slave property as their armies marched through Confederate territory.

Copperheads A term Republicans applied to northern war dissenters and those suspected of aiding the Confederate cause during the Civil War. Radical Republicans A shifting group of Republican congressmen, usually a substantial minority, who favored the abolition of slavery from the beginning of the Civil War and later advocated harsh treatment of the defeated South.

Homestead Act Law passed by Congress in 1862 providing 160 acres of land free to anyone who would live on the plot and farm it for five years.

Land Grant College Act Law passed by Congress in July 1862 awarding proceeds from the sale of public lands to the states for the establishment of agricultural and mechanical (later engineering) colleges; also known as the Morrill Act, after its sponsor, Congressman Justin Morrill of Vermont.

New York Draft Riot A mostly Irish-immigrant protest against conscription in New York City in July 1863 that escalated into class and racial warfare that had to be quelled by federal troops.

Thirteenth Amendment Constitutional amendment ratified in 1865 that freed all slaves throughout the United States.

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Topics for Essays, Classroom Discussion, or Classroom Lecture: 1.

Discuss the Confederacy in terms of its governmental organization and effectiveness during the Civil War. Explain to students the link between a confederate form of government and the southern devotion to states’ rights. What characteristics of a confederate form of government would make it difficult for Jefferson Davis to conduct a war? How would the dominating principle of states’ rights in the Confederacy impact recruiting soldiers, raising finances, and creating the fundamental unity needed to wage war and win? Discuss the irony of the fact that the Confederacy was fighting for states’ rights, yet a states’ rights form of government would be one of the factors that would lead to defeat.

2.

Discuss the distinctions between Union and Confederate military leadership during the Civil War. What strengths and weaknesses existed on each side regarding the quality and effectiveness of leadership? What advantages did the North have that would offset its difficulties in finding effective generals to lead the Union Army?

3.

Discuss the issue of dissent during the Civil War. Choose either the North or the South as the focus of the lecture. If the North is the focus, look at the Copperheads or the Irish in New York City. Who opposed the war and why? In what regions of the North was dissent strongest? Is there a reason for this? Is socioeconomic background a factor? Do the same for the South. Who in the South opposed the Civil War and why? Again, is region a factor in defining dissent? Is class a factor?

4.

Discuss the role of women in the Civil War. Consider American views on womanhood during the early nineteenth century, particularly the cult of domesticity. How did the Civil War impact these ideals regarding women and the home? Compare the roles of American women in the Civil War to the roles of women during both earlier wars and modern wars. Are there parallels? Distinctions?

5.

Have students read a copy of the Emancipation Proclamation before class, and then conduct a discussion focusing on some of the following questions: a.

Did the Emancipation Proclamation end slavery in the United States? b.

Where did the proclamation end slavery? Were there slave states where slavery was protected and not abolished? Where were those states? Why did Lincoln protect slavery in these states? c.

Was the Emancipation Proclamation primarily the result of a moral decision or a military decision on Lincoln’s part? Was it an emotional decision or a pragmatic decision? d.

How might the Emancipation Proclamation be the result of a diplomatic decision on Lincoln’s part? e.

What is the historical significance of the Emancipation Proclamation?

6.

Have students read the Gettysburg Address, and then hold a discussion implementing some of the following activities: a.

Have students choose phrases from the address that speak directly to the Union war aims of reunion and emancipation. b.

Have students comment on Lincoln’s meaning of the phrase “all men are created equal.” Ask students to recall where the phrase originates. What did the original author mean by it? What did Lincoln mean by it? What happened to the American understanding of equality during the period between the American Revolution and the Civil War?

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c.

Ask students to think about the phrase “new birth of freedom.” Again, are American ideas about freedom changing during the Civil War? To what extent?

If the reference is to emancipation, how much freedom was inherent in the northern interpretation of emancipation?

7.

Discuss the issue of civil rights during the Civil War. Have students respond to the suspension of the writ of habeas corpus by the Lincoln government during the war and the subsequent arrests for disloyalty. Does civil war justify this abridgment of civil rights? Should the Lincoln administration have tolerated Copperhead opposition? How does this situation during the Civil War compare to the use of the Sedition Act of 1798 by the Federalists at the turn of the century? How does it compare to the use of the Sedition Act of 1918 by the Wilson administration during World War I? How does it compare to the second Bush administration’s anti-terrorism policies?

8.

Some historians have discussed the American Revolution as the First American Civil War. Now that students have studied both the Revolution and the Civil War, have them discuss the parallels and distinctions between the two. a.

Consider the Continental Congress’s adoption of the Declaration of Independence and the South’s secession from the Union. Are there parallels between these two events? Are there distinctions? b.

Was the Declaration of Independence by Americans in 1776 an act of secession?

How could it be seen that way? Was the southern secession in 1860–1861 a declaration of independence? How could it be seen that way? c.

How do victory and defeat define the way people identify military events in history? Would the American Revolution be called a revolution if the United States had lost? Would the American Civil War be called a civil war if the South had won?

Enrichment Projects: 1.

Write a paper on the history of the 54th Massachusetts Regiment, focusing specifically on its performance at Fort Wagner, South Carolina. How was the regiment recruited? What is the significance of the Massachusetts 54th in terms of the lasting reputation and historical legacy of African American troops who fought in the Civil War? What was the 54th’s role in the Darien affair? Who led the Massachusetts 54th? How were white officers perceived by black soldiers, or other white soldiers? In answering this question, focus specifically on the life and death of Robert Gould Shaw.

2.

Research the role of southern women in the Civil War, focusing on the diary of Mary Chesnut of South Carolina. Chesnut left an extensive record in which she addressed issues such as slavery, gender roles in the antebellum South, class distinction in the antebellum South, and the impact of the Civil War on southern society.

3.

Research the military personality of William Tecumseh Sherman. Examine his innovative contributions to the northern war effort. Why is Sherman often considered the originator of concepts about modern war? What is Sherman’s legacy? How is he viewed in the South today as opposed to the North?

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Chapter 16 RECONSTRUCTION 1865 – 1877 Learning Objectives: 16.1

How did white southerners respond to defeat?

16.2

Why did black aspirations generate southern white violence?

16.3

How did Congressional Reconstruction change the status of the former slaves in the South?

16.4

How were white northerners and the federal government complicit in denying freed slaves the basic rights of American citizenship?

16.5

How and why did Reconstruction end?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: •

•

I. II.

III.

Watch the MyHistoryLab Video Series: Key Topics in U.S. History o Reconstruction and Its Missed Opportunities: 1865 – 1877 o The Amendments of Freedom o Presidential Reconstruction o The Compromise of 1877 Read Personal Journeys Online o N. J. Bell, Southern Railroad Man, 1865. A railroad conductor recalls the aftermath of the Civil War and its impact on a white family in Wilmington, North Carolina. o Adelbert Ames, Letter from the Republican Governor of Mississippi, 1875.

Letter to his wife expressing frustration at the violence against black voters in his state and his hope for federal intervention.

White Southerners and the Ghosts of the Confederacy, 1865 More than Freedom: African American Aspirations in 1865 A. Education • Watch the Video: The Schools That the Civil War and Reconstruction Created B. “Forty Acres and a Mule” C. Migration to Cities D. Faith and Freedom Federal Reconstruction, 1865–1870 • Watch the Video: The Promise and Failure of Reconstruction A. Presidential Reconstruction, 1865–1867 • Read the Document: Jourdon Anderson, Letter to His Former Master (1865) B. Congressional Reconstruction, 1867–1870 C. Southern Republican Governments, 1867–1870

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IV.

V.

VII.

• Analyze From Then to Now: African American Voting Rights in the South Counter-Reconstruction, 1870–1874 A. The Uses of Violence • Read the Document: Albion W. Tourgee, Letter on Ku Klux Klan Activities (1870) B. Northern Complicity C. Liberal Republicans and the Election of 1872 D. Economic Transformation • Use MyHistoryLab Explorer to answer, How Did Reconstruction Affect African Americans in the South?

Redemption, 1874–1877 A. The Democrats’ Violent Resurgence B. The Weak Federal Response C. The Election of 1876 and the Compromise of 1877 • Read the Document: Thirteenth, Fourteenth, and Fifteenth Amendments D. The Memory of Reconstruction E. Modest Gains Conclusion

Chapter Summary: Chapter 16 presents an overview of the Reconstruction era, focusing on the following topics: the disparity between southern white and African American expectations for the post-war South, federal programs for Reconstruction, the successes and failures of Republican state governments in the South during Reconstruction, and the circumstances and decisions that brought an end to the Reconstruction era.

16.1 White Southerners and the Ghosts of the Confederacy, 1865 White southerners confronted a devastated homeland after the war. In order to cope with defeat and devastation, they rationalized their efforts during the war. The Lost Cause provided personal relief, affirmed their faith, and offered collective justification for their attitudes and policies toward former slaves and northerners.

16.2 More than Freedom: African American Aspirations in 1865 Former slaves viewed the war’s outcome very differently from their white neighbors. Freedom was just the beginning. They hoped to build productive and independent lives and exercise the rights of citizenship. Their hopes depended to a great extent on how much support they would receive from the federal government.

16.3 Counter-Reconstruction, 1865 – 1870 White southerners reacted to President Andrew Johnson’s mild Reconstruction program by oppressing the freed slaves and returning leading Confederates to power. Northern voters retaliated in 1866, sending strong Republican majorities to the Congress where members enacted a series of measures to guarantee freedmen’s rights and limit the influence of former Rebels.

16.4 Counter-Reconstruction, 1870 – 1874 White southerners responded violently to Congressional Reconstruction, engaging in acts of terror to limit African American participation in southern governments and in economic life.

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Northern whites grew increasingly indifferent to black aspirations and sympathized with southern white allegations of black fraud and incompetence.

16.5 Redemption, 1874 – 1877 The Republican Party, fearing a backlash from their northern constituents, abandoned Reconstruction policy. Paramilitary groups roamed the South in support of white Democratic candidates, effectively suppressing black political power. The election of 1876 and the subsequent Compromise of 1877 restored white southerners and white supremacy to power in the South.

Key Terms: 16.1 o

16.2 o o o o

Lost Cause The phrase many white southerners applied to their Civil War defeat. They viewed the war as a noble cause and their defeat as only a temporary setback in the South’s ultimate vindication.

Freedmen’s Bureau Agency established by Congress in March 1865 to provide social, educational, and economic services, advice, and protection to former slaves and destitute whites; lasted seven years.

Field Order No. 15 Order by General William T. Sherman in January 1865 to set aside abandoned land along the southern Atlantic coast for 40-acre grants to freedmen; rescinded by President Andrew Johnson later that year.

Southern Homestead Act Largely unsuccessful law passed in 1866 that gave black people preferential access to public lands in five southern states. sharecropping Labor system that evolved during and after Reconstruction whereby landowners furnished laborers with a house, farm animals, and tools and advanced credit in exchange for a share of the laborer’s crop.

16.3 o

black codes Laws passed by states and municipalities denying many rights of citizenship to free blacks before the Civil War. Also, during the Reconstruction era, laws passed by newly elected southern state legislatures to control labor, mobility, and employment. o Fourteenth Amendment Constitutional amendment passed by Congress in April 1866 incorporating some of the features of the Civil Rights Act of 1866. It prohibited states from violating the civil rights of their citizens and offered states the choice of allowing black people to vote or losing representation in Congress. o Congressional Reconstruction Name given to the period 1867–1870 when the Republican dominated Congress controlled Reconstruction era policy. It is sometimes known as Radical Reconstruction, after the radical faction in the Republican Party. o Tenure of Office Act Passed by the Republican-controlled Congress in 1867 to limit presidential interference with its policies, the act prohibited the president from removing certain officeholders without the Senate’s consent. President Andrew Johnson, angered at what he believed to be an unconstitutional attack on presidential authority, deliberately violated the act by firing Secretary of War Edwin M. Stanton. The House responded by approving articles of impeachment against a president for the first time in American history. o Fifteenth Amendment Passed by Congress in 1869, guaranteed the right of American men to vote, regardless of race. o scalawags Southern whites, mainly small landowning farmers and well-off merchants and planters, who supported the southern Republican Party during Reconstruction for diverse reasons; a disparaging term.

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o carpetbaggers Pejorative term to describe northern transplants to the South, many of whom were Union soldiers who stayed in the South after the war.

o Union League A Republican Party organization in northern cities that became an important organizing device among freedmen in southern cities after 1865.

16.4

o Ku Klux Klan Perhaps the most prominent of the vigilante groups that terrorized black people in the South during Reconstruction Era, founded by Confederate veterans in 1866.

16.5 o o o o

Redeemers Southern Democrats who wrested control of government in the former Confederacy from Republicans, often through electoral fraud and violence, beginning in 1870.

Compromise of 1877 The congressional settling of the 1876 election that installed Republican Rutherford B. Hayes in the White House and gave Democrats control of all state governments in the South.

Slaughterhouse cases Group of cases resulting in one sweeping decision by the U.S. Supreme Court in 1873 that contradicted the intent of the Fourteenth Amendment by decreeing that most citizenship rights remained under state, not federal, control.

United States v. Cruikshank Supreme Court ruling of 1876 that overturned the convictions of some of those responsible for the Colfax Massacre, ruling that the Enforcement Act applied only to violations of black rights by states, not individuals.

Topics for Essays, Classroom Discussion, or Classroom Lecture: 1.

Discuss the transition from slave labor to free labor in the South after the Civil War. Consider sharecropping. How did living arrangements for laborers change with sharecropping?

What were the terms of agreement between cropper and landlord? To what extent did sharecropping differ from slavery? Consider, as well, the fates of middle- and lower-class southern whites. Were they immune from the same fate as former slaves? Was sharecropping a racial institution?

2.

Prepare a lecture on the impact of the Civil War and Reconstruction on the women’s movement. Trace the political maturation of American women from their involvement in the abolitionist movement to the creation of the New England Woman Suffrage Association and the American Equal Rights Association. How did the fight for abolition refine women’s understanding of their own status in the United States? How did progressive supporters of women’s suffrage respond to the Fourteenth and Fifteenth Amendments? How did these amendments impact the organization of the women’s suffrage movement? Were women poised after the Civil War and Reconstruction to become more effective in realizing their own political goals?

3.

Discuss the Compromise of 1877. Who was involved in the deal, and what were each side’s motivations to “mend” sectional strife? To what extent were the terms of the compromise realized? What impact would the compromise have on the legacy of Reconstruction?

4.

Discuss the successes and failures of Reconstruction in terms of providing for economic stability in the southern African American community. For a reference, Eric Foner’s Reconstruction: The Unfinished Revolution (1988) is one of the best assessments of the long-term effectiveness and legacy of Reconstruction. Also look at Foner’s Politics and Ideology in the Age of the Civil War (1980). Have students consider some of the following questions connected to the debate on land redistribution:

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a. b. c.

d.

e.

Did the federal government have an economic or financial responsibility to freedmen after the Civil War? How far did the promise of emancipation go? Did it include personal freedom, civil rights, political rights, and economic rights?

During Reconstruction, even some radical Republicans opposed a federal program guaranteeing property to freedmen—especially if it involved federal confiscation of private property. Why would they oppose such a policy? What traditional American economic and political principles prevented even radical Republicans from supporting a land redistribution policy?

Was the failure to provide economic security and independence to the freed black population in the South the major downfall of Reconstruction? In spite of traditional American principles, was there anything unique about the ex-slave population and the economic challenges it faced after the Civil War? Did the federal government abdicate its responsibility in failing to meet that challenge?

Students may also want to comment on present-day debates regarding reparations to African Americans for their suffering during slavery and their involuntary contributions to the nation’s wealth.

5.

Who won the Civil War? Have students consider the years from 1865 to 1900. If the Civil War was intended to resolve issues connected to emancipation and the preeminence of the federal government, to what extent was it successful? Have students look at the Compromise of 1877, sharecropping, racial segregation, African American disfranchisement, and the lack of northern resistance to these trends. What did these trends in the South say about the supposed victory over slavery and states’ rights?

6.

Discuss the differences and similarities between the disputed election of 1876 and the disputed election of 2000. Why was each of these two elections disputed? How did the South and race issues figure into these disputes? How was each election resolved? Do students feel that each resolution was constitutional?

Enrichment Projects: 1.

Have students write a comparative book review. Ask each student to choose two books dealing with either a.) the period of Reconstruction, writing a comparison and contrast of the two writers’ treatments of the period. Some excellent choices for the review would include something from the Dunning school, such as Claude Bowers’s The Tragic Era (1929); a revisionist treatment, such as Kenneth Stampp’s The Era of Reconstruction, 1865–1877 (1965); an economic analysis, such as Roger L. Ransom and Richard Sutch’s One Kind of Freedom: The Economic Consequences of Emancipation (1972); or a treatment by an African American historian, such as John Hope Franklin’s Reconstruction after the Civil War (1966); or, b.) black politicians during Reconstruction, comparing biographies of two important figures. Who were the black congressmen or senators during Reconstruction? What roles did these individuals play in politics? (In particular, look at the life of Hiram Revels.) What were the goals of these individuals? What were their backgrounds? What were their ideas concerning effective leaders? How were they different from or similar to their white counterparts? How successful were these black politicians?

2.

Write a paper on white terrorism, examining both

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a.) its activities in the South during Reconstruction, concentrating on some of the more obscure local paramilitary groups such as the Mississippi Riflemen or the South Carolina Red Shirts, and b.) its presence in the United States today. Students should look at the persistence of sectional tensions in the United States today. Are there southerners who “won’t forget”? What role do white supremacist groups play in maintaining such sectional tensions in the United States?

What issues still distinguish the South from other parts of the nation? Do these same issues divide modern-day southerners? Is the South still a region apart? What role has the Internet played in the spread of such an ideology, and what evidence is there of it no longer being simply of regional consequence but having a national impact on the 21st century American political scene? [A possible resource is the quarterly Intelligence Report published by the Southern Poverty Law Center.]

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Chapter 17 A NEW SOUTH: ECONOMIC PROGRESS AND SOCIAL TRADITION 1877 – 1900 Learning Objectives: 17.1

How new was the New South?

17.2

Why did southern farmers organize?

17.3

How did urbanization and industrialization affect race and gender relations in the South?

17.4

How did African Americans respond to the growing violence and legal restrictions whites directed at them?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: •

•

I.

II.

Watch the MyHistoryLab Video Series: Key Topics in U.S. History o The New South: 1877 – 1900 o Southern Farmers’ Alliance o Women’s Groups o Legalized Segregation Read Personal Journeys Online o Booker T. Washington, Atlanta Compromise Address, 1895. Speech in which Washington accepts segregation and disfranchisement of southern blacks in return for white southerners’ economic assistance. o W. E. B. Du Bois, Of Mr. Booker T. Washington and Others, 1903. Du Bois declares that Washington’s compromise places African Americans in the South on a journey to failure.

The “Newness” of the New South A. An Industrial and Urban South 1.

Steel Mills and Textiles • Read the Document: Mill Workers Comment on the New South (1887, 1889) 2.

Tobacco and Coca-Cola 3.

Oil 4.

Railroads and Growth B. The Limits of Industrial and Urban Growth 1.

Effects of Low Wages 2.

Limited Capital C. Farms to Cities: Impact on Southern Society D. The Southern Environment The Southern Agrarian Revolt

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A. B. III.

IV.

V.

Cotton and Credit Southern Farmers Organize, 1877–1892 1.

Storing Cotton Women in the New South A. Church Work and Preserving Memories B. Women’s Clubs Settling the Race Issue A. The Fluidity of Southern Race Relations, 1877–1890 B. The White Backlash C. Lynch Law • Read the Document: Ida B. Wells-Barnett, False Accusations, from A Red Record (1895) • Use MyHistoryLab Explorer to answer, What was the Relationship Between Racial Inequality and Violence in the South During the Early 1900s?

D. Segregation by Law E. Disfranchisement • Read the Document: Booker T. Washington, Atlanta Exposition Address (1895) F. History and Memory G. A National Consensus on Race H. Response of the Black Community 1.

An Urban Middle Class • Read the Document: W. E. B. Du Bois, The Talented Tenth (1903) 2.

Black Women’s Roles • Read the Document: Anna Julia Cooper, from A Voice from the South: By a Black Woman of the South (1892) 3.

Booker T. Washington’s Accommodation • Analyze From Then to Now: The Confederate Battle Flag 4.

W. E. B. Du Bois attacks the Atlanta Compromise Conclusion

Chapter Summary: Chapter 17 examines the post-Reconstruction South with a focus on determining how new the “New South” was. Topics considered in this chapter include the limited industrial and urban growth in the South after the Civil War, the southern Populist movement, women in the New South, and post-Reconstruction race relations in the South.

17.1 The “Newness” of the New South Southern cities and industries grew impressively after the Civil War, especially when compared to the overwhelmingly rural nature of the Old South. However, a struggling agricultural sector and low wages in factories limited the South’s economic potential. Economic development did not overturn, but rather reinforced the South’s racial and gender relations.

17.2 The Southern Agrarian Revolt Declining prices for cotton and rising costs of fertilizers and food created an economic vise for southern farmers. Small landowners and sharecroppers in particular suffered. In the decades after Reconstruction, southern farmers joined together to provide mutual aid, community, and, eventually, a political platform to air their grievances.

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17.3 Women in the New South Working through their churches and clubs, middle-class black and white women addressed a range of issues in the postwar South. Working separately, they each focused on family-related causes such as temperance and education. White women also led in preserving Civil War memories and black women in uplifting the less fortunate members of their race.

17.4 Settling the Race Issue As the first generation of African Americans born in freedom came of age in the 1880s, they asserted the rights of that freedom. Whites reacted to preserve the verdict of Redemption. The result was a rise in lynching and the legalization of segregation and disfranchisement, all of which blacks contested, usually unsuccessfully.

Key Terms: 17.1 o 17.2 o o o

o

Solid South The one-party (Democratic) political system that dominated the South from the 1890s to the 1950s.

Southern Farmers’ Alliance The largest of several organizations that formed in the post-Reconstruction South to advance the interests of beleaguered small farmers.

Colored Farmers’ Alliance An organization of southern black farmers formed in Texas in 1886 in response to the Southern Farmers’ Alliance, which did not accept black people as members. subtreasury plan A program promoted by the Southern Farmers’ Alliance in response to low cotton prices and tight credit. Farmers would store their crops in a warehouse until prices rose, in the meantime borrowing up to 80 percent of the value of the stored crops from the government at a low interest rate.

Populist Party A major third party of the 1890s, formed on the basis of the Southern Farmers’ Alliance and other organizations, mounting electoral challenges against Democrats in the South and Republicans in the West.

17.3

o settlement house A multipurpose structure in a poor neighborhood that offered social o

17.3 o o o o o o

welfare, educational, and homemaking services to the poor or immigrants, usually under private auspices and directed by middle-class women.

Women’s Christian Temperance Union (WCTU) Women’s organization whose members visited schools to educate children about the evils of alcohol, addressed prisoners, and blanketed men’s meetings with literature. lynchings Executions, usually by a mob, without a trial. segregation A system of racial control that separated the races, initially by custom but increasingly by law, during and after Reconstruction. disfranchisement The use of legal means to bar individuals or groups from voting.

Plessy v. Ferguson Supreme Court decision holding that Louisiana’s railroad segregation law did not violate the Constitution as long as the railroads or the state provided equal accommodations.

Jim Crow laws Segregation laws that became widespread in the South during the 1890s. poll taxes Taxes imposed on voters as a requirement for voting.

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o

o o

grandfather clauses Rule that required potential voters to demonstrate that their grandfathers had been eligible to vote; used in some southern states after 1890 to limit the black electorate.

Atlanta Compromise Booker T. Washington’s policy accepting segregation and disfranchisement of African Americans in exchange for white assistance in education and job training.

National Association for the Advancement of Colored People (NAACP) Interracial organization cofounded by W. E. B. Du Bois in 1910 dedicated to restoring African American political and social rights.

Topics for Essays, Classroom Discussion, or Classroom Lecture: 1.

Discuss the emergence of the cotton textile industry in the southern Piedmont. Among the issues to consider, include the following: a.

What was the composition of the labor force in the cotton textile industry?

Identify the regional, racial, and socioeconomic origins of the cotton textile labor force. b.

How did the emergence of a new southern laboring class affect the social structure of the New South? How were textile workers received by middle-class southerners already living in industrial towns? c.

How would the emergence of a laboring class impact Piedmont politics? How did a lower-class white labor force fit into the racially defined southern political system?

2.

Discuss the issue of racial segregation in the United States at the turn of the twentieth century. Was racial segregation unique to the American South? Had it been a characteristic of antebellum southern culture? Why did southerners embrace segregation after the Civil War? What institution of racial order did it replace? How did segregation guarantee the preservation of white supremacy?

3.

Discuss the impact of institutionalized racism. What political rights did southern blacks possess? Could southern blacks protect themselves from unfair economic predicaments? Could southern blacks protect themselves from lynching? Was discrimination limited to only the southern states? What role did the federal government play in the persecution of southern blacks?

4.

Discuss the meaning of the term New South. Have students comment on the following: a.

What does New South mean? What did it mean to late nineteenth-century southerners? Did all southerners support the creation of a New South after Reconstruction? b.

How successful were efforts to create a New South? How effective were efforts to industrialize, urbanize, and modernize the New South? c.

What, in general, is the meaning of the word southern in American culture? Has there been a change in the meaning of this word since the Civil War? Are there distinctions between the South at the turn of the twenty-first century and the antebellum South? Are there similarities? Are there distinctions between the South at the turn of the twenty-first century and the South at the turn of the twentieth century? Are there similarities? Did a New South ever emerge after the Civil War? If so, when did it happen?

5.

Was racism a regional, national, or international trend in the late nineteenth century?

Discuss the importance of Darwinism in late nineteenth-century western social and racial

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philosophy. How did Charles Darwin and the theory of evolution and Herbert Spencer and the theory of social Darwinism impact western ideas about race and class at the turn of the century?

Did traditional southern ideas about racial superiority and inferiority seem out of place in the late nineteenth century? How did the northern reaction to southern racial policies after Reconstruction reflect these characteristics of late nineteenth-century social philosophy? Connect American ideas about southern race and class to other nineteenth-century issues such as nativism and imperialism.

6.

Discuss the debate involving the use of the Confederate battle flag by former Confederate states. As discussed in the “From Then to Now” feature, South Carolina removed the Confederate flag from the top of the state capitol and relocated it to the Confederate monument—also on the grounds of the state capitol. Do you agree with South Carolina’s resolution of this issue? What are the issues involved in this debate? What is a flag? What is its purpose? What is being said when a flag flies over a state or nation? Should Mississippi adopt a new state flag?

Enrichment Projects: 1.

Have students create a dialogue between Booker T. Washington and W. E. B. Du Bois (see also Chapter 21). Compare and contrast their family backgrounds and upbringings. How did they differ on the best way for African Americans to achieve prosperity and pride? Compare and contrast the writings and speeches of each—specifically, Washington’s Atlanta Exposition Speech of 1895 and later writings by Du Bois in the NAACP’s publication the Crisis.

2.

Choose one former Confederate state and research the state constitutional convention proceedings that created that state’s post-Reconstruction constitution. In many former Confederate states, this process was the last major political exercise on a state level in which black delegates actively participated until the Civil Rights Movement. It was also one of the last opportunities among southern blacks and whites to discuss southern race relations in an open political arena. Look carefully at the white justifications for disfranchisement and at black resistance to these efforts to curtail the vote. Also note the variety of positions taken by southern whites on the issue. Did all southern whites support disfranchisement, and did those who supported it always support it for the same reasons?

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Chapter 18 INDUSTRY, IMMIGRANTS, AND CITIES 1870 – 1900 Learning Objectives: 18.1

How did workers respond to the changing demands of the workplace in the late nineteenth century?

18.2

What kinds of communities did new immigrants create in America?

18.3

How did the new cities help to create the new middle class?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: •

•

I.

II.

Watch the MyHistoryLab Video Series: Key Topics in U.S. History o The Rise of an Industrial Giant: 1865 – 1900 o The Gilded Men o The New American City o The Making of a Consumer Culture Read Personal Journeys Online o Young Chinese immigrant memoir, 1882. A Chinese immigrant recalls his migration to America and his early days in San Francisco. o Letters of Negro Migrants, 1917. Letters from southern black migrants to the North back home.

New Industry • Watch the Video: The Gilded Age: The Rise of Capitalism, Industrialism, and Poverty A. Inventing Technology: The Electric Age B. The Corporation and Its Impact C. The Changing Nature of Work 1.

Low Salaries and Long Hours D. Child Labor E. Working Women F. Responses to Poverty and Wealth • Read the Document: Jacob Riis, How the Other Half Lives (1890) • Read the Document: Andrew Carnegie, “Wealth,” North American Review (1889) 1.

The Gospel of Wealth G. Workers Organize New Immigrants A. Old World Backgrounds B. Cultural Connections in a New World

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•

Use MyHistoryLab Explorer to answer, How Did Immigrants Redefine the United States in the Second Half of the 1800s?

C. The Job D. Nativism • Read the Document: Lee Chew, “Life of a Chinese Immigrant” (1903) E. Roots of the Great Migration New Cities A. Centers and Suburbs B. The New Middle Class C. A Consumer Society • Read the Document: Thorstein Veblen, from The Theory of Leisure Class (1899) D. The Growth of Leisure Activities • Read the Document: Richard K. Fox, Coney Island Frolics (1883) E. The Ideal City • Analyze From Then to Now: Green Cities Conclusion

III.

IV.

Key Terms: o 18.1 o o o o o o o o o

o o

Gilded Age Term applied to late-nineteenth-century America that refers to the shallow display and worship of wealth characteristic of that period. vertical integration The consolidation of numerous production functions, from the extraction of the raw materials to the distribution and marketing of the finished products, under the direction of one firm. horizontal integration The merger of competitors in the same industry. trusts A combination of corporations cooperating in order to reduce competition and control prices. sweatshops Small, poorly ventilated shops or apartments crammed with workers, often family members, who pieced together garments. tenements Four- to six-story residential dwellings, once common in New York, built on tiny lots without regard to providing ventilation or light.

Hull House Chicago settlement house that became part of a broader neighborhood revitalization project led by Jane Addams.

Gospel of Wealth Thesis that hard work and perseverance lead to wealth, implying that poverty is a character law.

Social Darwinism The application of Charles Darwin’s theory of biological evolution to society, holding that the fittest and wealthiest survive, the weak and the poor perish, and government action is unable to alter this “natural” process.

Horatio Alger stories A series of best-selling tales about young rags-to-riches heroes first published in 1867 stressing the importance of neat clothes, cleanliness, thrift, and hard work. The books also highlighted the importance of chance in getting ahead and the responsibility of those better off to serve as positive role models.

Great Uprising Unsuccessful railroad strike of 1877 to protest wage cuts and the use of federal troops against strikers; the first nationwide work stoppage in American history.

Knights of Labor Labor union founded in 1869 that included skilled and unskilled workers irrespective of race or gender.

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o

American Federation of Labor (AFL) Union formed in 1886 that organized skilled workers along craft lines and emphasized a few workplace issues rather than a broad social program. o collective bargaining Representatives of a union negotiating with management on behalf of all members.

18.2 o pogroms Government-directed attacks against Jewish citizens, property, and villages in tsarist Russia beginning in the 1880s; a primary reason for Russian Jewish migration to the United States. o chain migration Process common to many immigrant groups whereby one family member brings over other family members, who in turn bring other relatives and friends and occasionally entire villages. o nativism Favoring the interests and culture of native-born inhabitants over those of immigrants. o Great Migration The mass movement of African Americans from the rural South to the urban North, spurred especially by new job opportunities during World War I and the 1920s.

18.3

Topics for Essays, Classroom Discussion, or Classroom Lecture: 1.

Discuss the development of early American labor organization. Compare and contrast the Knights of Labor and the American Federation of Labor as two efforts to organize labor nationally during the late nineteenth century. The major distinction between the two organizations is that one failed and one succeeded. Outline the reasons for these differing outcomes by examining the memberships, policies, agendas, and recruitment practices of each organization.

What do the failure and success of these two unions say about nineteenth-century skilled and unskilled labor? Describe to students the tremendous challenges faced by any organization trying to unionize the large unskilled labor force of the nineteenth century.

2.

Look at middle-class residences from the eighteenth century through the twentieth century and demonstrate to students how the architectural styles of the residences reflect the evolution of American middle-class values and priorities. How does the eighteenth-century farmhouse differ from the nineteenth-century Victorian suburban dwelling? How do these differences reflect the American movement from an agrarian to an industrial society and from a rural to an urban society? How do the differences reflect technological innovations and an improvement in the standard of living? Do the differences reflect changes in middle-class family life and the level of importance attached to family life? How does the nineteenth-century Victorian dwelling differ from the 1960s ranch house? What room tends to become the center or core of the 1960s home? Why? Again, look at how the differences in these two houses reflect economic and technological, as well as social and psychological, distinctions between nineteenthcentury and twentieth-century middle-class suburban life.

3.

Have students discuss the impact of late nineteenth-century business consolidation on traditional American values regarding work and the economy. Consider the following issues for discussion: a.

Ask students to define capitalism as an eighteenth-century economic philosophy emphasizing free enterprise, competition, individualism, and laissez-faire.

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b.

c.

Ask students to consider how late nineteenth-century entrepreneurship signaled the ultimate realization of these characteristics of capitalism. Then have them consider how late nineteenth-century entrepreneurship undermined the promise of capitalism. In other words, did the success of men like Carnegie and Rockefeller demonstrate the power of free enterprise, individualism, and competition as the means to attain success? Or did their success ultimately destroy the promise of free enterprise, competition, and individualism for others?

Would Americans have to forfeit part of capitalism in order to save it? Of free enterprise, competition, individualism, and laissez-faire, which tenet of capitalism would prove to be most important to Americans? Which one would be sacrificed by Americans in the belief that it would preserve the other three?

4.

Have students discuss the impact of urban poverty on nineteenth-century American social philosophy. Why has urban poverty been such a difficult issue for Americans to address? a.

Have students recall the Protestant work ethic as one of the earliest and yet most lasting American philosophies regarding work, wealth, and social status. How did the new urban industrial society challenge this seventeenth-century philosophy, which emphasized individual responsibility for wealth and created a strong connection between work, wealth, and salvation (morality)? Did nineteenth-century urban middle-class Americans see in their urban industrial society examples of people who worked hard but reaped little reward, either financially or morally? How would that fact impact the strength of the Protestant work ethic as a social and moral philosophy? b.

How did the Gospel of Wealth and Social Darwinism address urban poverty? Do these social philosophies borrow anything from the Protestant work ethic? In what sense are they distinctive from the Protestant work ethic? c.

Have students consider the debate regarding individual responsibility for wealth or poverty versus social responsibility for wealth or poverty. Have Americans resolved this issue yet? Invite students to share their opinions regarding the propriety or impropriety and the success or failure of modern-day entitlement, welfare, and social reform programs.

Enrichment Projects: 1.

United States immigration at the turn of the twenty-first century is being compared in many ways to immigration at the turn of the twentieth century. Ask students how the two demographic trends are similar. How are they different? Have students examine the number of immigrants who have entered the United States in the past 25 years or so. From where have many of these immigrants come? How has the United States addressed the economic, social, ethnic, racial, and political challenges that have accompanied present-day immigration?

2.

Examine the Supreme Court case Muller v. Oregon. What questions did this case raise concerning women and the workplace? Was the decision a victory or a defeat for women?

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Chapter 19 TRANSFORMING THE WEST 1865 – 1890 Learning Objectives: 19.1

What were the main objectives of federal Indian policy in the late nineteenth century?

19.2

How did the mining and timber industries of the West change over the course of the second half of the nineteenth century?

19.3

What factors contributed to the development of the range-cattle industry?

19.4

How did new technology contribute to the growth of Western agriculture?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: •

•

I.

II.

Watch the MyHistoryLab Video Series: Key Topics in U.S. History o The Meaning of the American West o The Transcontinental Railroad o The Dawes Act Read Personal Journeys Online o Eugene Chihuahua, Leaving the West, 1885. An Apache’s account of being forced from his home into imprisonment. o Emma Hill, Settling in Kansas, 1873. A woman’s account of pioneer hardships. o Carl and Fredrik Bergman, Times Look Quite Promising, 1884 – 1893.

Swedish immigrants describe their experiences in Texas.

Subjugating Native Americans A. Tribes and Cultures 1.

Clashing Values B. Federal Indian Policy C. Warfare and Dispossession • Read the Document: Accounts of the Wounded Knee Massacre (1890s) D. Life on the Reservation: Americanization • Read the Document: Zitkala-Sa, Autobiographical Narrative on First Days at Boarding School in Indiana (1900) Exploiting the Mountains: Mining and Timber A. Rushes and Mining Camps 1.

Saloon Society 2.

Collective Violence • Read the Document: John Lester, “Hydraulic Mining” (1873) B. Labor and Capital 1.

Effects of Corporate Mining 2.

Unions and Union Busting

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C. III.

IV.

V.

Lumber Companies and Lumberjacks 1.

Life and Labor Using the Grass: The Cattle Kingdom A. Cattle Drives and Cow Towns 1.

Cow Town Life B. Rise and Fall of Open-Range Ranching 1.

Effects of Corporate Control C. Cowhands and Capitalists • Read the Document: Perspectives on the American Cowboy (1884, 1886) 1.

Unions and Strikes • Use MyHistoryLab Explorer to answer, What New Economic Patterns Emerged in the West?

Working the Earth: Homesteaders and Agricultural Expansion A. Settling the Land 1.

Limits of the Homestead Act 2.

Promoting Settlement 3.

Hispanic Losses B. Home on the Range 1.

Women’s Work 2.

Isolation and Community • Read the Document: Emma Hill, Settling in Kansas (1873) C. Farming the Land 1.

Growing Crops 2.

Growing Tensions Analyze From Then to Now: The Legacy of Indian Americanization Conclusion

Chapter Summary: Chapter 19 traces the transformation of the American West from a pioneer society to an integrated component of the national economy, its culture shaped by technology, industrialization, and urbanization. Topics examined in this chapter include Native American culture and the development of the western economy with emphasis on the mining, cattle, and agriculture sectors.

19.1 Subjugating Native Americans Native Americans held different cultural, religious, and economic values from those of white people, who insisted that Indians be pushed aside in order to achieve their own culture’s goal of exploiting nature for a market economy. Brutal warfare, legal chicanery, and technological developments forced Indians onto reservations, but efforts to “Americanize” them were less successful.

19.2 Exploiting the Mountains: Mining and Timber The mountains of the West attracted those eager to exploit its minerals and timber. As both resources became more difficult to access, requiring greater capital, organization, and technology, corporations supplanted individuals in the search for wealth, company towns replaced rough mining and logging camps, and work became increasingly dangerous and environmentally destructive.

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19.3 Using the Grass: The Cattle Kingdom The range-cattle industry developed in response to the growing needs of the Eastern urban society for food and the ability of the expanding railroad network to deliver it. Based upon the open range, the industry spread from Texas across the West and increasingly became a corporate endeavor in which the fabled cowboy had little autonomy and less opportunity.

19.4 Working the Earth: Homesteaders and Agricultural Expansion Agricultural growth boosted the West’s economy and bound it to national and world markets. The Homestead Act and land speculators encouraged settlement; barbed wire, windmills, and women’s activism mitigated an unfamiliar environment; mechanization expanded productivity; and railroads and elevators linked crops to markets. Farmers’ increasing dependence on the larger society, however, produced economic instability and unrest.

Key Terms: 19.1 o o o o o 19.2 o

19.3 o 19.4 o

Sand Creek Massacre The near annihilation in 1864 of Black Kettle’s Cheyenne band

by Colorado troops under Colonel John Chivington’s orders to “kill and scalp all, big and little.”

Treaty of Fort Laramie The treaty acknowledging U.S. defeat in the Great Sioux War in 1868 and supposedly guaranteeing the Sioux perpetual land and hunting rights in South Dakota, Wyoming, and Montana.

Battle of the Little Bighorn Battle in which Colonel George A. Custer and the Seventh Cavalry were defeated by the Sioux and Cheyenne under Sitting Bull and Crazy Horse in Montana in 1876.

Wounded Knee Massacre The U.S. Army’s brutal winter massacre in 1890 of at least 200 Sioux men, women, and children as part of the government’s assault on the tribe’s Ghost Dance religion.

Dawes Act An 1887 law terminating tribal ownership of land and allotting some parcels of land to individual Indians with the remainder opened for white settlement.

Freedmen’s Bureau Agency established by Congress in March 1865 to provide social, educational, and economic services, advice, and protection to former slaves and destitute whites; lasted seven years.

Chisholm Trail The route followed by Texas cattle raisers driving their herds north to markets at Kansas railheads.

Homestead Act Law passed by Congress in 1862 providing 160 acres of land free to anyone who would live on the plot and farm it for five years.

Topics for Essays, Classroom Discussion, or Classroom Lecture: 1.

Discuss the role of African Americans in western migration and settlement. Create a regional connection between the post-Civil War South and West by looking at cause and effect in African American western migration. What factors drove African Americans out of the South during the late nineteenth century, and what opportunities lured them westward? Comment on the impact of African Americans on the development of the West, as well as their status in western society.

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2.

Prepare a presentation on the depiction of the West in various American art forms. See previous chapters for guidelines on a slide and lecture presentation focusing on the West in American art. In exploring the West in other art forms, have students listen to music inspired by the American West, such as Aaron Copland’s Rodeo, or show examples of the choreography of Agnes deMille.

3.

Have students discuss gender imbalance in the American western mining camps. How did gender imbalance impact the lives of the few women who lived in these communities? Were the causes or results of the gender imbalance in western mining camps any different from the causes or results of gender imbalance in other early settlements in American history? Why or why not?

4.

Have students read an excerpt from Frederick Jackson Turner’s The Significance of the Frontier in American History, and then hold a class discussion focusing on some of the following questions: a.

What is Turner’s thesis? What did he feel was significant about the western frontier? b.

Was Turner right? Was the American frontier a haven for American democracy, liberty, and individualism? c.

What impact did corporations have on this image of the West? Were political, economic, and social opportunities open to all genders, races, and ethnicities? d.

Was the West assimilated into eastern American society or does it remain today something unique, different, and alluring?

5.

Discuss the interdependence of the American Northeast, South, and West after the Civil War. In studying the post-Civil War era, we traditionally deal with these three regions separately and distinctly. Choose from among the following topics and discuss them regionally and nationally: a.

Corporate development in the late nineteenth century in the Northeast, in the South, and in the West. b.

African American migration. Why did African Americans leave the South? What lured them northward? What lured them westward? c.

Foreign immigration. To what extent did it impact the Northeast, the West, and the South? What is distinctive about it in each region? d.

Urbanization: To what extent did it develop in the Northeast, the West, and the South? How was it similar in each region? How was it different?

In summary, have students consider the potential for improved national unity at the turn of the century as well as the potential for continued regional tension.

Enrichment Projects: 1.

Research both the image and the reality of the American cowboy. What is the historical myth surrounding this figure? Where have most late twentieth-century Americans received their defining images of the American cowboy? Students may want to choose one figure from the American West, such as Wyatt Earp or Billy the Kid, and compare the person’s image as it has been represented in twentieth-century popular culture to the historical facts of his or her life.

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2.

Explore the relationship between Native Americans who remained traditional versus those who assimilated into the mainstream society of the United States. Trace these groups back to previous eras such as that of King Philip’s War or back to individuals like Tecumseh. a.

Historically, who attempted to “Americanize” the Native Americans, and what were their motives? b.

What motivated the federal government to target the Native American Ghost Dance religion for annihilation? Describe the components of the religion and the means used by missionaries and federal agencies to destroy the practice of the religion.

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Chapter 20 POLITICS AND GOVERNMENT 1877 – 1900 Learning Objectives: 20.1

How did parties shape late-nineteenth-century politics?

20.2

What explains the weakness and inefficiency of late-nineteenth-century government?

20.3

How effective was government in addressing the problems of America’s industrializing economy?

20.4

What factors contributed to the rise and fall of the Populist Party?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: •

•

I.

II.

Watch the MyHistoryLab Video Series: Key Topics in U.S. History o Political Life in the Late Nineteenth Century o A Weak Presidency – An Inefficient Congress o The Rise of Federal Regulation o Populist Party Read Personal Journeys Online o Susan B. Anthony, Speech to the National American Woman Suffrage Association, 1894. Asking Congress for political justice. o Henry Vincent, Marching through Iowa, 1894. The journey of Kelly’s “industrial army.” o William Jennings Bryan, Campaigning across America, 1896. Bryan’s own account of his famous presidential campaign.

The Structure and Style of Politics A. Campaigns and Elections B. Partisan Politics 1.

Party Loyalty 2.

Party Identities 3.

Third Parties C. Associational Politics • Read the Document: Proceedings of the Thirteenth Session of the National Grange of the Patrons of Husbandry (1879) 1.

Women as Activists The Limits of Government A. The Weak Presidency B. The Inefficient Congress C. The Federal Bureaucracy and the Spoils System D. Inconsistent State Government

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III.

IV.

V.

Public Policies and National Elections A. Civil Service Reform • Read the Document: Pendleton Civil Service Act (1883) B. The Political Life of the Tariff • Read the Document: Interstate Commerce Act (1887) C. The Beginnings of Federal Regulation D. The Money Question 1.

The Silver Issue • Analyze From Then to Now: Regulatory Government The Crisis of the 1890s A. Farmers Protest Inequities 1.

Credit Inequities 2.

Freight Rates and Tariffs 3.

Farmers Organize • Read the Document: Mary E. Lease, The Populist Crusader (1892) B. The People’s Party 1.

National Action • Use MyHistoryLab Explorer to answer, What Impact Did the Populist Movement Have on American Politics?

• Read the Document: The People’s Party Platform (1892) C. The Challenge of the Depression 1.

Appeals for Federal Action 2.

Protecting Big Business D. The Battle of the Standards and the Election of 1896 1.

McKinley and the Republicans 2.

Bryan and the Silverites 3.

Money and Oratory Conclusion

Chapter Summary: Chapter 20 provides a survey of American political development during the late nineteenth century. Topics covered in this chapter include the strong partisanship of the era’s political campaigns and elections; the quality of leadership in the federal government; civil service reform, tariffs, and monetary policy; and the rise and fall of the Populist Party.

20.1 The Structure and Style of Politics Parties dominated political life, organizing campaigns, controlling balloting, and staffing government offices. By appealing to group loyalties, the parties also mobilized a huge electorate and created a politics of mass participation and high turnout. Virtually all men participated, and although women could not vote, they were active as both partisans and members of pressure groups.

20.2 The Limits of Government Government in the late nineteenth century was neither active nor productive by present standards; localism and laissez-faire attitudes dominated. A restrained presidency and an inefficient Congress, hampered further by partisan differences, combined with a small and ineffective federal bureaucracy and a restrictive judiciary to limit the size and objectives of government.

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20.3 Public Policies and National Elections Policy issues often were not partisan issues; therefore, they rarely determined elections or were resolved. Civil service reform only gradually curtailed the spoils system. Tariff policies produced heated debates but little change. Under popular pressure, both parties endorsed business regulation, but without practical effect. The divisive money question generated only inconclusive legislation.

20.4 The Crisis of the 1890s Agricultural discontent sparked a third-party protest movement. The Populist rejection of laissezfaire together with a severe depression and labor unrest produced a political crisis and undermined traditional ideas of the responsibilities of government. McKinley’s victory over Bryan in the 1896 election established the Republicans as the party of prosperity and progress.

Key Terms: 20.1 o o o o o o 20.2 o 20.3 o o o o o o

Prohibition Party A venerable third party still in existence that has persistently campaigned for the abolition of alcohol but has also introduced many important reform ideas into American politics.

Greenback Party A third party of the 1870s and 1880s that garnered temporary support by advocating currency inflation to expand the economy and assist debtors.

Populist Party A major third party of the 1890s also known as the People’s Party.

Formed on the basis of the Farmers’ Alliance and other reform organizations, it mounted electoral challenges against the Democrats in the South and the Republicans in the West.

Granger laws State laws enacted in the Midwest in the 1870s that regulated rates charged by railroads, grain elevator operators, and other middlemen.

Mugwumps Elitist and conservative reformers who favored sound money and limited government and opposed tariffs and the spoils system.

National American Woman Suffrage Association The organization, formed in 1890, that coordinated the ultimately successful campaign to achieve women’s right to vote. laissez-faire The doctrine that government should not intervene in the economy, especially through regulation.

Pendleton Civil Service Act An 1883 law that reformed the spoils system by prohibiting government workers from making political contributions and creating the Civil Service Commission to oversee their appointment on the basis of merit rather than politics.

Interstate Commerce Act The 1887 law that expanded federal power over business by prohibiting pooling and discriminatory rates by railroads and establishing the first federal regulatory agency, the Interstate Commerce Commission.

Interstate Commerce Commission (ICC) The first federal regulatory agency, established in 1887 to oversee railroad practices.

Sherman Antitrust Act The first federal antitrust measure, passed in 1890; sought to promote economic competition by prohibiting business combinations in restraint of trade or commerce. sound money Misleading slogan that referred to a conservative policy of restricting the money supply and adhering to the gold standard. free silver Philosophy that the government should expand the money supply by purchasing and coining all the silver offered to it.

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20.4 o o o

Farmers’ Alliance A broad mass movement in the rural South and West during the late nineteenth century, encompassing several organizations and demanding economic and political reforms; helped create the Populist Party.

Omaha Platform The 1892 platform of the Populist Party repudiating laissez-faire and demanding economic and political reforms to aid distressed farmers and workers.

Coxey’s Army A protest march of unemployed workers, led by Populist businessman Jacob Coxey, demanding inflation and a public-works program during the depression of the 1890s.

Topics for Essays, Classroom Discussion, or Classroom Lecture: 1.

Present a comparison and contrast of the Democratic and Republican parties at the turn of the century. Include some of the following issues: a.

Who composed the membership of each party? Look at the regional, racial, ethnic, socio-economic, and religious characteristics of each party’s membership. b.

Consider perspectives on fiscal policy, social reform, sympathy toward business and agriculture, immigration, prohibition, civil service reform, and tariffs. c.

Invite students to compare and contrast the characteristics of the Democratic and Republican parties at the turn of the century to the modern-day parties. Would modern- day Republicans feel comfortable in the nineteenth-century party?

Would modern-day Democrats feel comfortable in the nineteenth-century party?

Where have the major changes occurred in each party’s membership and policies? Can students predict when in the twenty-first century additional changes will occur?

2.

Discuss the impact of populism on southern politics. Why did white southerners find the Populist movement threatening? Explain the potential danger southerners saw in the political union of lower-class whites and blacks. How could that union have impacted the white elite political structure already in place? How were members of the Populist party treated by southern Democrats? Explain the concept of fusion and how it figured into the 1892 and 1896 presidential elections. Is there a connection between the Populist movement and the southern disfranchisement movement of the 1890s? Did southern disfranchisement impact only the black community?

3.

Discuss the importance of prohibition at the turn of the century. Consider some of the following issues: a.

If you have not addressed it in earlier chapters, provide a moral and political context for this reform issue. How does prohibition connect to the following: evangelical Protestantism, nativism, modern industrialism, and feminism? b.

Provide an overview of turn-of-the-century parties and organizations dedicated to prohibition. Focus particularly on the Prohibition Party and the WCTU. c.

Make a connection between prohibition and the politicization of the modern American woman. Have students comment on the fact that this movement will not only achieve federal prohibition of the production and distribution of alcohol, but it will achieve that prohibition through a constitutional amendment. Is there any connection between the Eighteenth and Nineteenth Amendments?

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4.

Discuss the Populist movement as the first major modern American reform movement.

Some issues to consider include the following: a.

Have students define the word reform. What does it mean, and how does it apply to the Populist movement? b.

Analyze the Omaha Platform. Does it reflect a conservative or liberal agenda?

What components of the agenda eventually became law? c.

Was the Populist movement successful or was it a failure? Help students to anticipate the Progressive movement by predicting who would be successful in realizing much of the Populist agenda. Why would Progressives be successful when Populists were not? d.

Was the Populist movement conservative or liberal? In what ways did Populists seek change? Was there a conservative element in the movement? Were the Populists in any way motivated by a desire to prevent change or to conserve some aspects of American cultural, social, and economic tradition?

5.

Have the class look at the appeal of laissez-faire in American history. In Chapter 20, students considered the nature of capitalism and how it was changing at the turn of the century.

Why did many Americans, by 1900, demand a retreat from laissez-faire? Were they interested in abandoning capitalism or retaining it? How did the federal government respond to the demand to move away from laissez-faire? How did business respond? Why did Americans turn to the government for help against business, railroads, and the banking system? Why did they not solve their problems without government involvement?

Enrichment Projects: 1.

Research the children’s author L. Frank Baum and prepare a paper or presentation on his Oz series. Was Baum a zealous Populist who used children’s literature as a medium for communicating his political agenda? Look at the characters, symbols, and themes of The Wonderful Wizard of Oz and explain how they may be representative of components of the Populist agenda. Also, some attention can be given to the idea of using children’s literature as a means of education or even indoctrination. Can students think of other literary works that do more than entertain?

2.

Choose one of the political figures associated with the Populist movement, such as Mary Lease or “Sockless” Jerry Simpson, and examine his or her political agenda and style. Why has the Populist movement sometimes been connected to “the lunatic fringe”?

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Chapter 21 THE PROGRESSIVE ERA 1900 – 1917 Learning Objectives: 21.1

What values and beliefs bound progressives together?

21.2

How did progressives respond to the social challenges of industrializing America?

21.3

How did progressives change American politics and government?

21.4

How did Theodore Roosevelt’s view of the presidency shape his administration?

21.5

How did Woodrow Wilson’s view of the role of government change during his presidency?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: •

•

I.

II.

Watch the MyHistoryLab Video Series: Key Topics in U.S. History o The Progressive Era: 1900 – 1916 o Theodore Roosevelt o Industrial Workers of the World o Nineteenth Amendment Read Personal Journeys Online o Washington Gladden, The World Is Beginning to See, 1909. Social Gospeler Washington Gladden’s view of the ethical journey underlying the progressive reform impulse. o Al Smith, Enacting Reform Legislation, 1929. Smith’s account of overcoming opposition to reform laws in the wake of the Triangle Fire in 1911.

The Ferment of Reform A. The Context of Reform: Industrial and Urban Tensions • Read the Document: John Spargo, from The Bitter Cry of the Children (1906) B. Church and Campus C. Muckrakers D. The Gospel of Efficiency E. Labor Demands Its Rights F. Extending the Woman’s Sphere G. Trans-Atlantic Influences H. Socialism I. Opponents of Reform Reforming Society A. Settlement Houses and Urban Reform B. Protective Legislation for Women and Children

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• Read the Document: Jane Addams, from Twenty Years at Hull House (1910) Reshaping Public Education Challenging Gender Restrictions Reforming Country Life Moral Crusades and Social Control 1.

Controlling Immigrants 2.

Prohibition 3.

Suppressing Prostitution 4.

Regulating Entertainment G. For Whites Only?

1.

Black Activism • Read the Document: Platform Adopted by the National Negro Committee (1909) Reforming Politics and Government A. Woman Suffrage • Read the Document: Helen M. Todd, “Getting Out the Vote” (1911) B. Electoral Reform • Use MyHistoryLab Explorer to answer, What Marked the Progressive Era in the United States?

C. Municipal Reform D. Progressive State Government Theodore Roosevelt and the Progressive Presidency A. TR and the Modern Presidency B. Roosevelt and Labor C. Managing Natural Resources • Analyze From Then to Now: The Environmental Movement D. Corporate Regulation • Read the Document: Herbert Croly, The Promise of American Life (1914) E. Taft and the Insurgents Woodrow Wilson and Progressive Reform A. The Election of 1912 B. Implementing the New Freedom C. The Expansion of Reform Conclusion C. D. E. F.

III.

IV.

V.

VI.

Chapter Summary: Chapter 21 explores early twentieth-century reform through the progressive movement. Topics examined in this chapter include the historical context for progressive reform; early strides in urban, rural, social, and industrial reform; early twentieth-century political reform; and progressive change under Theodore Roosevelt, William Taft, and Woodrow Wilson.

21.1 The Ferment of Reform Progressives were a diverse collection of reformers convinced that industrialization and urbanization had produced serious social disorders, from city slums to corporate abuses and government corruption. Rejecting older ideologies of individualism and laissez-faire in favor of broader concepts of social responsibility, they sought social order and justice through private organizations and government actions.

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21.2 Reforming Society Progressives worked to transform society by improving urban and rural living conditions, enacting protective legislation for women and children, reorganizing schools, and reforming family, social, and industrial relations. Racism marred some efforts, as did coercive efforts to limit immigration, impose prohibition, or regulate entertainment. Conservative opposition blocked others.

21.3 Reforming Politics and Government Many progressives worked to advance democracy through achieving woman suffrage, popular election of senators, direct legislation, and direct primaries. Others sought to combat perceived corruption by restricting political parties and electorates and to increase government efficiency by institutionalizing nonelected professional experts to set and implement public policy.

21.4 Theodore Roosevelt and the Progressive Presidency Seeking a strong government to promote the national interest, Theodore Roosevelt both expanded government power and consolidated it in the executive branch. He pressured Congress to enact reforms; mediated labor disputes for the public good; acted as steward of the public in the conservation of natural resources; and pursued a regulatory role toward business.

21.5 Woodrow Wilson and Progressive Reform Wilson initially favored limiting government to promoting competition through antitrust action and lowered tariffs, while opposing social welfare legislation or specific reforms to aid aggrieved groups. Eventually, he adopted Roosevelt’s emphasis on positive regulation, in the Federal Trade Commission, and also pursued legislation expanding government’s reach by assisting farmers, helping workers, and building highways.

Key Terms: 21.1 o o o o o 21.2 o o o 21.3 o o

Progressive Era An era in the United States (roughly between 1900 and 1917) in which important movements challenged traditional relationships and attitudes.

Social Gospel Movement Movement created by reform-minded Protestant ministers seeking to introduce religious ethics into industrial relations and appealing to churches to meet their social responsibilities. muckraking Journalism exposing economic, social, and political evils, so named by Theodore Roosevelt for its “raking of the muck” of American society.

Wobblies Popular name for the members of the Industrial Workers of the World (IWW). fundamentalists Religious conservatives who believe in the literal accuracy and divine inspiration of the Bible. prohibition A ban on the production, transportation, and sale of liquor, achieved temporarily through state laws and the Eighteenth Amendment.

Eighteenth Amendment Constitutional revision, adopted in 1919, that prohibited the production and sale of alcohol in the United States.

Niagara Movement African American group organized in 1905 to promote racial integration, civil and political rights, and equal access to economic opportunity.

Nineteenth Amendment Constitutional revision that in 1920 established women citizens’ right to vote.

Australian ballot Secret voting and the use of official ballots rather than party tickets.

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o o o o 21.4 o o o o 21.5 o o o o o

initiative Procedure by which citizens can introduce a subject for legislation, usually through a petition signed by a specific number of voters. referendum Submission of a law, proposed or already in effect, to a direct popular vote for approval or rejection.

Seventeenth Amendment Constitutional change in 1913 that established the direct popular election of U.S. senators. recall The process of removing an official from office by popular vote, usually after using petitions to call for such a vote. conservation The efficient management and use of natural resources, such as forests, grasslands, and rivers, as opposed to preservation or uncontrolled exploitation. preservation Protecting forests, land, and other features of the natural environment from development or destruction, often for aesthetic appreciation.

Bureau of Reclamation Federal agency established in 1902 providing public funds for irrigation projects in arid regions.

Sixteenth Amendment Constitutional revision in 1913 that authorized a federal income tax.

New Nationalism Theodore Roosevelt’s 1912 program calling for a strong national government to foster, regulate, and protect business, industry, workers, and consumers.

New Freedom Woodrow Wilson’s 1912 program for limited government intervention in the economy to restore competition by curtailing the restrictive influences of trusts and protective tariffs, thereby providing opportunities for individual achievement.

Underwood-Simmons Tariff Act The 1913 reform law that lowered tariff rates and levied the first regular federal income tax.

Federal Reserve Act The 1913 law that revised banking and currency by extending limited government regulation through the creation of the Federal Reserve System.

Federal Trade Commission (FTC) Government agency established in 1914 to provide regulatory oversight of business activity.

Topics for Essays, Classroom Discussion, or Classroom Lecture: 1.

Discuss the life and work of Margaret Sanger as an example of the political complexity of the Progressive Era. On one hand, she contributed to the liberation of American women by removing barriers to birth control and fighting for reproductive rights for women. On the other hand, she was a student of eugenics, a pseudoscientific theory that advocated the promotion of reproduction within “superior” gene pools and the discouragement of reproduction within “inferior” gene pools. Have students consider whether Sanger was a liberal or a conservative.

2.

Discuss the issue of laissez faire during the Progressive Era. Describe how progressives continued to change traditional American ideas about the role of government. Cite specific laws passed during the Progressive Era that gave more power to the federal government. Discuss the issue of police power and the laws that expanded that area of authority for the federal government. Examine the office of the presidency during the Progressive Era. How did it change under Theodore Roosevelt? How did it change under Woodrow Wilson? How did Wilson’s love of order and organization impact the size of the federal government? Why did Americans endorse these changes in the size and power of the federal government?

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3.

Have students discuss American ideas regarding poverty, focusing on a comparison of the Social Gospel and the Protestant work ethic. How did progressives at the turn of the century challenge traditional American ideas regarding the source of individual poverty? How did changes in beliefs about the source of poverty impact progressive ideas about who was responsible for minimizing the suffering associated with poverty? How did religion contribute to both the Protestant work ethic and the Social Gospel?

4.

Discuss American socialism during the Progressive Era. After providing some historical background on socialist leaders, organizations, and parties at the turn of the century, ask students to assess the appeal (or lack thereof) socialism has held for Americans historically. What factors have contributed to socialism’s limited appeal in the United States? Have students consider traditional American political values, the structure and function of the American political system, and traditional American ideas regarding wealth and poverty. How have these issues defined the American response to socialism?

5.

Compare and contrast the populist and progressive movements. Have students recall the Omaha Platform from the populist movement and determine which of these goals were achieved by the populists themselves and which by the progressives. Look at the participants in each movement. How do they differ from each other? Are there any groups that were drawn to both movements? Did the nature of the membership in each movement impact the level of success attained by each? Also, use this opportunity to predict the next link in the evolution of twentiethcentury American reform between the progressive movement and the New Deal. What has been achieved in the progressive movement that will be used, resurrected, or extended during the New Deal?

6.

Was the progressive movement liberal or conservative? The progressive movement is included in the string of American reform movements dating from the populist movement through the reform era of the 1960s. Yet historian Gabriel Kolko has characterized the Progressive Era as “a triumph of conservatism.” Have students discuss this issue by focusing on the following questions: a.

How were the progressives motivated? What did they want and why did they want it? b.

How did middle-class progressives feel about the communities they assisted? Have students consider the impact of nativism and social Darwinism on progressive motivation. How did these ideas connect to the Social Gospel and the Gospel of Efficiency? c.

Consider issues connected to paternalism, control, and authority. Why were progressives willing to take responsibility for reform? If they did not assume responsibility for change, who did they fear would take that responsibility? Was the progressive movement in any way a contest between mainstream Americans and radicals for the right to control reform?

Enrichment Projects: 1.

Have students participate in a class project focusing on muckraking. Assign students the task of writing an expose of wrongdoing in their own community. You may want to provide students with a list of topics from which to choose or let them choose their own. This is a good option for group projects that can be presented in class. It is also a good way to help students link the past and present.

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2.

Examine Prohibition from the perspective of a distillery. Look at the growth of the distillery business at the turn of the century, perhaps focusing on one company, such as Anheuser-Busch. Connect the growth in the distillery business to turn-of-the-century immigration. How did distilleries like Anheuser-Busch fight prohibition? How did these companies survive the years of prohibition?

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Chapter 22 CREATING AN EMPIRE 1865 – 1917 Learning Objectives: 22.1

What arguments were made in favor of American expansion in the late nineteenth century?

22.2

What were the most important consequences of the Spanish-American War?

22.3

What opportunities and obstacles did American expansionists find in Asia?

22.4

What was the nature of U.S. involvement in Latin America?

22.5

Why did the United States take a larger role in Europe at the beginning of the twentieth century?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: •

•

I.

II.

Watch the MyHistoryLab Video Series: Key Topics in U.S. History o The American Empire o Coup in Hawaii o The Spanish-American War o War in the Philippines Read Personal Journeys Online o Josiah Strong, Our Country, 1885. An appeal for Anglo-Saxon imperialism by an American minister. o Charles Denby, Shall We Keep the Philippines? 1898. An argument for an economic empire by an American diplomat. o Vincent F. Howard, Imperialism, 1900. A poem denouncing the imperialist journey.

The Roots of Imperialism A. Ideological and Religious Arguments • Read the Document: Josiah Strong, from Our Country (1885) B. Strategic Concerns C. Economic Designs D. First Steps 1.

Seward and Blaine 2.

Hawaii 3.

Chile and Venezuela The Spanish-American War A. The Cuban Revolution B. Growing Tensions C. War and Empire D. The Treaty of Paris

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III.

IV.

V. VI.

Read the Document: William McKinley, Speech on the Decision on the Philippines (1900) • Read the Document: Frederick Bancroft, ed., Platform of the American AntiImperialist League (1898) • Use MyHistoryLab Explorer to answer, How Did the United States Build an Overseas Empire in the 1890s?

Imperial Ambitions: The United States and East Asia, 1899–1917 A. The Philippine-American War B. China and the Open Door C. Rivalry with Japan and Russia Imperial Power: The United States and Latin America, 1899–1917 A. U.S. Rule in Puerto Rico • Platt Amendment (1901) B. Cuba as a U.S. Protectorate C. The Panama Canal • Read the Document: Theodore Roosevelt, from the Third Annual Message to Congress (1903) D. The Roosevelt Corollary E. Dollar Diplomacy • Analyze From Then to Now: The Panama Canal F. Wilsonian Interventions 1.

Caribbean Interventions 2.

Interfering with Mexico Engaging Europe: New Concerns, Old Constraints Conclusion

Chapter Summary: Chapter 22 explores late nineteenth-century American imperialism. Topics covered in this chapter include the ideological, economic, and political justifications for imperialism; the events surrounding the Spanish-American War; American forays into Asia; and the emergence of American dominance in the Western Hemisphere.

22.1 The Roots of Imperialism Many Americans proposed expanding U.S. influence in the world. Some favored aggressively building a colonial empire, but most preferred a less formal hegemony, achieved through extensive trade and investments or a cultural expansionism in which the nation exported its ideals and institutions. Only fitfully, however, did government officials pursue an active foreign policy before the 1890s.

22.2 The Spanish-American War For economic, political, and ideological reasons, the United States expanded Cuba’s quest for independence into the Spanish-American War. Military victory in turn propelled the United States into an imperial role. Hawaii was annexed, Puerto Rico incorporated, Cuba occupied, and the Philippines acquired, although many Americans vigorously protested imperialism as a repudiation of American political and moral ideals.

22.3 Imperial Ambitions: The United States and East Asia, 1899 – 1917 The United States waged a brutal war to suppress Filipino aspirations for independence and to secure a foothold in East Asia. It advanced American commercial and financial expansion in

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China by opposing exclusive spheres of interest and insisting upon an Open Door policy.

Competing Japanese and Russian interests in China, however, threatened to obstruct U.S. dominance.

22.4 Imperial Power: The United States and Latin America, 1899 – 1917 After the Spanish-American War, the United States frequently intervened in Latin America to promote its own strategic and economic interests. It restricted European influence in the region, built the Panama Canal, and established control over many nations, through military occupation, client governments, or dollar diplomacy. Such policies ignored the wishes and interests of Latin Americans and provoked lasting ill will.

22.5 Engaging Europe: New Concerns, Old Constraints After demonstrating its power in the Spanish-American War, the United States tentatively took a larger role in Europe. Although increasingly aligned with Britain, it participated in new efforts to preserve the balance of power and to promote arbitration of international disputes. Public opinion and Senate opposition, however, restricted the effectiveness of these ventures.

Key Terms: 22.1 o o 22.2 o o 22.3 o o o 22.4 o o o

imperialism The policy and practice of exploiting nations and peoples for the benefit of an imperial power either directly through military occupation and colonial rule or indirectly through economic domination of resources and markets.

Mahanism The ideas advanced by Alfred Thayer Mahan, stressing U.S. naval, economic, and territorial expansion. yellow press A deliberately sensational journalism of scandal and exposure designed to attract an urban mass audience and increase advertising revenues.

Teller Amendment A congressional resolution adopted in 1898 renouncing any American intention to annex Cuba. spheres of influence Regions dominated and controlled by an outside power.

Open Door American policy of seeking equal trade and investment opportunities in foreign nations or regions.

Gentlemen’s Agreement A diplomatic agreement in 1907 between Japan and the United States curtailing but not abolishing Japanese immigration.

Platt Amendment A stipulation the United States had inserted into the Cuban constitution in 1901 restricting Cuban autonomy and authorizing U.S. intervention and naval bases.

Roosevelt Corollary President Theodore Roosevelt’s policy asserting U.S. authority to intervene in the affairs of Latin American nations; an expansion of the Monroe Doctrine. dollar diplomacy The U.S. policy of using private investment in other nations to promote American diplomatic goals and business interests.

22.5

Topics for Essays, Classroom Discussion, or Classroom Lecture:

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1.

Contrast the imperialist and anti-imperialist arguments that were popularized in the United States at the turn of the century. In presenting the imperialist argument, stress the pragmatic motivations connected to economic, political, and military empowerment as well as the “moral” justification offered by social Darwinists under the guise of Manifest Destiny. In looking at the anti-imperialist position, consider questions some Americans had regarding the distinctions between early nineteenth-century westward expansion and late nineteenth-century colonial acquisition. Also consider American concerns about the foreign lands and populations targeted by American imperialism at the turn of the century. Note that many anti-imperialists pointed out the historical and political inconsistencies of a nation that resisted its own colonial status and then grew up to colonize other territories itself.

2.

Discuss Theodore Roosevelt’s assertive diplomacy and Woodrow Wilson’s missionary diplomacy. Explain to students the similarities between the two diplomatic philosophies as well as the significant differences between them. Examine foreign affairs under Theodore Roosevelt and assess the extent to which these events were reflections of his philosophy. Do the same for Wilson. Which President executed his philosophy more effectively?

3.

Have students discuss the tie between progressivism and imperialism. Theodore Roosevelt is an excellent example of a person who embodied both of these causes. Consider the following questions: a.

How does imperialism represent an extension of the Social Gospel? What motivations and philosophical justifications behind the progressive movement could also be used to justify imperialism? b.

How is social Darwinism reflected in both progressivism and imperialism? c.

How are paternalism and the desire to exert control and authority reflected in both progressivism and imperialism? d.

Did all progressives support imperialism? Why not?

4.

Discuss the American relationship with Europe at the turn of the century. To what extent did Europe figure either directly or indirectly in the development of American foreign policy?

Did America still fear European power at the turn of the century? How did the Open Door policy, the Roosevelt Corollary, and dollar diplomacy reflect American concerns regarding Europe? Will these lingering worries about Europe impact the American role in World War I? 5.

Research American newspapers and compile a collection of political cartoons from the Spanish-American War era. Discuss the historical significance of each cartoon and specify when general history is introduced versus specific terms and individuals. Aside from historical references, analyze the subject matter. Finally, dissect the symbolism and artistry utilized in each cartoon. How does the artist choose to portray the United States, Spain, and the average Cuban?

Be sure to explore stereotypes and specifically address jingoism, race, and national identity throughout the cartoons.

Enrichment Projects: 1.

Prepare a paper on Spanish policies in Cuba and research the role of Spanish governor Valeriano “Butcher” Weyler. Examine his style of rule, the threat he presented to Cubans and foreign interests in Cuba, and his reputation as the originator of the concentration camp.

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2.

Examine nationalist responses to American imperialism at the turn of the century. Have students research and present reports on examples of native resistance to American expansion.

Among topics to consider, include Queen Liliuokalani and the Hawaiian nationalist movement, Emiliano Aguinaldo and the Filipino-American War, and Augusto Sandino and the Nicaraguan resistance.

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Chapter 23 AMERICA AND THE GREAT WAR 1914 – 1920 Learning Objectives: 23.1

Why were Americans so reluctant to get involved in World War I?

23.2

How did the war effort threaten civil liberties?

23.3

What hopes did Wilson have for the Treaty of Versailles?

23.4

What challenges did America face in the aftermath of the war?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: •

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I.

II.

Watch the MyHistoryLab Video Series: Key Topics in U.S. History o World War I o A World and a Nation in Upheaval o The United States at War o Winning a Hard-Fought Peace Read Personal Journeys Online o Jane Addams, Peace and Bread in Time of War, 1922. Describing the transition of President Wilson from an advocate of peace to one of war. o Letter from former president Theodore Roosevelt to Sir Edward Grey, 1915.

Promoting American preparedness and support of the Allies.

Waging Neutrality A. The Origins of Conflict B. American Attitudes C. The Economy of War D. The Diplomacy of Neutrality 1.

Submarine Warfare E. The Battle over Preparedness • Read the Document: Boy Scouts of America, “Support the War Effort” (1917) F. The Election of 1916 G. Descent into War 1.

Wilson Commits to War Waging War in America A. Managing the War Economy 1.

Organizing Industry 2.

Ensuring Food Supplies 3.

Overseeing Labor Relations B. Women and Minorities: New Opportunities, Old Inequities 1.

Women and War Work 2.

Woman Suffrage and Prohibition

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III.

IV.

V.

Read the Document: Anna Howard Shaw, Woman’s Committee of the Council of National Defense (1917) 3.

African Americans and War Work C. Financing the War D. Conquering Minds 1.

Government Propaganda E. Suppressing Dissent Waging War and Peace Abroad A. The War to End All Wars 1.

Into Action in France • Watch the Video: American Entry into World War I 2.

The Russian Front 3.

The Western Front • Analyze From Then to Now: Women and War B. The Fourteen Points C. The Paris Peace Conference • Read the Document: Reverend F. J. Grimké, Address to African American Soldiers Returning from War (1919) • Use MyHistoryLab Explorer to answer, How Did the So-Called “War to End All Wars” Play Out? Waging Peace at Home A. Battle Over the League B. Economic Readjustment and Social Conflict 1.

Postwar Battles: Gender and Race 2.

Fighting for Industrial Democracy C. The Red Scare • Read the Document: A. Mitchell Palmer, The Menace of Communism (1920) D. The Election of 1920 Conclusion

Chapter Summary: Chapter 23 introduces the student to the American role in World War I. Among the topics covered in this chapter are the inherent contradictions of the American policy of neutrality during the early years of the war; the challenges of mobilization and controlling the home front during the war; the controversies associated with the Treaty of Versailles and Wilson’s failed contest for ratification at home; and the social and political impacts of demobilization and the Red Scare.

23.1 Waging Neutrality Most Americans regarded war between the Allies and the Central Powers as a European conflict characterized by slaughter and stalemate. They wanted to avoid war, but President Wilson sympathized with the British and did not stay strictly neutral. American economic ties to the Allies and Germany’s resumption of submarine warfare in 1917 led the United States into war.

23.2 Waging War in America Wilson mobilized not only the military but also the entire nation and ensured that Americans remained loyal to the war effort; they were instructed to buy Liberty Bonds and plant victory gardens. Government agencies worked to control public opinion, encouraging Americans to spy on each other, and the Espionage and Sedition acts helped curb all dissent and trampled on basic civil rights.

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23.3 Waging War and Peace Abroad America’s entry into the war led to an Allied victory and an Armistice in November 1918.

President Wilson attended the Paris Peace Conference with a vision drawn from his Fourteen Points. But, despite Wilson’s plans, the Treaty of Versailles imposed harsh terms on Germany.

Wilson hoped that the League of Nations would resolve these flaws and promote peace in the postwar world.

23.4 Waging Peace at Home Although Wilson lobbied for acceptance of the League of Nations, Republican opposition combined with Wilson’s stubbornness to ensure its defeat. Economic and domestic problems, including strikes, racial conflicts, housing shortages, and antiradical activities, challenged the peace on the home front and helped produce both a repressive Red Scare and the election of Republican Warren Harding, who called for “normalcy.”

Key Terms: 23.1 o o o o o o

Central Powers Germany and its World War I allies in Austria, Turkey, and Bulgaria.

Allies In World War I, Britain, France, Russia, and other nations fighting against the Central Powers, but not including the United States.

Declaration of London Statement drafted by an international conference in 1909 to clarify international law and specify the rights of neutral nations.

Sussex Pledge Germany’s pledge during World War I not to sink merchant ships without warning, on the condition that Britain also observe recognized rules of international laws. preparedness Military buildup in preparation for possible U.S. participation in World War I. self-determination The rights of a people or a nation to decide its own political allegiance or form of government without external influence.

23.2 o o o o o

War Industries Board (WIB) The federal agency that reorganized industry for maximum efficiency and productivity during World War I. Liberty Bonds Interest-bearing certificates sold by the U.S. government to finance the American World War I effort.

Committee on Public Information (CPI) Government agency during World War I that sought to shape public opinion in support of the war effort through newspapers, pamphlets, speeches, films, and other media.

Espionage Act Law whose vague prohibition against obstructing the nation’s war effort was used to crush dissent and criticism during World War I. Sedition Act of 1918 Broad law restricting criticism of America’s involvement in World War I or the American government, flag, military, taxes, or officials.

23.3 o o o o

Selective Service Act of 1917 The law establishing the military draft for World War I. Bolshevik Member of the Communist movement in Russia that established the Soviet government after the 1917 Russian Revolution.

Treaty of Versailles The treaty ending World War I and creating the League of Nations.

League of Nations International organization created by the Versailles Treaty after World War I to ensure world stability.

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23.4 o o o

Irreconcilables Group of U.S. senators opposed to ratification of the Treaty of Versailles after World War I. Reservationists Group of U.S. senators opposing approval of the Treaty of Versailles without significant amendments.

Red Scare Post-World War I anti-Bolshevik hysteria in the United States directed against labor activists, radical dissenters, and some ethnic groups.

Topics for Essays, Classroom Discussion, or Classroom Lecture: 1.

The Treaty of Versailles is often cited as one of the major causes of World War II. First, present an examination of the provisions of the treaty with an eye on World War II. Discuss the punitive clauses targeted at Germany. What psychological, social, and financial effects would the war guilt and reparations clauses have on postwar Germany? Second, look at the clauses that reorganized the European continent. What issues connected with the creation of new nations in Eastern Europe would aggravate future relations between Germany and the rest of the continent?

Finally, consider the provision for the League of Nations. How effective would the League be in averting future wars?

2.

Discuss the evolution of American foreign policy from 1865–1918. Look at Roosevelt and American imperialism. What was the goal of American foreign policy at this time? Review the ideals and philosophies that defined American imperial policy. Consider the role the United States hoped to play in world affairs. Then examine Wilson and the philosophy of moral diplomacy. Examine the ways in which Wilson changed American foreign policy by the end of World War I. By this time, what ideals and philosophies defined American foreign policy? What role did the United States seek in foreign affairs? Henry Kissinger’s Diplomacy (1994) provides an interesting look at the importance of Wilsonian moral diplomacy in the development of American foreign policy through World War II and until the end of the Cold War. In light of the war in Iraq, is the United States currently experiencing another shift in long-term foreign policy visions?

3.

Conduct a class debate on American neutrality during the early years of World War I. Begin with a formal definition of the word neutrality and then have students consider the following issues: a.

Was the United States ever neutral during the years prior to its entry into World War I? Why or why not? b.

Should the United States have been strictly neutral through the entirety of the war? What issues justified its entry into the war? What issues might have prevented its involvement in the war? c.

Who determined American foreign policy between 1914 and 1917? Was there a gap between what the Wilson administration wanted and what the majority of the American people wanted?

4.

Discuss the links between the progressive movement and World War I. Consider some of the following issues: a.

Did reform groups tend to support American involvement in World War I? Why or why not? b.

Once the United States entered World War I, what evidence of progressivism was seen in the process of mobilization? Look into the federal government for examples of the Gospel of Efficiency, government bureaucracy, and the desire to control and dictate conformity.

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c.

Did progressives support moral diplomacy? Why or why not?

5.

Have students discuss the issue of civil rights during a state of war. This discussion can be a continuation of issues considered earlier in connection with the Alien and Sedition Acts of 1798 and Lincoln’s handling of civil rights during the Civil War. Provide students with copies of the Sedition Act of 1918, and then have them consider the following: a.

Do the provisions of the Sedition Act of 1918 violate the First Amendment freedoms of Americans? b.

When the United States is at war, do issues of national security justify an alteration in the guarantee of civil liberties? How has this question played out in the United States following 9/11? c.

American entry into World War I was preceded by years of debate regarding American neutrality and the propriety of American involvement in the war. In 1916, Wilson was reelected to the presidency largely based on a promise to keep the United States out of the war. Did Wilson betray the American people by breaking his promise to keep them out of war, or did Wilson have the right to promote unity and suppress dissent when he felt public support for the war was wavering? d.

What should be done in the United States when the people oppose war and the government supports it? Should the government respect the democratic character of the American political system by only endorsing policies that reflect the people’s will, or should the people bend to the republican aspect of the American political system by trusting important decisions to their elected officials? e.

Compare and contrast the experience of the United States with loyalty and dissent during World War I and the Vietnam War. Remember to point out to students that the Vietnam War was never a formally declared war. Which was better for America: the suppression of dissent during World War I or the expression of dissent during the Vietnam War? f.

How are the American public and the American government dealing with issues of loyalty in the “War on Terror”?

Enrichment Projects: 1.

Research the roles of African Americans in the military history of World War I. How were African Americans recruited? How were they treated in the armed forces? How were they treated in combat? What impact did the war have on the psychology of African Americans and their feelings about racism in America?

2.

Have students research American policy in the Balkans. How were the events in Kosovo and Serbia in the 1990s connected to pre-World War I European affairs? Examine United States policy in the Balkans during the first Bush and Clinton administrations. Do students agree with those policies? In what way did the most recent war in Iraq alter America’s role in European affairs? How does this role differ from that of 1914?

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Chapter 24 TOWARD A MODERN AMERICA: THE 1920s Learning Objectives: 24.1

What contributed to the economic boom of the 1920s?

24.2

What was the relationship between big business and government in the 1920s?

24.3

What factors contributed to the growth of America’s cities and suburbs in the 1920s?

24.4

How did new systems of distribution, marketing, and mass communication shape American culture? What forces fueled the cultural divisions in the 1920s?

24.5

In what ways did Hoover promote the policies of the New Era abroad? What was Hoover’s final triumph in the New Era?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: •

•

I.

II.

Watch the MyHistoryLab Video Series: Key Topics in U.S. History o The 1920s o Cities and Suburbs o The New Power of Advertising o The Scopes Trial Read Personal Journeys Online o Chicago Daily Tribune, “U.S. Rejoices at Historic Flight, President Says Crowns Flying Record, He Tells Lindbergh,” 1927. Article conveys the explosive reaction to Lindbergh’s unprecedented journey. o Elsie Johnson McDougald, “The Double Task: The Struggle of Negro Women for Sex and Race Emancipation,” 1925. Article attacks racial stereotypes and discusses the diversity among African American women in New York City.

The Economy That Roared A. Boom Industries • Read the Document: Robert and Helen Lynd, The Automobile Comes to Middletown (1924) B. Corporate Consolidation • Read the Document: Frederick Winslow Taylor, Employees and Productivity, from Scientific Management (1919) C. Open Shops and Welfare Capitalism D. Sick Industries The Business of Government A. Republican Ascendancy B. Government Corruption C. Coolidge Prosperity

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III.

IV.

V.

VI.

D. The Fate of Reform Cities and Suburbs A. Expanding Cities B. The Great Black Migration • Watch the Video: The Harlem Renaissance C. Barrios • Use MyHistoryLab Explorer to answer, How Did Migration and Immigration Trends Shift Between 1870 and 1930?

D. The Road to Suburbia Mass Culture in the Jazz Age A. Advertising the Consumer Society B. Leisure and Entertainment C. The New Morality D. The Searching Twenties E. Culture Wars • Read the Document: Margaret Sanger, Family Planning (1926) F. Nativism and Immigration Restriction G. The Ku Klux Klan • Read the Document: Hiram Evans, “The Klan’s Fight for Americanism” (1926) H. Prohibition and Crime I. Old-Time Religion and the Scopes Trial Herbert Hoover and the New Era A. War Debts and Economic Expansion B. Rejecting War C. Managing the Hemisphere • Analyze From Then to Now: The Culture Wars D. Hoover and the Final Triumph of the New Era Conclusion

Chapter Summary: Chapter 24 explores the complexities the 1920s. Included in this chapter are examinations of the post-World War I economy; the Republican domination of national politics; the continued expansion of urbanization; the emergence of a mass culture; the deep-seated conflicts over issues of identity and morality; and America’s new foreign policy challenges after World War I. 24.1 The Economy That Roared The automobile drove the economy’s growth and stimulated other industries, creating new products and jobs. The radio, motion-picture, and chemical industries became economic giants.

Corporate mergers resulted in oligopolies, but Americans were reassured by claims of increased efficiency and productivity. Still, not all Americans or industries benefited from the uneven prosperity of the 1920s.

24.2 The Business of Government The Republican ascendancy in national politics shaped the economy by promoting business interests at home and abroad. The curtailment of government regulation and the placement of business leaders in regulatory agencies advanced the growth of big business and ensured that even the Supreme Court became a champion of business. Reformers challenged the pro-business actions of government but without much success.

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24.3 Cities and Suburbs By 1920 more Americans lived in urban than rural areas. Millions of Americans fled depressed rural areas for urban opportunity, including the Great Migration of blacks to the North and Hispanic migrants to barrios. Cities boomed as skyscrapers transformed skylines, but suburbs grew even faster. Automobiles created these modern suburbs, and the construction of highways altered America’s landscape.

24.4 Mass Culture in the Jazz Age Urbanization and the automobile joined with new forms of advertising to mold a mass culture of consumerism, where brand names and buying on credit shaped the economy. New forms of leisure and entertainment transformed American society and gave the decade its nickname: the Jazz Age. But these same developments provoked social divisions—culture wars—between traditionalists and the proponents of modern changes.

24.5 Herbert Hoover and the New Era In foreign affairs, Hoover endorsed the same cooperative principles between business and government that shaped his domestic policies. He helped businesses secure new trading and investment opportunities and open international offices to boost American business abroad.

Hoover symbolized the prosperity of the era and predicted in his 1928 election the elimination of poverty—a prediction that would dissolve in the coming depression.

Key Terms: 24.1 o o o o 24.2 o o 24.3 o o 24.4 o o o

oligopoly An industry, such as steel making or automobile manufacturing, that is controlled by a few large companies. open shop Factory or business employing workers whether or not they are union members; in practice, such a business usually refuses to hire union members and follows antiunion policies. yellow-dog contracts Employment agreements binding workers not to join a union. welfare capitalism A paternalistic system of labor relations emphasizing management responsibility for employee well-being.

League of Women Voters League formed in 1920 advocating for women’s rights, among them the right for women to serve on juries and equal-pay laws.

Sheppard-Towner Maternity and Infancy Act The first federal social-welfare law, passed in 1921, providing federal funds for infant and maternity care.

Great Migration The mass movement of African Americans from the rural South to the urban North, spurred especially by new job opportunities during World War I and the 1920s.

Harlem Renaissance A new African American cultural awareness that flourished in literature, art, and music in the 1920s.

Jazz Age The 1920s, so called for the popular music of the day as a symbol of the many changes taking place in the mass culture.

National Origins Act of 1924 Law sharply restricting immigration on the basis of immigrants’ national origins and discriminating against southern and eastern Europeans and Asians.

Nisei United States citizens born of immigrant Japanese parents.

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24.5 o o

Volstead Act The 1920 law defining the liquor forbidden under the Eighteenth Amendment and giving enforcement responsibilities to the Prohibition Bureau of the Department of the Treasury. multinational corporations Firms with direct investments, branches, factories, and offices in a number of countries.

Kellogg-Briand Pact A 1928 international treaty that denounced aggression and war but lacked provisions for enforcement.

Topics for Essays, Classroom Discussion, or Classroom Lecture: 1.

Prepare a lecture on the impact of the automobile industry on American life. Consider the economic impact on employment, wages, and profit; the impact of road construction on infrastructure and politics; the impact of improved transportation on national unity; and the social and moral impact on American youth who gained independence by escaping in the automobile.

2.

Trace the early development of the American motion-picture industry. Many early films are available on DVD for use in the classroom. Showing brief clips from a few significant films allows students to see the rapid technological development in film production from the turn of the century until the Depression. Some films to examine might include The Great Train Robbery, Birth of a Nation, and The Jazz Singer. The inclusion of some films from the 1930s, such as The Wizard of Oz or Gone with the Wind, would illustrate how far film technique had come by that time. Another issue connected to this topic is racial and gender stereotyping in early twentiethcentury film. This issue could be examined in both Birth of a Nation and The Jazz Singer.

3.

Examine the Jazz Age within the larger context of the history of American music as well as African American history. Look at the regional aspects of the blues by focusing on its origins in rural America and its fruition in urban America. Examine the blues as an expression of African American despondency in the rural South. What happened to the blues and jazz emanating from cities? Supplement the lecture with recordings from blues and jazz artists.

4.

Prepare a presentation on print advertising in the 1920s. Examine the images and text associated with advertising during the early twentieth century. What markets are being targeted?

What kind of lifestyle is being promoted? Invite students to compare and contrast the advertising of this era with modern-day print ads. What evidence do we see in the ads of the 1920s of the “New Morality”?

5.

The Republican presidents of the 1920s often identified themselves with a return to laissez-faire economics. To what extent was this true? Review the literal meaning of laissez faire.

Did the federal government of the 1920s refrain from interfering in the economy? Is government support of business any less an abandonment of laissez faire than government regulation or restriction of business?

6.

Discuss Marcus Garvey as a black separatist. Have students begin to think about American efforts to resolve racial problems in the twentieth century. What is the difference between racial integration and racial segregation? How is racial separatism distinct from both?

What solution to racial problems will Americans embrace as a result of the Civil Rights Movement? Are there still divisions in the African American community over the merits of racial integration, racial segregation, and black separatism?

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7.

How does the decade of the 1920s reflect the continuation of the urban-rural conflict in America? Did the decade hold the same promise for rural Americans that it did for middle-class urban and suburban dwellers? Did the gap between urban and rural lifestyles narrow or widen during the 1920s?

Enrichment Projects: 1.

Research the Ku Klux Klan of the 1920s. Explore its organization under the leadership of William Simmons, Edward Clarke, and Elizabeth Tyler. How was the Klan modernized under their leadership? How does it still resemble the original Klan? What issues signaled its failure by the end of the 1920s?

2.

Choose an author or a poet from the Harlem Renaissance and read a sample of his or her work. Then place the author’s literature within its historical context. Point out universal themes in the work, but also look at it in terms of the times in which it was written, particularly within the context of the Great Migration. Does the author’s work make reference to southern rural African American poverty? Does it refer to African American urban poverty? Does it make statements about the status of African Americans during the early twentieth century? Does it offer hope or reflect hopelessness?

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Chapter 25 THE GREAT DEPRESSION AND THE NEW DEAL 1929 – 1939 Learning Objectives: 25.1

What triggered the Great Depression?

25.2

How did Herbert Hoover respond to the depression; why did his policies fail?

25.3

What were the goals of the early New Deal?

25.4

How did the major accomplishments of the Second New Deal affect America’s social and economic life?

25. 5

Why did the New Deal lose momentum after 1936?

25.6

How did Roosevelt respond to the rise of fascism in Europe?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: •

•

I.

II.

Watch the MyHistoryLab Video Series: Key Topics in U.S. History o The Great Depression and the Promise of the New Deal: 1929 – 1940 o The Great Depression o The President Takes on the Depression o The New Deal Read Personal Journeys Online o Letter from Eleanor Roosevelt to Walter White, 1936. Roosevelt writes against lynching o Paul Taylor, “Against the Covered Wagon,” Survey Graphic, July 1935.

Article on the migration of “Okies” to California during the Dust Bowl.

Hard Times in Hooverville A. Crash!

B. The Depression Spreads C. “Women’s Jobs” and “Men’s Jobs” D. Families in the Depression • Use MyHistoryLab Explorer to answer, How Bad Was the Great Depression?

E. “Last Hired, First Fired” F. Protest Herbert Hoover and the Depression A. The Failure of Voluntarism B. Repudiating Hoover: The 1932 Election

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IV.

V.

VI.

VII.

Launching the New Deal A. Action Now! B. Creating Jobs C. Helping Some Farmers D. The Flight of the Blue Eagle E. Critics Right and Left Consolidating the New Deal • Watch the Video: Dorothea Lange and Migrant Mother A. Weeding Out and Lifting Up 1.

Social Security 2.

Money, Tax, and Land Reform • Watch the Video: The Plough That Broke the Plains (1934) B. Expanding Relief • Analyze From Then to Now: Social Security C. The Roosevelt Coalition and the Election of 1936 • Read the Document: Franklin D. Roosevelt, Fireside Chat (September 6, 1936) D. Labor on the March E. Women and the New Deal F. Minorities and the New Deal G. The New Deal: North, South, East, and West 1.

The New Deal in the South • Read the Document: Tennessee Valley Authority Act (1933) 2.

The New Deal in the West H. The New Deal and Public Activism Ebbing of the New Deal A. Challenging the Court B. More Hard Times C. Political Stalemate Good Neighbors and Hostile Forces A. Neutrality and Fascism 1.

Appeasement and More Neutrality B. Edging toward Involvement Conclusion

Chapter Summary: Chapter 25 provides an overview of the Great Depression and Franklin D. Roosevelt’s New Deal program. Topics covered include conditions surrounding the 1929 stock market crash; the impact of the Depression on the lives of Americans; Hoover’s difficulties confronting the economic crisis; the policies and programs of the New Deal; the impact of the New Deal on American life; the political stalemate reached by the end of the second Roosevelt administration; and emerging international challenges.

25.1 Hard Times in Hooverville Systemic weaknesses in the economy produced a devastating collapse that challenged the very fabric of America and made the depression global. Risky speculation on Wall Street and among bankers, weaknesses in agriculture, coal, and textiles, along with a staggering disparity in wealth and faulty fiscal policies, fueled the decline.

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25.2 Herbert Hoover and the Depression A champion of private initiative, President Hoover refused to yield from his belief that voluntary efforts could and should relieve the misery of mass unemployment. The scope of the depression, however, exhausted the resources of private charities and local governments.

25.3 Launching the New Deal When FDR took office, he promised action and his first 100 days illustrated his determination to “try something.” He tackled the banking crisis, reviving banks and restoring confidence; he provided relief to the unemployed; he addressed the agricultural crisis; and he attempted to revive industry by regulating prices and wages along with allowing workers the right to organize.

25.4 Consolidating the New Deal By reaching out to new constituencies, the Second New Deal brought greater economic security to many Americans. The Social Security Act, despite its limitations, helped the elderly and the jobless. Labor won the right to unionize and the jobless found work with the WPA. Americans responded by voting for FDR in 1936.

25.5 Ebbing of the New Deal After his 1936 victory, FDR attempted to expand both the New Deal and the Supreme Court, the latter move alienating friends and foes alike. His decision to reduce spending in 1937 contributed to a downturn his critics called the “Roosevelt recession.” Capitalizing on FDR’s mistakes, congressional conservatives stalled new legislation, effectively ending the New Deal by 1938.

25.6 Good Neighbors and Hostile Forces Although FDR worried about Hitler and the rise of Nazism, he reluctantly challenged the isolationist sentiments of many Americans. He denounced the aggressor nations in 1937 and moved toward military preparedness in the United States. To aid the British and French, he won revisions in the neutrality legislation and continued to educate the American public about the fascist menace.

Key Terms 25.1 o

25.2 o 25.3 o o o 25.4 o

Hooverville Shantytown, sarcastically named after President Hoover, in which unemployed and homeless people lived in makeshift shacks, tents, and boxes.

Hoovervilles cropped up in many cities in 1930 and 1931.

Bonus Army A group of unemployed veterans who demonstrated in Washington for the payment of service bonuses, only to be dispersed violently by the U.S. Army in 1932. fireside chats Speeches broadcast nationally over the radio in which President Franklin Roosevelt explained complex issues and programs in plain language, as though his listeners were gathered around the fireside with him.

Federal Deposit Insurance Corporation (FDIC) Government agency that guarantees bank deposits, thereby protecting both depositors and banks.

Securities and Exchange Commission (SEC) Federal agency with authority to regulate trading practices in stocks and bonds.

Tennessee Valley Authority (TVA) Federal regional planning agency established to promote conservation, produce electric power, and encourage economic development in seven southern states.

25.5

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fascist government Subscribing to a philosophy of governmental dictatorship that merges the interests of the state, armed forces, and big business; associated with the dictatorship of Italian leader Benito Mussolini between 1922 and 1943 and also often applied to Nazi Germany.

Topics for Essays, Classroom Discussion, or Classroom Lecture: 1.

Introduce the “Dixie demagogues,” the cadre of Southern politicians who emerged during the 1930s. What kind of political style typified the Dixie demagogue? Comment on the special appeal the Dixie demagogues held for southerners in the 1930s. Was Huey Long a typical Dixie demagogue? If so, how? If not, how did he distinguish himself from the others?

2.

Discuss the unique role of Eleanor Roosevelt during the New Deal era. How did Eleanor Roosevelt differ from the first ladies who preceded her? How did she impact the role of the first lady? How did she and FDR complement each other politically? To what extent did she contribute to defining the legacy of the era?

3.

Present an examination of Franklin Roosevelt as a politician. Most historians agree the New Deal did little to significantly reduce the suffering associated with the Great Depression, yet Roosevelt was re-elected in 1936 and again in 1940. Why? What were Roosevelt’s strengths as a politician? Did he have greater leeway and freedom in his role as president because of the times?

How did the press treat Roosevelt? Would they do the same today?

4.

The New Deal years are often considered a defining era for the modern Democratic Party. There is no doubt that the Republican and Democratic parties of the 1930s were markedly different from those at the turn of the century. Have students compare and contrast the parties of the 1930s with those of the 1890s. Ask them to address such issues as membership, attitude toward the strength of federal and state governments, financial and business agendas, and the degree of support for social reform.

5.

Have students assess the impact of the New Deal on the American South. Consider the following questions: a.

FDR referred to the American South in 1933 as “the nation’s number one economic problem.” Why? Was the South hit harder by the Depression than other regions of the country, or was Roosevelt referring to deeper economic problems in the South? How long had these economic problems plagued the South? b.

Which New Deal programs were most important in the South? c.

How did the New Deal impact the traditional relationship between the southern states and the federal government? d.

How did the New Deal impact race relations in the South? What effect did changing race relations have on southern politics? e.

Was the New Deal the gateway to the Second Reconstruction? Why? 6.

Compare and contrast the New Deal era with other reform movements, such as the populist and progressive movements. What characteristics of these two earlier reform movements were inherited by the New Dealers? Also, does the New Deal predict future reform in the 1960s?

What elements of 1960s reform have their roots in the New Deal era?

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Enrichment Projects: 1.

Have students examine the photographic legacy of the New Deal. Resources for such a project include the work of Margaret Bourke-White, Dorothea Lange, and James Agee. In assessing this work, have students consider the following: a.

Is one region of the country the particular focus of most of this work? Why? b.

What does this photography tell us about southern life in the 1930s? c.

Was it important and/or necessary for the government to finance this work? What is its value? d.

What does this work tell us about the South and its connection to the rest of the nation between 1877 and 1940?

2.

Analyze the following two factors considered to have played an important role in Roosevelt’s four-term presidency: a.

Look at the use of radio by Roosevelt and his opponents in Depression-era politics. How much impact did radio have in defining political allegiances in the 1930s? What did radio’s impact in the 1930s predict for the future? b.

Examine the individuals who composed Roosevelt’s “brain trust.” Who were Roosevelt’s closest advisors? What were their educational backgrounds? What suited them for the job of creating the New Deal? Most importantly, what was the political background of these advisors? To what extent had they been exposed to socialism and radical political philosophy?

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Chapter 26 WORLD WAR II 1939 – 1945 Learning Objectives: 26.1

Why were most Americans reluctant to get involved in World War II?

26.2

How did the Allies fare in 1941 and 1942?

26.3 What steps did the U.S. government take to organize the economy for war?

26.4 How did the war affect the everyday lives of Americans?

26.5 How did the Allies win the war?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: •

•

I.

II.

Watch the MyHistoryLab Video Series: Key Topics in U.S. History o World War II: 1939 – 1945 o Origins of World War II o Japanese American Internment o The End of the War Read Personal Journeys Online o Patricia Cain Koehler, Oregon Historical Quarterly (Fall 1990). Helping to build aircraft carriers during World War II. o Leon Overstreet in S. L. Sanger, Working on the Bomb: An Oral History of World War II Hanford (1995). A construction worker remembers the Manhattan Project. o Bill Mauldin, in Studs Terkel, The Good War (1985). The famous cartoonist explains the origins of his characters Willie and Joe, the typical World War II GIs.

The Dilemmas of Neutrality A. The Roots of War o Watch the Video: Hitler and Roosevelt B. Hitler’s War in Europe C. Trying to Keep Out D. Edging toward Intervention 1.

The Collapse of France and U.S. Rearmament 2.

The Election of 1940 E. The Brink of War 1.

The Atlantic Charter 2.

Events in the Pacific F. December 7, 1941 Holding the Line A. Stopping Germany

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1.

The Eastern Front and the Battle of Stalingrad The Survival of Britain 1.

The Battle of the Atlantic 2.

North Africa C. Retreat and Stabilization in the Pacific 1.

The Battles of the Coral Sea and Midway Mobilizing for Victory A. Organizing the Economy B. The Enlistment of Science C. Men and Women in the Military o Watch the Video, The Desegregation of the Military and Blacks in Combat o Analyze From Then to Now: Military Draft or Volunteer Military 1.

Native Americans in the Military 2.

African Americans in the Military 3.

Women in the Military D. The Home Front 1.

Families in Wartime 2.

Women in the Workforce o Read the Document: Virginia Snow Wilkinson, “From Housewife to Shipfitter,” Harper’s (1943) 3.

Ethnic Minorities in the War Effort 4.

Clashing Cultures 5.

Internment of Japanese Americans Read the Document: Supreme Court Opinions, Korematsu v. United States (1944) 6.

The End of the New Deal War and Peace A. Turning the Tide in Europe 1.

The Campaign in North Africa 2.

The Invasion of Italy 3.

Soviet Advances and the Battle of Kursk B. Operation OVERLORD C. Victory and Tragedy in Europe 1.

The Battle of the Bulge and the Collapse of Germany 2.

The Holocaust o Rudolf Hoess, The Holocaust: Memoirs from the Commandant of Auschwitz (1940s) D. The Pacific War o Use MyHistoryLab Explorer to answer, What Were U.S. Interests in the Pacific Theater of World War II? E. Searching for Peace 1.

Truman and Potsdam 2.

The Atomic Bomb F. How the Allies Won Conclusion B.

III.

IV.

V.

Chapter Summary: Chapter 26 offers a survey of World War II. Topics covered in this chapter include the complexities of the American struggle with neutrality; the American military role in World War

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II; the economic, political, and social consequences of war on the home front; victory in Europe and Japan; and the emergence of the United States as a superpower.

26.1 The Dilemmas of Neutrality The United States entered the global war in Europe and Asia with great reluctance because of bitter memories of World War I. Nevertheless, events abroad pushed the nation toward rearmament as well as aid to Britain. Pressure on Japan would lead to that nation's decision to go to war.

26.2 Holding the Line The year 1941 was a year of victories for Germany and Japan; it was followed by a year in which the United States, Britain, and their allies struggled to stem the tide of aggression. The result was a truly worldwide war with fronts in the Atlantic and Pacific oceans, North Africa, Russia, China, and Southeast Asia.

26.3 Mobilizing for Victory The war effort required the United States to mobilize millions of men and women in the armed forces. The U.S. also redirected its huge industrial capacity toward war production that eventually would eclipse the output of other nations. America’s edge in scientific research proved another key element in victory.

26.4 The Home Front The war effort penetrated every aspect of American life. It disrupted families but opened new opportunities for women. It was a step forward for civil rights but also triggered racial conflict.

Perhaps most importantly in the long run, it reshuffled millions of Americans and began to erode barriers of regional isolation, race, ethnicity, and social class.

26.5 War and Peace By 1944-1945, the Allies had developed superior tactics and weapons. With the Soviet Union bearing the greatest burden, the Allies slowly but inexorably pushed German armies out of their conquests and into Germany itself. In the Pacific, the United States destroyed Japanese naval power and devastated Japanese cities. But German and Japanese surrender opened the door to new tensions that would soon lead to the Cold War.

Key Terms 26.1 o o o o o

Greater East Asia Co-Prosperity Sphere Japanese goal of an East Asian economy controlled by Japan and serving the needs of Japanese industry.

Axis Powers The opponents of the United States and its allies in World War II. The Rome-Berlin Axis was formed between Germany and Italy in 1936 and included Japan after 1940. blitzkrieg German war tactic in World War II (“lightning war”) involving the concentration of air and armored firepower to punch and exploit holes in opposing defensive lines.

Lend-Lease Act Program begun in 1941 through which the United States transferred military equipment to Britain and other World War II allies.

Atlantic Charter Statement of common principles and war aims developed by President Franklin Roosevelt and British Prime Minister Winston Churchill at a meeting in August 1941.

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26.2 o

o o 26.3 o

26.4 o 26.5 o o o o o o

Allies In World War I, Britain, France, Russia, and other belligerent nations fighting against the Central Powers but not including the United States, which insisted upon being merely an associated nation. In World War II, the Allies fighting the Axis Powers included the United States as well as the Soviet Union, Great Britain, France, China, and other nations.

Eastern Front The area of military operations in World War II located east of Germany in eastern Europe and the Soviet Union.

Battle of the Atlantic The long struggle between German submarines and the British and U.S. navies in the North Atlantic from 1940 to 1943.

Manhattan Project The effort, using the code name Manhattan Engineer District, to develop an atomic bomb under the management of the U.S. Army Corps of Engineers during World War II. Fair Employment Practices Committee (FEPC) Federal agency established in 1941 to curb racial discrimination in war production jobs and government employment.

D-Day June 6, 1944, the day of the first paratroop drops and amphibious landings on the coast of Normandy, France, in the first stage of Operation OVERLORD during World War II. Operation OVERLORD United States and British invasion of France in June 1944 during World War II. Holocaust The systematic murder of millions of European Jews and others deemed undesirable by Nazi Germany. island hopping In the Pacific Theater during World War II, the strategy in which U.S. forces seized selected Japanese-held islands while bypassing and isolating other islands held by Japan.

Yalta Conference Meeting of U.S. president Franklin Roosevelt, British prime minister Winston Churchill, and Soviet premier Joseph Stalin held in February 1945 to plan the final stages of World War II and postwar arrangements.

Potsdam Declaration Statement issued by the United States during a meeting of U.S. president Harry Truman, British prime minister Winston Churchill, and Soviet premier Joseph Stalin held at Potsdam, near Berlin, in July 1945 to plan the defeat of Japan and the future of Eastern Europe and Germany. In it, the United States declared its intention to democratize the Japanese political system and reintroduce Japan into the international community and gave Japan an opening for surrender.

Topics Essays, Classroom Discussion, or Classroom Lecture: 1.

Prepare a lecture on the impact of World War II on American women. In considering the issue of women and the war, focus on the significant movement of females into the workplace during World War II and the impact that experience had on American women in terms of their sense of independence and competence. Look at the impact of the end of the war in terms of forcing women out of these jobs. An interesting approach to use in examining this issue is to draw on material published in women’s magazines during the late 1940s and 1950s and compare it to material published in women’s magazines during the war. Examine how articles and advertising directed at women encouraged them in the early 1940s to support the war by joining the workforce, and then after the war to support home and hearth by leaving the workplace. How did

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the experience of American women during the early 1940s set the stage for the status of women during the 1950s?

2.

Examine the impact of World War II on African Americans by focusing on the response of African Americans to the Holocaust. An excellent source for this issue is a film entitled The Liberators: Fighting on Two Fronts (1992), a PBS documentary that was broadcast as part of The American Experience series. The film centers on the story of the 761st Tank Battalion, an African American regiment that was involved in liberating the German concentration camp at Dachau.

The film provides a thorough examination of the treatment of African Americans in the U.S. Army, as well as the conflicted feelings of men who, while having lived with racism in their own lives, then witnessed the most horrific demonstration of racial hatred in modern history.

3.

Have students compare and contrast the American commitment to neutrality before both World War I and World II. In doing so, have them consider the following issues: a.

Compare and contrast the American position on the two wars between 1914 and 1917 and between 1935 and 1941. How did the American public feel about U.S. intervention before World War I? Before World War II? How did federal policy reflect the public sentiment before World War I? Before World War II? b.

Have students consider the gap between the presidents and the public regarding U.S. entry into both world wars. What roles did Wilson and Roosevelt play in the decision to enter the wars? Were their positions reflective of public opinion?

4.

Compare and contrast the American internment of Japanese Americans with the Holocaust. To what extent are the two incidents similar? To what extent are they different?

Consider some of the following issues in the comparison and contrast: a.

The ideological background of each incident. Have students consider the history of Social Darwinism, racism, nativism, and eugenics dating back to the late nineteenth century. b.

The national justification for each incident. Have students consider how each government rationalized the propriety of targeting these populations for unique treatment. c.

Living conditions within the camps. Have students look at the provisions made for food, shelter, and medical care. d.

The final resolution of the incident. Have students examine the extent to which each nation controlled the target population as well as the ways in which Japanese American internment and the Holocaust ended. e.

The lasting impact of these incidents on the populations targeted. Have students consider how Japanese American internment impacted the lives of those who were victimized and what impact the Holocaust has had on western Judaism.

5.

Have students debate the American decision to use the atomic bomb against Japan in August 1945. Have them consider the military, strategic, political, and moral issues that promoted use of the bomb, as well as the military, strategic, political, and moral issues used to oppose the use of the bomb. Use this opportunity to point out the significance of the American attack on Japan as both the end of World War II and the beginning of the Cold War.

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Enrichment Projects: 1.

Research the issues surrounding the Japanese attack on Pearl Harbor. A research project could focus on the ongoing historical debate regarding the nature of the attack and the extent to which the American federal government might have anticipated or even invited the attack as a means of gaining public support for entry into the war.

2.

Examine the early responses of the Allied powers to the Holocaust. How early did the Allies learn of the Nazi policy against the Jews? How did the Allies formulate policy on the issue?

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Chapter 27 THE COLD WAR AT HOME AND ABROAD 1946 – 1952

Learning Objectives: 27.1

What was the catalyst for the economic boom that began in 1947?

27.2

How was Harry Truman able to win the 1948 presidential election??

27.3

What were the origins of the Cold War?

27.4

How did the Korean War shape American domestic politics?

27.5

Why did fear of Communism escalate in the years following World War II?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: •

•

I.

II.

Watch the MyHistoryLab Video Series: Key Topics in U.S. History o The Cold War: 1945 – 1953 o Origins of the Cold War o Truman Doctrine and the Marshall Plan o The Korean War Read Personal Journeys Online o “This Is How I Keep House,” McCall’s, April 1949. The routine of a typical Levittown housewife. o Erick Hodgins, Mr. Blandings Builds His Dream House (1946). A fictional New York advertising agent buys a house in the far edge of suburbia. o Atlanta Housing Council, “Proposed Areas for Expansions of Negro Housing in Atlanta, Georgia.” Papers of the Atlanta Urban League, Atlanta University Center, Atlanta, Georgia. Reprinted in Andrew Wiese and Becky Nicolaides, The Suburb Reader (2006). Atlanta Housing Council suggests ways to continue residential segregation in a growing city.

Launching the Great Boom o Watch the Video: Creating Domestic Bliss during the Cold War A. Reconversion Chaos B. Economic Policy C. The GI Bill D. Assembly-Line Neighborhoods 1.

Isolation and Discrimination E. Steps toward Civil Rights F. Consumer Boom and Baby Boom Truman, Republicans, and the Fair Deal o Analyze From Then to Now: The Automobile Industry

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III.

IV.

V.

VI.

A. Truman’s Opposition B. Whistle-Stopping across America C. Truman’s Fair Deal Confronting the Soviet Union A. The End of the Grand Alliance B. The Truman Doctrine and the Marshall Plan C. Soviet Reactions D. American Rearmament o Read the Document: Harry S. Truman, The Truman Doctrine (1947) o Read the Document: Winston Churchill, The “Iron Curtain” Speech (March 5, 1946) Cold War and Hot War A. The Nuclear Shadow B. The Cold War in Asia C. NSC-68 and Aggressive Containment D. War in Korea, 1950–1953 o Use MyHistoryLab Explorer to answer, Why Did Conflict Come to the Korean Peninsula?

E. The Politics of War 1.

Consequences of the Korean War The Second Red Scare o Read the Document: Ronald Reagan, Testimony Before the House Un-American Activities Committee (1947) A. The Communist Party and the Loyalty Program B. Naming Names to Congress C. Subversion Trials D. Senator McCarthy on Stage o Watch the Video: McCarthyism and the Politics of Fear E. Understanding McCarthyism Conclusion

Chapter Summary: Chapter 27 examines the post-World War II era in American history. Topics covered in the chapter include postwar domestic developments with an emphasis on the conversion to a peacetime economy and the impact of the baby boom; early Cold War policy, including the Marshall Plan and the Truman Doctrine; Truman’s domestic policy, focusing on the Fair Deal; and the fruition of Cold War politics with the Korean War and McCarthyism.

27.1 Launching the Great Boom Americans approached the conversion from wartime to peacetime with fear of a renewed economic depression. Instead, the pent-up demand for housing and consumer goods and the beginnings of the “baby boom” soon fed a new surge of economic growth, although labormanagement relations remained contentious.

27.2 Truman, Republicans, and the Fair Deal President Truman surprised political experts and confounded Republicans by winning reelection in 1948 against a divided opposition. His administration was able to protect the programs of the New Deal but not to pass major new initiatives.

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27.3 Confronting the Soviet Union The wartime alliance among the United States, Britain, and the Soviet Union came apart in 1946 and 1947 because of differing interests and expectations for the future of Europe and the Middle East. The United States cemented ties with Western Europe through the Marshall Plan and NATO while the USSR took similar steps in Eastern Europe. By the end of the decade, a politically divided world had settled into forty years of Cold War. 27.4 Cold War and Hot War The focus of the Cold War shifted to Asia in 1949, with Communist victory in China, and in 1950, with the outbreak of war in Korea. The armed confrontation of the Korean War ushered in a massive expansion of American military capacity and presence around the world.

27.5 The Second Red Scare The deepening Cold War, fears of Soviet nuclear weapons, and bitter political divisions at home fueled fears of internal subversion in the late 1940s and 1950s. The danger of Soviet espionage was real, but efforts to ensure loyalty reached beyond what was necessary for national security.

Key Terms: 27.1 o o o o o o 27.2 o 27.3 o o o o o o

Cold War The political and economic confrontation between the Soviet Union and the United States that dominated world affairs from 1946 to 1989.

Council of Economic Advisers Board of three economists established in 1946 to advise the president on economic policy.

Taft-Hartley Act Federal legislation of 1947 that substantially limited the tools available to labor unions in labor-management disputes.

GI Bill of Rights Legislation in June 1944 that eased the return of veterans into American society by providing educational and employment benefits.

Levittown Any of three large suburban housing developments built in New York, Pennsylvania, and New Jersey in the late 1940s and 1950s. redlining Restricting mortgage credit and insurance for properties in neighborhoods defined as being high risk.

Dixiecrats Southern Democrats who broke from the party in 1948 over the issue of civil rights and ran a presidential ticket as the States’ Rights Democrats.

International Monetary Fund (IMF) International organization established in 1945 to assist nations in maintaining stable currencies.

World Bank Officially the International Bank for Reconstruction and Development, an international organization established in 1845 that assists governments around the world in economic development efforts.

Truman Doctrine President Harry Truman’s statement in 1947 that the United States should assist other nations that were facing external pressure on internal revolution; an important step in the escalation of the Cold War. Marshall Plan The European Recovery Program (1948-1951), which provided U.S. economic assistance to European nations; named for Secretary of State George Marshall.

Berlin blockade A 300-day Soviet blockade of land access to U.S., British, and French occupation zones in Berlin, 1948-1949.

Central Intelligence Agency (CIA) Agency that coordinates the gathering and evaluation of military and economic information on other nations, established in 1947.

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o o o 27.4 o o o

27.5 o o

National Security Council (NSC) The formal policymaking body for national defense and foreign relations, created in 1947 and consisting of the president, the secretary of defense, the secretary of state, and others appointed by the president.

North Atlantic Treaty Organization (NATO) Military alliance of the United States, Canada, and European nations created in 1949 to protect Europe against possible Soviet aggression.

Warsaw Pact Military alliance of the Soviet Union and Communist nations of Eastern Europe from 1955 to 1989.

National Security Council Paper 68 (NSC-68) Policy statement that committed the United States to a military approach to the Cold War. containment The policy of resisting further expansion of the Soviet bloc through diplomacy and, if necessary, military action, developed in 1947-1948.

Korean War War between North Korea and South Korea (1950-1953) in which the People’s Republic of China fought on the side of North Korea and the United States and other nations fought on the side of South Korea under the auspices of the United Nations.

House Un-American Activities Committee Congressional committee (1938-1975) that investigated suspected Nazi and Communist sympathizers.

McCarthyism Anti-communist attitudes and actions associated with Senator Joe McCarthy in the early 1950s, including smear tactics and innuendo.

Topics for Essays, Classroom Discussion, or Classroom Lecture: 1.

Present a lecture examining Franklin Roosevelt’s and Harry Truman’s contributions to the emergence of the Cold War. Compare and contrast the social, political, and intellectual backgrounds of the two men. Discuss Roosevelt’s role at the Yalta Conference, especially regarding the endorsement of the Declaration of a Liberated Europe. Did the endorsement of this agreement by the Allies set the stage for the Cold War? Could the Allies have avoided granting Stalin leverage in Eastern Europe? Discuss the extent to which Truman was prepared by Roosevelt to take over the presidency. Finally, comment on the early Soviet policy of the Truman administration.

2.

Discuss the emergence of the States’ Rights Party and the presidential campaign of J. Strom Thurmond in 1948. Focus on the party’s appearance as an indication of increased racial tension in the South after World War II and as an indication of the potential of the future Civil Rights Movement. Address the significance of Thurmond’s political career, which involved an early switch to the Republican Party, an indication of southern political developments to come during the last half of the twentieth century.

3.

Discuss the connection between Cold War policies and World War II. What parallels did the former Allies see between prewar Germany and postwar Soviet Union? What mistakes made prior to World War II did the former Allies fear making again? Use this opportunity to have students consider the issue of “learning from history.” Can people learn from history? Is it wise or useful to allow mistakes from the past to determine policy for the future?

4.

In their book The Fifties: The Way We Really Were (1977), Douglas T. Miller and Marion Nowak assert that the 1950s was a decade of conservatism, consensus, and conformity.

Have students review Chapter 27 and point out examples of these trends during the late 1940s and

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early 1950s. How did World War II moderate the liberal politics of the Depression era? Why were Americans eager to move to the middle, and why did they find security in conservatism, consensus, and conformity?

5.

Have students compare and contrast the postwar decades of the 1920s and 1950s. Guide discussion to address some of the following issues: a.

World War I has been characterized as the war that ended “American innocence.” How so? Did the American experience in World War II have a similar impact? Were Americans less naive and more experienced and mature as a nation because of the role they played in World War I? b.

Compare and contrast American foreign policy development during the decades following the two world wars. Specifically, focus on the issues of isolationism and active intervention as they apply to the American foreign policy of the 1920s and 1950s. c.

Examine the social and cultural aspects of postwar American society in the 1920s and 1950s. How do the social and cultural values of Americans reflect their reaction to world war? d.

Explore developments in domestic politics in the postwar decades of the 1920s and 1950s. Which party would come to dominate national politics after World War I? After World War II? What would come to be the American response to radicalism after World War I? After World War II? 6.

Consider American Cold War foreign policy within the historical context of modern American foreign policy. Students have already considered the similarities and differences between the turn-of-the-century diplomacy of Theodore Roosevelt and the moral diplomacy of Woodrow Wilson. How does Cold War policy compare to each of these phases of American foreign policy development? Consider specifically the content of National Security Council Paper 68 (NSC-68). Are the guidelines proposed in this document reflective of the “big stick” diplomacy of Theodore Roosevelt, or are they more reflective of the morally-based approach of Woodrow Wilson? Or is post-World War II foreign policy completely different from both?

Enrichment Projects: 1.

Research the American experience in fighting wars in Asia during the twentieth century.

This project could focus on the Pacific War during World War II, the Korean War, and the Vietnam War. Among the topics that students might examine, consider the following: a.

The cultural differences between the East and the West. What barriers existed that would complicate Asian and American understandings of each other’s cultures? How would these misunderstandings complicate diplomacy? b.

The political and military goals of Asians and Americans in war. Especially in Korea and Vietnam, how did American global concerns complement or fail to complement the regional concerns of the Koreans and Vietnamese? How did regional civil wars turn into military manifestations of the Cold War? c.

Racism and the American experience in Asia. Have students consider American stereotypes regarding Asians. How were these stereotypes manifested during the Pacific War, Korean War, and Vietnam War? Were Americans socially and culturally prepared to fight for the well-being of the Asian world?

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2.

Research the emergence of the Progressive Party in 1948. Was Henry Wallace’s liberal agenda in 1948 dated and archaic by the end of World War II, or did it foresee the domestic reform agenda of the late 1950s and 1960s? Examine the role of the party as a link between the progressive agenda of the depression era and the progressive agenda of the 1960s.

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Chapter 28 THE CONFIDENT YEARS 1953 – 1964 Learning Objectives: 28.1

How did the “Decade of Affluence” alter social and religious life in America?

28.2

What impact did Dwight Eisenhower’s foreign policy have on U.S. relations with the Soviet Union?

28.3

What was John F. Kennedy’s approach to dealing with the Soviet Union?

28.4

What was the significance of Brown v. Board of Education of Topeka?

28.5

How did Lyndon B. Johnson continue the domestic agenda inherited from the Kennedy administration? In what ways did he depart from it?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: •

•

I.

Watch the MyHistoryLab Video Series: Key Topics in U.S. History o The Affluent Society: 1953 – 1960 o The Suburban Ideal o The Age of Ike o The Civil Rights Movement Read Personal Journeys Online o Diane Nash, Interview in Mathew Allman, The New Negro, 1961. The civil rights sit-in movement in Nashville in 1960. o Suzette Miller, in Staughton Lynd, Nonviolence in America, 1966. Grassroots civil rights efforts in Mississippi in 1961.

A Decade of Affluence A. What’s Good for General Motors 1.

Eisenhower and the Politics of the Middle 2.

The New Prosperity B. Reshaping Urban America C. Comfort on Credit D. The New Fifties Family 1.

The Impact of Television 2.

Stay-at-Home Moms and Working Women E. Inventing Teenagers • Read the Document: Ladies’ Home Journal, “Young Mother” (1956) F. Turning to Religion G. The Gospel of Prosperity • Read the Document: Richard M. Nixon and Nikita S. Khrushchev, The Kitchen Debate (1959) H. The Underside of Affluence

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II.

III.

IV.

V.

VI.

Facing Off with the Soviet Union A. Why We Liked Ike B. A Balance of Terror C. The American Approach to the Cold War D. U.S. Alliances and the Third World E. Containment in Action F. Global Standoff John F. Kennedy and the Cold War A. The Kennedy Mystique B. Kennedy’s Mistakes C. Getting into Vietnam D. Missile Crisis: A Line Drawn in the Waves E. Science and Foreign Affairs Righteousness Like a Mighty Stream: The Struggle for Civil Rights A. Getting to the Supreme Court • Read the Document: Jo Ann Gibson Robinson, Bus Boycott (1955) B. Deliberate Speed • Watch the Video: African American Women and the Struggle for Civil Rights C. Public Accommodations • Use MyHistoryLab Explorer to answer, How Did Conditions for African Americans Begin to Change in the mid-1900s?

D. The March on Washington, 1963 • Watch the Video: Justice for All: Civil Protest and Civil Rights E. Religious Belief and Civil Rights “Let Us Continue” A. Dallas, 1963 B. War on Poverty C. Civil Rights, 1964–1965 D. War, Peace, and the Landslide of 1964 • Analyze From Then to Now: Medical Research on Polio and AIDS Conclusion

Chapter Summary: Chapter 28 examines the broad impact of the Cold War on U.S. history, in areas ranging from military strategy to race relations. Topics considered in this chapter include the social history of the affluent 1950s; the continuation of Cold War policy; the mystique and mistakes of the John F. Kennedy administration; the birth of the modern American civil rights movement; and Lyndon B. Johnson’s rise to the presidency.

28.1 A Decade of Affluence In the decade after the Korean War, Americans enjoyed widespread prosperity symbolized by suburban houses and new cars pouring off Detroit assembly lines. While social commentators struggled to understand the success story, corporations courted Americans as consumers through television and popular music, franchised businesses, and shopping malls.

28.2 Facing Off with the Soviet Union The Cold War, with its shadow of possible nuclear annihilation, largely controlled the ways in which the United States related to the world. American leaders judged foreign policy decisions

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and the actions of other nations for their effects on the balance of power between the United States and the Soviet Union.

28.3 John F. Kennedy and the Cold War The Cold War reached its most dangerous point in the early 1960s with U.S.-Soviet confrontations over Berlin and Cuba, escaping nuclear war by the narrowest of margins.

28.4 Righteousness Like a Mighty Stream: The Struggle for Civil Rights Building on the work of earlier decades, the civil rights movement of 1953-1964 transformed race relations in the realms of education, public accommodations, and political rights. At the same time, it left unsolved problems of racial equity in both the South and North.

28.5 “Let Us Continue” Lyndon Johnson used his immense political skills to advance the cause of economic opportunity for all Americans. The programs of the Great Society left a permanent and positive mark on American society in fields such as health care, employment, and civil rights.

Key Terms: 28.1 o 28.2 o o o

28.3 o o o o o o 28.4 o o

Federal Highway Act of 1956 Measure that provided federal funding to build a nationwide system of interstate and defense highways. massive retaliation Popular name for the military doctrine adopted in the 1950s, whereby the United States promised to respond to any attack on itself or its allies with massive force, including nuclear weapons.

National Aeronautics and Space Administration (NASA) Federal agency created in 1958 to manage American space flights and exploration.

Southeast Asia Treaty Organization (SEATO) Mutual defense alliance signed in 1954 by the United States, Britain, France, Thailand, Pakistan, the Philippines, Australia, and New Zealand.

New Frontier John F. Kennedy’s domestic and foreign policy initiatives, designed to reinvigorate a sense of national purpose and energy.

Bay of Pigs Site in Cuba of an unsuccessful landing by 1,400 anti-Castro Cuban refugees in April 1961.

Berlin Wall Wall erected by East Germany in 1961 that isolated West Berlin from the surrounding areas in Communist-controlled East Berlin and East Germany.

Viet Cong Communist rebels in South Vietnam who fought the pro-American government established in South Vietnam in 1954.

Alliance for Progress Program of economic aid to Latin America during the Kennedy administration.

Limited Test Ban Treaty Treaty signed by the United States, Britain, and the Soviet Union outlawing nuclear testing in the atmosphere, in outer space, and under water.

Brown v. Board of Education of Topeka Supreme Court decision in 1954 that declared that “separate but equal” schools for children of different races violated the Constitution.

Southern Manifesto A document signed by 101 members of Congress from southern states in 1956 that argued that the Supreme Court’s decision in Brown v. Board of Education of Topeka itself contradicted the Constitution.

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o o o 28.5 o o o o o o o o o

Southern Christian Leadership Conference (SCLC) Black civil rights organization founded in 1957 by Martin Luther King Jr. and other clergy.

Student Nonviolent Coordinating Committee (SNCC) Black civil rights organization founded in 1960 and drawing heavily on younger activists and college students.

Congress of Racial Equality (CORE) Civil rights group formed in 1942 and committed to nonviolent civil disobedience.

War on Poverty Set of programs introduced by Lyndon Johnson between 1963 and 1966 designed to break the cycle of poverty by providing funds for job training, community development, nutrition, and supplementary education.

Office of Economic Opportunity (OEO) Federal agency that coordinated many programs of the War on Poverty between 1964 and 1975.

Civil Rights Act of 1964 Federal legislation that outlawed discrimination in public accommodations and employment on the basis of race, skin color, sex, religion, or national origin.

Freedom Summer Voter-registration effort in rural Mississippi organized by black and white civil rights workers in 1964.

Voting Rights Act Legislation in 1965 that overturned a variety of practices by which states systematically denied voter registration to minorities.

Gulf of Tonkin Resolution Request to Congress from President Lyndon Johnson in response to North Vietnamese torpedo boat attacks in which he sought authorization for “all necessary measures” to protect American forces and stop further aggression.

Great Society Theme of Lyndon Johnson’s administration, focusing on poverty, education, and civil rights.

Medicare Basic medical insurance program for the elderly, financed through the federal government, created in 1965.

Medicaid Supplementary medical insurance for the poor, financed through the federal government; program created in 1965.

Topics for Essays, Classroom Discussion, or Classroom Lecture: 1.

Prepare a lecture on the emergence of a youth culture during the 1950s. One option is to focus on trends in popular music, particularly rock-and-roll. Connect the origins of rock-and-roll to the southern musical traditions of rhythm and blues, country, and gospel. Examine why early rock-and-roll was referred to as “race music” and why the white community responded with white “cover records.” Supplement the lecture with recordings of early rock-and-roll performers such as Little Richard and Chuck Berry, as well as examples of cover records by performers like Pat Boone. How does Elvis Presley fit into the picture? Presley recorded cover records, but was he distinct from Pat Boone? How so?

2.

Examine the status of American women in the 1950s. How was the condition of middleclass American women in the 1950s significantly different from that of earlier decades in the twentieth century? To what extent was the status of women in the 1950s defined by World War II? How did television and journalism impact the American middle-class woman’s self-image?

How does the status of women in the 1950s and 1960s lay the groundwork for a women’s liberation movement?

3.

Examine the political ideology of Lyndon Johnson. Focus on the political paradox of a southern politician who eventually played a pivotal role in realizing a liberal reform agenda— including the most significant civil rights legislation since Reconstruction and one of the most ambitious programs addressing economic inequity in America since the New Deal. What factors in

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Johnson’s political background prepared him for this role? To what extent did interest in and loyalty to the Democratic Party define his role? Ask students to comment on Johnson’s significance to southern politics and to national politics.

4.

As mentioned in Chapter 27, some historians have characterized the 1950s as a decade of conservatism, consensus, and conformity. Yet the 1950s preceded the 1960s, which is characterized as one of the most radical and turbulent decades in modern American history. Have students discuss the 1950s as the breeding ground for the sixties. Consider some of the following issues: a.

The 1960s counterculture. Have students consider the baby boom and the emergence of the American teenager as predictors of this sixties phenomenon. Did the emergence of rock-and-roll, the Beat generation, and 1950s affluence play a role in the emergence of a counterculture? Did the conservatism, consensus, and conformity of the 1950s play a role? b.

The Vietnam War. Connect the American involvement in Vietnam to post-World War II foreign policy. Were there indications in the 1950s that Americans might feel some ambivalence about military intervention in Vietnam? Why would the strongest protest come from youth? c.

The civil rights movement. Connect the civil rights movement to the African American role in World War II. Remind students that some of the major events of the movement, including the Brown decision and the Montgomery bus boycott, occurred as early as the mid-fifties.

5.

The civil rights movement is often referred to as the Second Reconstruction. Hold a discussion in which students consider the following: a.

To what extent was the federal agenda in the civil rights movement similar to the federal agenda in the Civil War? To what extent was the southern agenda during the civil rights movement similar to the southern agenda in the Civil War? Consider the national attention to federal authority and racial justice in both cases and the southern commitment to states’ rights and racial control in both cases. b.

Connect the civil rights movement to other historical conflicts regarding states’ rights. Take students back not only to the Civil War but also to the Virginia and Kentucky resolutions and the Nullification Crisis. Review the meanings of nullification and interposition. What examples of these principles are seen in the events of the civil rights movement? c.

Have students consider the issue of civil disobedience. Review the recurring theme in American history of Americans’ willingness to break the law for a higher good. What similarities exist between the role of African Americans in the civil rights movement and the earlier roles of patriots in the American Revolution or abolitionists who defied the Fugitive Slave Law? d.

Compare and contrast the strides made in civil rights during Reconstruction and during the civil rights movement. Why was the civil rights movement needed when the Fourteenth and Fifteenth Amendments were in the Constitution? Were the civil rights laws passed during the 1960s as vulnerable to violation as the Reconstruction laws?

6.

Have students compare and contrast 1950s and 1960s Cold War foreign policy with late nineteenth-century imperialism. Consider specifically issues related to the need for expanding economic markets, the fear of powers that were considered threatening, the need to expand American global military presence, and the lingering social problems connected with racism. Is there an element of moral diplomacy as well? How important was it in determining policy?

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Enrichment Projects: 1.

Choose one of the lesser figures in the civil rights movement and write a paper evaluating that person’s role and unique contribution to the movement. Some individuals to consider include Fannie Lou Hamer, Anne Moody, and Mose Wright.

2.

Have students assess the impact of 1950s television situation comedies on contemporary American society. Divide the class into several groups and have each group choose one television program to study. The members of the group should watch three to five episodes of the program and consider the following questions: a.

What does the American family look like in this program? Have students consider such issues as race, ethnicity, socioeconomic status, and level of education. b.

How are women portrayed in the program? What is the message being sent to American women of the 1950s regarding their appropriate role in society? c.

How are children portrayed in the program? What message does this send to American parents about child-rearing and the expectations placed on children?

d.

Place the program in its historical context. Is there any indication in the program of the real issues facing Americans during the 1950s?

e.

Do the images in these programs (many of which still draw large audiences in syndication or in DVD sales and rentals) impact the self-image of Americans today?

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Chapter 29 SHAKEN TO THE ROOTS 1965 – 1980 Learning Objectives: 29.1

What were the consequences of the growing U.S. war in Vietnam?

29.2

What conflicting social values and goals divided Americans in the 1960s?

29.3

What challenges did cities face in the late 1960s and 1970s?

29.4

How did the Tet Offensive change American public opinion about the war in Vietnam?

29.5

What was the legacy of Richard Nixon’s presidency?

29.6

What factors limited Jimmy Carter’s effectiveness as president?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: •

•

I.

Watch the MyHistoryLab Video Series: Key Topics in U.S. History o From a Great Society to a Conservative One: 1969 – 1980 o Watergate o The Women’s Movement o Jimmy Carter Read Personal Journeys Online o Easy Rider, 1969. Fantasies of escape from 1960s America in a popular movie. o Craig McNamara, interview, in Joan Morrison and Robert K. Morrison, From Camelot to Kent State: The Sixties Experience in the Words of Those Who Lived It, 1987. Antiwar protest and the generation gap in 1968. o Buzz Aldrin and Neil Armstrong land on the moon, July 20, 1969. Edgar Cortright, ed., Apollo Expeditions to the Moon (Washington, DC: NASA SP 350, 1975). o Reies Lopez Tijerina, “Letter from the Santa Fe Jail,” reprinted in A Documentary History of the Mexican Americans, edited by Wayne Moquin, 1971. A Hispanic civil rights manifesto from 1969. o “Bill Gates and Paul Allen Talk,” Fortune, 132, October 2, 1995, pp. 69–72.

Copyright © 1995 Fortune. Microsoft founders recall the early days.

Deeper into Vietnam A. Escalation • Read the Document: James B. Stockdale, A Vietnam Experience: Ten Years of Reflection (1982) B. Fighting in ‘Nam C. From Dissent to Confrontation

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•

II.

III.

IV.

V.

VI.

VI.

Read the Document: Martin Luther King, Jr. “Conscience and the Vietnam War” (1967) • Watch the Video: Protest, Counterculture, and the Antiwar Movement during the Vietnam Era • Use MyHistoryLab Explorer to answer, What Did the War in Vietnam Mean for the United States?

New Voices A. New Left and Community Activism B. Youth Culture and Counterculture C. Communes D. Grassroots Conservatism E. The Feminist Critique F. Coming Out Cities Under Stress A. Diagnosing an Urban Crisis B. Conflict in the Streets C. Minority Self-Determination 1.

Expressions of Black Power • Watch the Video: Malcolm X 2.

Hispanic Activism in the Southwest 3.

Native Americans Assert Their Identity D. Suburban Independence: The Outer City 1.

Suburban Economic Growth and Political Influence 2.

School Busing Controversies The Year of the Gun, 1968 A. The Tet Offensive B. LBJ’s Exit C. Red Spring D. Violence and Politics: King, Kennedy, and Chicago Nixon, Watergate, and the Crisis of the Early 1970s A. Getting Out of Vietnam, 1969–1975 1.

“Vietnamization” and the Secret War Against Cambodia 2.

Stalemate and Cease-Fire B. Nixon and the Wider World C. Courting Middle America D. Oil, OPEC, and Stagflation E. Americans as Environmentalists • Read the Document: Rachel Carson, Silent Spring (1962) • Analyze From Then to Now: Energy Worries F. From Dirty Tricks to Watergate G. The Ford Footnote Jimmy Carter: Idealism and Frustration in the White House A. Carter, Energy, and the Economy B. Closed Factories and Failed Farms C. Building a Cooperative World D. New Crises Abroad 1.

The Failure of Salt II 2.

The Iranian Hostage Crisis Conclusion

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Chapter Summary: Chapter 29 addresses the turbulence of the mid-1960s through the 1970s. Topics focused on include the continuation of the American involvement in Vietnam; the emergence of the counterculture; urban and suburban growth; the Nixon presidency, with an emphasis on foreign policy and the Watergate scandal; and the Jimmy Carter presidency.

29.1 Deeper into Vietnam In the second half of the 1960s, military commitments in Vietnam and reactions at home were an all-consuming issue that fundamentally reshaped U.S. society and politics.

29.2 New Voices After the relative consensus of the 1950s, Americans in the 1960s and 1970s listened to new ideas from both the political left and right. At the same time, young people, women, and sexual minorities demanded recognition as equal citizens.

29.3 Cities under Stress American cities underwent multiple crises in the later 1960s and 1970s that ranged from racially motivated riots to severe economic stress. The result was to shift the balance of economic and political power from older cities to suburbs and simultaneously to begin to empower minority voters.

29.4 The Year of the Gun, 1968 The year 1968 brought turmoil at home and abroad. Both the Vietnam War and the antiwar movement reached crisis points that turned U.S. politics upside down. Revolts against the postwar political establishment spanned both sides of the Atlantic and both sides of the Iron Curtain.

29.5 Nixon, Watergate, and the Crisis of the Early 1970s Despite substantial accomplishments in environmental policy, civil rights, and foreign affairs, Richard Nixon is remembered for the Watergate scandal that arose from his reelection campaign.

29.6 Jimmy Carter: Idealism and Frustration in the White House Americans faced serious challenges to both economic prosperity and global political influence in the last years of the 1970s, undercutting the ability of President Jimmy Carter to pursue new initiatives and leaving many Americans unhappy with the situation of their nation.

Key Terms: 29.1 o o 29.2 o o

search and destroy U.S. military tactic in South Vietnam, using small detachments to locate enemy units and then massive air, artillery, and ground forces to destroy them.

Selective Service System Federal agency that coordinated military conscription before and during the Vietnam War. Students for a Democratic Society (SDS) The leading student organization of the New Left of the early and mid-1960s.

Free Speech Movement (FSM) Student movement at the University of California, Berkeley, formed in 1964 to protest limitations on political activities on campus.

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o Model Cities Program Effort to target federal funds to upgrade public services and o o

29.3 o o o o o o 29.4 29.5 o o o o o o o o o

economic opportunity in specifically defined urban neighborhoods between 1966 and 1974. counterculture Various alternatives to mainstream values and behaviors that became popular in the 1960s, including experimentation with psychedelic drugs, communal living, a return to the land, Asian religions, and experimental art.

Stonewall Rebellion On June 27, 1969, patrons fought back when police raided the gay Stonewall Inn in New York; the name refers to that event and to the increase in militancy by gay Americans that it symbolizes.

Black Power Philosophy emerging after 1965 that real economic and political gains for African Americans could come only through self-help, self-determination, and organizing for direct political influence.

Nation of Islam Religious movement among black Americans that emphasizes selfsufficiency, self-help, and separation from white society.

Black Panthers Political and social movement among black Americans, founded in Oakland, California, in 1966 and emphasizing black economic and political power.

American Indian Movement (AIM) Group of Native American political activists who used confrontations with the federal government to publicize their case for Indian rights.

Baker v. Carr U.S. Supreme Court decision in 1962 that allowed federal courts to review the appointment of state legislative districts and established the principle that such districts should have roughly equal populations (“one person, one vote”).

Swann v. Charlotte-Mecklenburg Board of Education U.S. Supreme Court decision in 1971 that upheld cross-city busing to achieve the racial integration of public schools.

Nixon Doctrine President Nixon’s new American policy (1969) toward Asia in which the United States would honor treaty commitments but would gradually disengage and expect Asian nations to handle military defense on their own.

Strategic Arms Limitation Treaty (SALT) Treaty signed in 1972 by the United States and the Soviet Union to slow the nuclear arms race. détente French for “easing of tension.” Used to describe the new U.S. relations with China and the Soviet Union in 1972.

New Federalism President Richard Nixon’s policy to shift responsibilities of government programs from the federal level to the states.

Organization of Petroleum Exporting Countries (OPEC) Cartel of oil-producing nations in Asia, Africa, and Latin America that gained substantial power over the world economy in the mid- to late 1970s by controlling the production and price of oil.

Environmental Protection Agency (EPA) Federal agency created in 1970 to oversee environmental monitoring and cleanup programs.

Watergate A complex scandal involving attempts to cover up illegal actions taken by administration officials and leading to the resignation of President Richard Nixon in 1974.

Pentagon Papers Classified Defense Department documents on the history of the U.S. involvement in Vietnam, prepared in 1968 and leaked to the press in 1971.

Helsinki Accords Agreement in 1975 among NATO and Warsaw Pact members that recognized European national boundaries as set after World War II and included guarantees of human rights.

29.6

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deindustrialization The process of economic change involving the disappearance of outmoded industries and the transfer of factories to new low-wage locations, with devastating effects in the Northeast and Midwest, especially in the 1970s and 1980s.

Camp David Agreement Agreement to reduce points of conflict between Israel and Egypt, hammered out in 1977 with the help of U.S. President Jimmy Carter.

Topics for Essays, Class Discussion, or Class Lecture: 1.

Discuss the issue of women involved with the New Left movement during the 1960s.

Many students assume that because the New Left was a liberal political movement, gender equity was part of its agenda. Discuss with students how women were treated within the counterculture, the New Left, and the civil rights movement. How did men involved with these movements feel about the status of women? How did women’s experiences in these leftist movements pave the way for the women’s liberation movement of the 1970s?

2.

Discuss the role of Henry Kissinger in the foreign affairs of the Nixon administration.

How did his European background define his approach to diplomacy? How did he respond to the American tradition of moral diplomacy? How significant was Kissinger’s role in defining American foreign policy during the 1970s?

3.

Present a lecture on Jimmy Carter as a southern president. How did his character, political style, and political agenda reflect his southern background? One historian has characterized Carter as the “Yankee from Georgia.” Why? How do Lyndon Johnson and Jimmy Carter compare as southern presidents? How do they differ?

4.

Revisit the course’s ongoing debate regarding American dissent against war. Have students compare and contrast the ways in which the federal government addressed issues of dissent during World War I and the Vietnam War. Invite students to respond to some of the following: a.

Assess the public’s response to American involvement in Vietnam. Which Americans were most active in their protests? What specific issues associated with the war were the targets of protests? Did these issues change over time?

Demonstrate how domestic protest escalated with the escalation of the war. b.

Assess the factors that resulted in American involvement in these two wars. How were these factors similar? How were they different? Does the fact that the Vietnam conflict was never a declared war affect the propriety or impropriety of dissent against the war? c.

Assess the extent to which there was, during each of these wars, a gap between the government and the American people regarding support for the war from the very beginning. To what extent was the government effective in closing this gap during World War I? During the Vietnam War? d.

Finally, address the issue of the propriety or impropriety of dissent against war.

Was the government right to suppress dissent during World War I? Was it wrong? Was the public right to openly protest the Vietnam War? Was it wrong?

Connect these debates to loyalty and dissent during the war in Iraq.

5.

Have students compare and contrast the three major leftist movements of the twentieth century: the Lyrical Left, the Old Left, and the New Left. Have students consider the following:

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a. b. c. d.

Place each movement in its historical context. During which general period of American history did each movement emerge?

Who was involved in each movement? Which sector of society was moved and inspired by the message of each movement? Why? What was each movement’s agenda? Does it borrow anything in terms of issues or political style from the movements that preceded it?

How effective was each movement? Did it have a lasting impact on American politics and/or society?

6.

Compare and contrast the southern and northern civil rights movements. Who led the movements? How were these leaders similar? How were they different? What was the style and agenda of the movements? How were they similar? How were they different? How effective were the two movements? To what extent did they define American race relations for the future?

Enrichment Projects: 1.

Have students address the issue of Hollywood and the Vietnam War. Allow students to choose one film that addresses American involvement in Vietnam, and then discuss the following: a.

How accurately does the film portray the American role in Vietnam? Is it historically correct? b.

How does the film reflect the American struggle with the war—not only the struggle with protest during the war, but also the lingering conflicts after the war ended? c.

When was the film produced? Are there differences between films produced immediately after the war and those produced decades later? d.

What is the background of the producer and/or director of the film? Does he or she have a clear political agenda? Was he or she actually involved in the war?

This assignment would work well for a group project.

2.

Have students prepare an oral history project based on interviews with individuals who lived during the 1960s and 1970s. They can talk to individuals who participated in or were exposed to the counterculture, the civil rights movement, the women’s movement, and/or the Vietnam War. Emphasize to students that the subject of an oral history does not have to be a renowned person. Anyone who lived through these years, either as an active participant or as a passive observer, offers a perspective from which historians can learn. This type of research can be an exciting way to expose students to the fact that history is living and happening around them.

It also often proves to be a personally rewarding experience for the students as well as the subjects.

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Chapter 30 THE REAGAN REVOLUTION AND A CHANGING WORLD 1981 – 1992 Learning Objectives: 30.1

What was revolutionary about Ronald Reagan’s presidency?

30.2

How and why did the Cold War come to an end?

30.3

How did growth in the Sunbelt shape national politics in the 1980s and 1990s?

30.4

What key social and cultural issues divided Americans in the 1980s and 1990s?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: • Watch the MyHistoryLab Video Series: Key Topics in U.S. History o Ending the Cold War: 1980 – 1991 o The Comeback of the Cold Warriors o Republican America o The Cold War: Where Did the Enemy Go? • Read Personal Journeys Online o Jubilee Lau, “Chinese and Proud of It,” 1996. From Hong Kong to Idaho in the 1980s. o Richard Rodriguez, Hunger of Memory, 1982. Learning English in an immigrant household. o Ana Cabellero, 1980s. Mexican American Generations in El Paso. Interview in Al Santoli, New Americans, 1988.

I.

Reagan’s Domestic Revolution • Watch the Video: Ronald Reagan on the Wisdom of Tax Cuts A. Reagan’s Majority B. Conservative Worldviews 1.

Downsizing the Great Society 2.

Free Market Utopians 3.

Conservative Political Savvy C. Reaganomics: Deficits and Deregulation 1.

Environmental Regulation and Federal Lands 2.

Deregulation of Banking D. Crisis for Organized Labor 1.

Decline of Union Membership and Blue-Collar Jobs 2.

Impact of Economic Restructuring • Use MyHistoryLab Explorer to answer, How Did the “Reagan Revolution” of the 1980s Shape American Politics?

E. An Acquisitive Society F. Mass Media and Fragmented Culture

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G.

II.

III.

IV.

V.

Poverty amid Prosperity 1.

Corporate Downsizing and White-Collar Jobs 2.

Increase in the Poverty Rate 3.

The Wage Gap and the Feminization of Poverty • Read the Document: William Julius Wilson, The Urban Underclass (1980) 4.

Homelessness in America H. Consolidating the Revolution: George H. W. Bush The Climax of the Cold War A. Confronting the Soviet Union B. Risky Business: Foreign Policy Adventures 1.

Intervention and Covert Activities in Central America 2.

The War against Drugs 3.

Intervention in the Middle East 4.

The Iran-Contra Affair 5.

U.S. Policy in Asia C. Embracing Perestroika • Read the Document: Mikhail Gorbachev, The Need for Economic Reform (1987) D. Crisis and Democracy in Eastern Europe 1.

The End of Communist Regimes in Eastern Europe 2.

German Reunification and the Dissolution of the Soviet Union • Analyze From Then to Now: The Berlin Wall E. The Persian Gulf War Growth in the Sunbelt A. The Defense Economy B. Americans from around the World • Read the Document: Cecelia Rosa Avila, Third Generation Mexican American (1988) C. Old Gateways and New Values in Collision A. Women’s Rights and Public Policy 1.

Abortion Rights and Conservative Reaction 2.

Women in the Workforce B. AIDS and Gay Activism C. Churches in Change • Watch the Video: Evangelical Religion and Politics, Then and Now D. Culture Wars Conclusion

Chapter Summary: Chapter 30 summarizes and contextualizes political, social, economic, and intellectual developments in the United States between 1981 and 1992. Among the topics considered in this chapter are the Reagan revolution; the emergence of new regional economies; the resolution of the Cold War; conflicts in the Middle East; the significance of women’s and gay rights issues in national life; and the “culture wars” as yet another manifestation of the American search for spiritual and personal values.

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30.1 Reagan’s Domestic Revolution Ronald Reagan’s two presidential administrations led to fundamental changes in the political and economic balance in the United States. The nation reemphasized the use of deregulated markets rather than government to meet national needs, with a paradoxical result of economic growth and increasing inequality.

30.2 The Climax of the Cold War After escalating Cold War tensions in the early 1980s, communist regimes in the Soviet Union and Eastern Europe imploded at the end of the decade under the pressures of economic inefficiency and grassroots dissatisfaction. These developments, largely the result of internal forces, left the United States with unrivaled world influence.

30.3 Growth in the Sunbelt Fundamental changes were unavoidably transforming American society by the 1980s. The South and West were growing at the expense of the old industrial core. At the same time, immigrants from Asia and Latin America were changing the nation’s ethnic mix and the definition of “typical” American.

30.4 Values in Collision The pace of social change left Americans deeply conflicted over the proper roles for women, the acceptance of gays and lesbians, the acceptable boundaries of artistic expression, religious values, and the future of organized religion.

Key Terms: 30.1 o o o o o

30.2 o o o o

neoconservatives A group of intellectuals who revived and updated conservative political ideas in the 1980s.

Economic Recovery and Tax Act of 1981 (ERTA) A major revision of the federal income tax system. deregulation Reduction or removal of government regulations and encouragement of direct competition in many important industries and economic sectors.

Sagebrush Rebellion Political movement in the western states in the early 1980s that called for easing of regulations on the economic issue of federal lands and the transfer of some or all of those lands to state ownership.

Americans with Disabilities Act Legislation in 1992 that banned discrimination against physically handicapped persons in employment, transportation, and public accommodations.

Strategic Defense Initiative (SDI) President Reagan’s program, announced in 1983, to defend the United States against nuclear missile attack with untested weapons systems and sophisticated technologies.

Reagan Doctrine The policy assumption that Soviet-influenced governments in Asia, Africa, and Latin America needed to be eliminated if the United States was to win the Cold War. glasnost Russian for “openness,” applied to Mikhail Gorbachev’s encouragement of new ideas and easing of political repression in the Soviet Union. perestroika Russian for “restructuring,” applied to Mikhail Gorbachev’s efforts to make the Soviet economic and political systems more modern, flexible, and innovative.

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o o o 30.3 o o

30.4 o o

Intermediate-Range Nuclear Forces (INF) Treaty Disarmament agreement between the United States and the Soviet Union under which an entire class of missiles would be removed and destroyed and on-site inspections would be permitted for verification.

Operation Desert Storm Code name for the successful offensive against Iraq by the United States and its allies in the Persian Gulf War (1991).

Persian Gulf War War (1991) between Iraq and a U.S.-led coalition that followed Iraq’s invasion of Kuwait and resulted in the expulsion of Iraqi forces from Kuwait.

Sunbelt The states of the American South and Southwest.

Immigration and Nationality Act of 1965 Federal legislation that replaced the national quota system for immigration with overall limits of 170,000 immigrants per year from the Eastern Hemisphere and 120,000 per year from the Western Hemisphere.

Roe v. Wade U.S. Supreme Court decision in 1973 that disallowed state laws prohibiting abortion during the first three months (trimester) of pregnancy and established guidelines for abortion in the second and third trimesters. acquired immunodeficiency syndrome (AIDS) A complex of deadly pathologies resulting from infection with the human immunodeficiency virus (HIV).

Topics for Essays, Classroom Discussion, or Classroom Lecture: 1.

Address the emergence of the Sunbelt as the region of economic growth during the late twentieth century. What factors contributed to this regional shift in economic power? Aside from economic and/or financial issues, are there political, social, or cultural factors involved in the shift? What impact did World War II have on the modern transformation of the South? What impact did the civil rights movement have on the modern transformation of the South?

2.

Discuss the connection between the sexual revolution of the 1970s and the broader women’s liberation movement. Although the sexual revolution is often considered part of the women’s liberation movement, sexuality has historically been a divisive issue even among the most progressive women, with some feminists arguing that sexual liberation demeans the status of women and others arguing that sexual liberation allows women to behave as equals with men.

How did this conflict play out for men and women in the late twentieth century? How have sexuality and the changing status of women played out in the “culture wars” of recent years?

3.

Compare and contrast recent trends in American immigration with the New Immigration of the late nineteenth and early twentieth centuries. Consider the following: a.

Compare the two statistically. How many immigrants came into the country during these two periods? What percentage of American population growth was accounted for by the immigrant population during the two periods? b.

Compare the impact of immigration on cities during these two periods. Which aspects of the impact are similar? Which are different? c.

Compare the native-born American response to the influx of foreign population during both periods. Again, to what extent is the response similar? To what extent is it different?

4.

In recent decades, historians have debated whether the modern South has been nationalized or the nation has been southernized. Have students consider this question today. Have economic revitalization and the movement of people from other regions and countries into the South diminished its unique character and made it more comparable to the rest of the nation? Or has the

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exposure of more Americans to southern culture and to problems formerly identified primarily with the South—such as race problems—made the nation more southern (i.e., more politically, socially, religiously, and racially conservative)?

5.

Have students discuss the impact of the end of the Cold War on the future of American diplomacy. Review the major trends in modern American diplomatic history, including the imperialism of the late nineteenth and early twentieth centuries, the moral diplomacy of the world war eras, and the Cold War policy of the post-1945 era. What have been some of the challenges facing the United States as it attempts to develop a new foreign policy? Has the United States continued to organize its foreign policy around the issue of “good guys” and “bad guys”? Has it continued to define foreign policy morally, or has the United States embraced a more pragmatic approach to foreign policy? Has the war in Iraq shed new light on American foreign policy? Ask students what they see as the role of the United States in the global affairs of the twenty-first century.

Enrichment Projects: 1.

Have students investigate the ongoing debates regarding the future of Social Security.

What are the demographic problems facing the future of the program? What are the generational issues at stake? How does the demographic phenomenon of the baby boom fit into the picture?

This project would work well as a class debate.

2.

Have students write a paper researching the impact of one of the prominent evangelists of the modern era, such as Pat Robertson, Jerry Falwell, Jim Bakker, or Jimmy Swaggart. In the paper, they can address the contribution of the person to the popularization of evangelical Protestantism, as well as the extent to which each evangelist had a political agenda attached to his ministry.

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Chapter 31 COMPLACENCY, CRISIS, AND GLOBAL REENGAGEMENT 1993 – 2012 Learning Objectives: 31.1

How did Bill Clinton try to capture the political center?

31.2

What role did new information technologies play in the economic boom of the 1990s?

31.3

What gains did women and minorities make in national politics in the 1990s?

31.4

What were the key goals of George W. Bush’s presidency?

31.5

How did the terrorist attacks of September 11, 2001, change foreign policy for the following decade?

31.6

How did the government and the American people respond to the repeated domestic crises and economic challenges of the twenty-first century?

Chapter Outline: Preparatory resources addressing key topics related to this chapter: •

•

I.

Watch the MyHistoryLab Video Series: Key Topics in U.S. History o 1990s and the New Century o The Clinton Years o The Election of 2000 o Politics in the New Millennium Read Personal Journeys Online o Anthony Fernandez III, “Remembering the Oklahoma City Bombing,” 2007.

A search and rescue worker describes the background of the picture on page 925. o Dawn Shurmaitis, 2001. Volunteering in the aftermath of the September 11, 2001, attack. o John McNamara, 2002. A New York firefighter describes the day of the World Trade Center attack.

Politics of the Center A. The Election of 1992: A New Generation B. Policing the World 1.

Bosnia and Kosovo 2.

The Reinvention of NATO C. Clinton’s Neoliberalism D. Contract with America and the Election of 1996 E. The Dangers of Everyday Life 1.

Random Violence and Domestic Terrorism 2.

Crime and the War on Drugs

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F.

Read the Document: U.S. v. Timothy James McVeigh, Sentencing (August 14, 1997) Morality and Partisanship • Read the Document: Bill Clinton, Answers to the Articles of Impeachment (January 11, 1999)

II.

A New Economy?

A. The Prosperous 1990s B. The Service Economy C. The High-Tech Sector D. An Instant Society E. In the World Market 1.

The Politics of Trade

III.

Broadening Democracy A. Americans in 2000 B. Women from the Grassroots to Congress C. Minorities at the Ballot Box • Read the Document: Nancy Pelosi, Inaugural Address (2007) D. Rights and Opportunities 1.

Illegal Immigration and Bilingual Education 2.

Affirmative Action

IV.

Edging into a New Century A. The 2000 Election • Use MyHistoryLab Explorer to answer, Why Did Disagreement Surround the 2000 Presidential Election?

B. Reaganomics Revisited C. Downsized Diplomacy

V.

Paradoxes of Power A. September 11, 2001 B. Security and Conflict • Read the Document: Osama bin Laden, World Islamic Front Statement (1998) C. Iraq and Conflicts in the Middle East

VI.

Turmoil At Home A. Hurricane and Financial Storm B. The Obama Phenomenon • Watch the Video: The Historical Significance of the 2008 Presidential Election C. Partisan Politics D. Election 2012 • Analyze From Then to Now: America’s Mission to the World Conclusion

VII.

Chapter Summary:

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Chapter 31 concludes the text with an examination of developments in U.S. history since 1993.

Topics covered in this chapter include the 1992 election of Bill Clinton; the strengths and weaknesses of the new economy; the broadening of American democracy; the disputed election of 2000; the tragedy of September 11, 2001; and ongoing conflicts in the Middle East.

31.1 Politics of the Center President Clinton successfully pursued neoliberal policies that emphasized economic growth.

However, his personal indiscretions led to deeply partisan politics and an impeachment trial in the later years of the 1990s.

31.2 A New Economy?

Growing international trade and the explosive growth of computer technology and instant communications fueled a decade of prosperity that brought employment gains, reduced the federal budget deficit, and reestablished the United States as dominant in the world economy.

31.3 Broadening Democracy Women, African Americans, and Latinos all gained significantly in their political roles and influence. However, those very gains helped to deepen divisions over immigration policy, affirmative action, and other policies that were directly connected to the nation’s racial differences.

31.4 Edging into a New Century The initial goals of the Bush administration were conservative in two ways, intending to limit the role of the federal government in domestic affairs and to reduce the participation of the United States in multilateral foreign policy involving international cooperation.

31.5 Paradoxes of Power The United States responded to terrorist attacks on the World Trade Center and Pentagon by engaging in a permanent “war on terror.” The attacks also paved the way for the nation to wage protracted wars in Afghanistan and Iraq.

31.6 Turmoil at Home American public life showed contradictory tendencies. A deep partisan division limited the ability of either Republicans or Democrats to achieve their agendas, even while the election and reelection of Barrack Obama reflected the possibility of fundamental political realignment.

Key Terms: 31.1 o o o o

neoliberal Advocate or participant in the effort to reshape the Democratic Party for the 1990s around a policy emphasizing economic growth and competitiveness in the world economy.

Contract with America Platform proposing a sweeping reduction in the role and activities of the federal government on which many Republican candidates ran for Congress in 1994.

Temporary Assistance for Needy Families (TANF) Federal program tying benefits to work requirements and time limits; created in 1996 to replace earlier welfare programs to aid families and children.

Whitewater A failed Arkansas land development for which Bill and Hillary Clinton were accused of fraud but not indicted because of lack of evidence.

31.2

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o o o o o

31.3 o o o

31.4 31.5 o o o o 31.6 o

Internet The system of interconnected computers and servers that allows the exchange of e-mail, posting of websites, and other means of instant communication.

Silicon Valley The region of California between San Jose and San Francisco that holds the nation’s greatest concentration of electronics firms.

World Wide Web A part of the Internet designed to allow easier navigation of the network through the use of graphical user interfaces and hypertext links between different addresses.

North American Free Trade Agreement (NAFTA) Agreement reached in 1993 by Canada, Mexico, and the United States to substantially reduce barriers to trade.

World Trade Organization (WTO) International organization that set standards and practices for global trade; the focus of international protests over world economic policy in the late 1990s.

Proposition 187 California legislation adopted by popular vote in California in 1994 that cuts off state-funded health and education benefits to undocumented or illegal immigrants. affirmative action A set of policies to open opportunities in business and education for members of minority groups and women by allowing race and sex to be factors included in decisions to hire, award contracts, or admit students to higher education programs.

University of California v. Bakke United States Supreme Court case in 1978 that allowed race to be used as one of several factors in college and university admission decisions but made rigid quotas unacceptable.

PATRIOT Act Federal legislation adopted in 2001, in response to the terrorist attacks of September 11, intended to facilitate antiterror actions by federal law enforcement and intelligence agencies.

Department of Homeland Security Federal superagency created in 2002 with responsibility for border control and transportation security.

Taliban Muslim fundamentalist political organization that has contested for control of Afghanistan in opposition to the United States. weapons of mass destruction Weapons such as nuclear bombs and biological agents capable of inflicting massive casualties on civilian populations.

Troubled Asset Relief Program (TARP) Federal program in 2008 to purchase or guarantee shaky bank assets to protect the economy from widespread bank failures.

Topics for Essays, Classroom Discussion, or Classroom Lecture: 1.

Continue the assessment of modern southern presidents with a look at Bill Clinton. How did his political style and agenda reflect his southern roots? How does his presidency compare to those of Lyndon Johnson and Jimmy Carter, earlier southern presidents of the post-World War II era? Considering issues discussed, is Clinton a reflection of the extent to which the South has been incorporated into the nation, or is he a reflection of the extent to which southern politics have taken on a national appeal? Finally, consider whether George W. Bush could be considered a southern president: he came to the presidency after serving as governor of Texas, but his family and educational roots are firmly planted in New England. Whether Bush himself is or is not “southern,” what does his presidency say about the continuing political evolution of the South?

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2.

Discuss the intricacies of generational politics in modern America. A number of current authors have set forth the potential for conflict among the three major adult generations represented in American society today: the World War II generation, the baby boomers, and Generation X. Point out the distinctive historical contexts into which each of these generations was born. Demonstrate how these different historical contexts define each generation’s political, economic, social, and cultural agenda. Have students identify the potential for conflict among the generations as America moves forward in the twenty-first century.

3.

Have students look at American foreign policy since the turn of the twentieth century. How has it changed over the last century? Guide students through an assessment that begins with turn-ofthe-twentieth-century imperialism and moves on to moral diplomacy, Cold War diplomacy, and emerging American foreign policy since the end of the Cold War and the events of September 11, 2001. As we look at recent foreign policy, has the American approach to international relations changed? If so, how and why has it changed? Are Americans really, as some leaders claim, living in historically unprecedented times? What new challenges confront Americans and how do students think the United States should respond to these challenges?

4.

During the study of modern American history, students have regularly evaluated the debate regarding individual versus social responsibility for the welfare of American citizens. Review the progress of this debate from the Progressive Era through the depression era, the 1960s, the Reagan era, and finally today. Have Americans made progress toward resolving this issue? Have students voice their opinions about whether they think the source of social stability lies more in the strength of each individual or in the responsibility assumed by the community.

5.

Have students discuss the impeachment of Bill Clinton. You can revisit issues discussed earlier in the course regarding the personal sphere versus the political sphere. Why was Clinton impeached? How did his personal life figure into the events? Compare this impeachment to the impeachment of Andrew Johnson. Are there differences? Similarities? Have students consider the importance of partisanship in both cases of impeachment.

6.

Have students compare and contrast the two major economic revolutions of modern American history. How does the modern transition from an industrial economy to a service, technology, and information economy compare to the late nineteenth-century transition from an agricultural to an industrial economy? Consider the following issues: a.

The challenges presented to those working in the old economic sector. How have people who were trained and positioned for success in declining economies brought into emerging economies? b.

The impact on the size and location of major national urban centers. How did the changing economy define the regions that would prosper and the regions that would decline? c.

The impact of the change on personal values and beliefs. How did economic revolution also revolutionize social philosophy and religious faith? d.

The impact on the position of the United States in the global economy. Did the economic revolution strengthen the economic position of the United States, weaken it, or simply redefine it?

Enrichment Projects:

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1.

Have students assess the power of the media in politics today. Are the roles, responsibilities, and power of “traditional” media different than those of “new” media (Web sites, blogs, and other computer-based media)? To what extent has the media determined who was elected as the U.S. president over the last 30 years? A number of different approaches may be taken. Students may look at selected presidential campaigns of the last 30 years and determine the extent to which media coverage impacted the result. They may also choose selected political personalities and demonstrate how these individuals used the media to build political support for their agendas. This activity would work well for group projects.

2.

This and previous chapters have discussed “culture wars” and value conflicts within the United States. Have students investigate such conflicts globally rather than as national issues.

Describe the global culture wars that exist in the world today. Why did the events of September 11, 2001, happen? Why are there many nations in the world today that feel resentment and anger toward the United States? What are the most promising ways for the United States to respond to challenges to its global role and image?

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