Chapter 11 gaining Prosperity and Respect

The war of 1812 was a —- —- it freed americans from —- —— and now they could turn their whole attention to developing their own nations ——-

turning point, European affairs, resources

The —- —- —- —— was the start of strong pride and —— that helped to unite America and strengthen the growing nation

era of good feelings, patriotism

The —— ——— was the shift from factories to machines, it was reshaping the northeast especially in —- ——- the south mainly an agricultural area was devoting its efforts toward —— at this time which resulted in an increased reliance on ——. The west was attracting growing numbers of —- —— and its interests were different than the north and south, individually congress looked out for their own —— of the country but all together was working on —— these regions of the country

industrial revolution, new England, cotton, slavery, pioneer settlers, sections, uniting

the nations leaders solved this problem of sectionalism vs unity at least temporarily by means of a program called the —— ——

American system

In the 1700s the invention of —- —- —- changed the way many products were made. More manufacturing was done in —— and less was done in the —- or small shops

power driven machines, factories, home

*—- —— landed in —- —— and left england as a highly skilled —— which a background in —— ——-

samuel slater, new york, mechanic, textile mills

There were spinning and weaving —- in —— at this time and they wanted to keep it a —— workers weren’t allowed to leave the country but —— slipped away

machines, Britain, secret, Samuel

Samuel went to —- —— and with the aid of a —— —— named —— ——- he reproduced from ——- the machines he had used in England soon he was operating a successful —- —- using —- powered machinery

Rhode island, quaker merchant, Moses brown, memory, cotton mill, water

Soon other Americans began to operate mills at water power sites in —- —- and the —— —- states. At first all they did was spin —— and then working at handlooms in their houses —— wove that thread into cloth and returned it to the mills. within a few years the mills could —- —- along with spin thread, and this system became known as the —- —— which became popular. These power driven machines were very —- to build and maintain so individual workers could not afford them instead —— like —- —— ran the whole operation.

new England, middle Atlantic, thread, women, weave cloth, factory system, expensive, capitalists, moses brown

*——-= wealthy people who built the factories, installed machinery, purchased raw materials, hired workers, and distributed the finished products from factories

capitalists

After starting in the —- —- the industrial revolution spread rapidly to the manufactuing of many other products like —- —-, —— and —— although it would have come to america in time —- —— pioneered in developing americas —— ——

textile industry, fire arms, clothes, watches, samuel slater, factory system

pioneer men and women pushed —- and worked on their own —- instead of —— hands this caused a —- —-. Farmers put their —— to work and the shortage forced colonial maufacturers to invent —- —- —— for factories and farms and to provide better —- —— and —- —- than what were common in england

west, farms, hired, labor shortage, kids, labor saving machines, working conditions, higher wages

Congress granted a law to protect —- and —- during this labor shortage this law gave then exclusive rights for —- —— to all profits made from their ideas. This law meant that the new tools or ideas in books belonged to the inventors/authors and could only be produced and sold with their ——-

inventors, authors, 14 years, permission

while water power was first —- —— a scottish inventor took out and english patent for a —- —— and by the 1790s it was rapidly replacing water power in England. However america knew about steam and starting building some steam engines there were only 10 —- —- —- in the new nation since they had an ample supply of —- in —- —— to power the nations first factories

james watt, steam engine, steam powered mills, water, new england

*—- ——- was from connectiicut and he invented —- —— after working with ——-. he wrote to the —- — —- —— requesting a contract and although his requet was odd it was granted. After two years people thought he had —— but he made a trip to —- —— and infront of officals he unpacked the parts for 10 identical —— and required each offical to pick a part from each of the piles to their —— all 10 guns could be made from these interchangagble parts this was the begining of —- —- in america

eli Whitney, interchangeable parts, guns, secretary of the treasury, failed, Washington dc, guns, surprise, mass production

In the years to come the industrial revolution would have six major impacts:

*it helped —- the american people

• ti helped to solve problems of —— by binding the nation together with a web of —- ——

• *it provided americans with unheard of —- —- —-

• *it profoundly affected the roles and status of both —- and —- in american life

• it helped american to conquer the —— and make use of what were then consider the —- —— of forest sea and soil

• it transformed the US into the —— —— on earth

unite, transportation, steel rails, labor saving devices, men, women, wilderness, inexhaustible resources, wealthiest nation

Three new leaders played prominent roles in the naitons history for the next 35 years they were —- —-, —- — —- and —— ——

henry clay, john c Calhoun, Daniel webster

Henry clay was a —— from ——- who entered congress in 1811 he was one of the warhawks who wanted war with —- —— he was trained in law, he became the representative of the —— parts of the country

republican, Kentucky, great Britain, western

John C. Calhoun was a —— from —- —- who entered congress in 1811 be was a —— and persuave speaker he favored the war of —— and soon became the representative of the —— —- and of —— ——

republican, south carolina, lawyer, 1812, southern states, states rights

Daniel Webster was a ——- from —— he entered congress in1813 and was form of a farm in new hampshire he became a —— and was a powerful speaker he became the representative of the ——- part of the country at first he favored —- —— but after industrial interests o the northeast replaced shipping interests he became a defender of high —- ——

federalists, Massachusetts, lawyer, northeastern, low tariffs, protective tariffs

The —— took steps to strengthen the growing nation and the —- —— with a —— —- of the constitution, one reason why the —- —- disappeared the republicans were doing many things the —- had favored for many years at this time

republicans, federal government, loose interpretation, federalist party, federalists

Leaders like —- —- insisted that the nation need a sound economic program for the US to become ——- from the rest of the world. The programs the republicans adopted in congress was called the —— ——-

henry clay, independent, american system

The american system rested on three major foundations

• a —- —— would provide a sound —- financial system

• a —— —— would provide a wall behind which american factories could grow

• a —- —- would ease trade between northeastern manufacturers and the western and southern farmers

national bank, uniform, protective tariff, transportation system

A national bank was badly needed when the —- for the first bank of america had —- when this happened state legislatures began to grant bank charters to —— ——- they permitted individual investors to oranize and operate their own —— and the number of state banks nearly trippled but some were poorly —— and issued for of their own —- —- causing it to —— in ——- and soon become —— causing congress to grant a charter for the —— —- — —- —- —-

charter, expired, private individuals, banks, regulated, paper money, decline, value, worthless, second bank of the united states

In 1816 the —- enacted a —- —— because british manufactures were trying to drive american manufacturers out of —— by greatly —— —— for a period of time they were —- ——- and after the american factories closed they would —— —— again. The Americans —— —— so they adopted the —- —- —- ——- which put high duties on manufactured goods shipped to the us

republicans, protective tariff, business, reducing prices, dumping goods, raise prices, demanded protection, tariff act of 1816

Most americans favored the —- —- even —- —- who had earlier apposed it when it was recomended by Hamilton, —- —- —- a later hater of tariffs supported this assuming the south would develop its own ——-. This tariff helped the young nation become —- —— and —— independent

protective tariff, thomas jefferson, john c calhoun, industries, self-sufficient, economically

After the constitution went into effect four new states were added, ——, ——, —— and ——

Vermont, Kentucky, Tennessee, ohio

between 1810 and 1820 the population of the —— doubled to more than 2 million so five new states entered the union ——, ——-, ——, —— and ——

Louisiana, Indiana, Mississippi, Illinoi, Alabama

Those in the west relied on the —— —- and —- —- for transportation they could send their products down river but not ——-. Soon a new —- —— was demanded due to —— travel of goods which was very ——

Mississippi river, poor roads, upstream, transportation system, slow, costly

*——- invented to take goods up river but were very slow

keelboats

*—— in the western lands needed roads and canals to carry their products to —- ——, northeastern manufacuters needed roads and canasl to move thier goods into the spread out —— southerners wanted new trasnportation due to their rapid —— —-

farmers, northeastern markets, west, population growth

Owners of busniesses throughout the country organized private companies to build roads and canals called —- —- which were private roads that charged a —— or —— to those that used them most of these roads were built out from —- —— and did not run into the ——- citizens then began to demand for a new —— —— from the government

toll roads, toll, fee, costal cities, west, highway system

During Jeffersons administration —- —— proposed that the government build a network of highways covering the whole US it was denied but congress did vote money in 1806 for the —- —- or sometimes called —- —— that went from —- —- across the appelation mts to what is now —- ——-. later this road was extended across —— and —— into ——-

Albert Gallatin, Cumberland road, national road, Cumberland Maryland, west Virginia, ohio, Indiana, Illinoi

With the national road progressing westward congress approved a bill calling for —- —— at public expense, president —- vetoed the bill because he felt the constitution did not give —— the power to spend money this way and —- shared the same beliefs. So congress —— its plans for internal improvement at public expense

internal improvement, Maddison, congress, Monroe, abandoned

There was lots of —- —- after the war of 1812 so much so that various groups began to indulge in ——- southerners tempted by rising prices for cotton bought —— and inflated prices western settlers tempted by rising prices for grain and meat also bought —— and manufactures in the northeast bought —- and built —- —— and ——. Many banks —— this frenzy and —- money on the flimsiest of security

economic prosperity, overspeculation, land, land, land, new mills, factories, encouraged, loaned

*——- excessive risky investment inland, stock, or commodities in the hope of making large profits

overspeculation

In the —— —- ——- was the crash in —— —— the directors of the bank of the US ordered all their branch banks to not renew any —- —— and to present all state bank notes to the state banks for immediate payment in —- or —— or in national —— —-

panic of 1819, economic prosperity, personal mortgages, gold, silver, bank notes

State banks could not make their —— and closed their doors, farmers and manufacturers could not renew their —— and many lost their ——- because of numerous ——— the bank of the US aquired hudge areas of land in the south and middle west and many —— in the east. People blamed the —- for their troubles and called it the ——- during this panic

payment, mortgages, property, foreclosures, businesses, banks, monster

In the —— versus —- case the maryland —- —- had attempted to tax the —- —- of the bank of the US. The three major issues disgusted were:

*who has —- power the federal or state government

*does the constitution give —- the power to create a —- —-

*do the states have the right to —— the national bank

Chief justice —- —— decided all three of these issues in favor of the —- ——

McCulloch, Maryland, state legislature, Baltimore branch, sovern, congress, national bank, tax, john marshall, federal government

In the case of —- —- —- —- versus —— the legislature of —- — changed the charter of dartmouth college to a private institution the trusties claimed this new law was ——- John marshall supported the —— pointing out that a charter was valid contract guarenteed by the —— and that no state had the power to —— with such contract. This was important for two reasons:

*asserted the right of the —- —- to set aside laws when laws were ———

*guarenteed that —— operating under state charters would not be subject to the —- of —- ——-

trustees of Dartmouth college, Woodward, new hampshire, unconstitutional, trustees, constitution, interfere, supreme court, unconstitutional, corporations, whim, state legislatures

In the case of —- versus —— the new york legislature had attempted to give —— —— and his busniess a —— on steam boat traffic in the —- ——. Marshall argued that the constitution had given the —- —- the power to regulate —— ——- and since the hudson river crossed many stats no state had the power to grant a —- of this kind. this decision was impactful because it broadened the definition of —- —- for later federal control of telegraph, telephone, radio, television, kidnapping, etc.

Gibbons, Ogden, Robert Fulton, monopoly, Hudson river, federal government, interstate commerce, monopoly, interstate commerce

These decisions made by marshall helped to —— the country

unite

In the election of ——- the democratic republican party nominated —- —- for president and —— — —— fir vice president there was no serious competition from the ——- main issues during this time were —- —— from the panic of 1819, ——- and ——- ——- and the —— and —— of political parites like the federalist which brought a lack of ——- and little ——-, voter turnout was ——. —- —- won almost unanimously if it weren’t for one —- —— who voted for —- —- —— in order to keep —— as the only unanimously elected president. This election is viewed as the highlight of the —- —- —- —— and showed that elections did not necessarily have to be —— to be legitimate under the constitution issues became more urgent in —- —- because lack of opposition meant —— ——

1820, James Monroe, Daniel D Tompkins, federalists, economic hardship, slavery, territorial expansion, rise, fall, opposition, campaigning, low, James Monroe, faithless elector, John Quincy adams, Washington, era of good feelings, competitive, future elections, postponing debates

In the late 1800s —— was attempting to conquer all of —— and when he conqured spain this was a sign for the —— —— to rise and ——

Napoleon, Europe, Latin Americans, revolt

Since the majority of south america was split by —— ——- the struggle for independence took place in a number of various ——-

geographic barriers, revolutions

By 1822 the —- —— were not yet free of —- —— Russia still controlled ——- Great Britain still ruled ——-, British —— British —— and a number of the —- —- ——, spain still ruled —— and —- —- and france and the netherlands still ruled french and dutch —— and several of the islands in the ——- however ——- were on their way out

American continents, foreign control, Alaska, Canada, Honduras, Guiana, west Indian islands, Cuba, Puerto Rico, Guiana, Caribbean, Europeans

The growing forces of —— and the drive toward —- —- were remaking the map

democracy, national independence

These independence movements also struck a blow at —— and soon it only persisted in —— and ——. The US remained —— in conflicts between spain and portugal, but the US took —- —— from spain.

slavery, cuba, brazil, neutral, west florida

The US government sent —- —- to move troops to the spanish forts in east florida but instead he took —- —- —— and executed two —- —— ——- who gave arms to the ——. The spainarids who were deeply involved with the troubles in latin america could do nothing more than ——-

Andrew Jackson, all of Florida, British fur traders, Indians, protest

jacksons invasion of east florida became known as the —- —- —— and it convinced spain that the US would not rest until they had control of ——- so spain singed the —- —- ——

first Seminole war, Florida, Adams Onis treaty

In the admas onis treaty the US acquired all the land east of the —- —— and any claims that spain might of had to the —- ——, in exchange for 5 million dollars in —- that the american citizens had —- —— and the US agreed to abandon its claim to —- as part of the —— ——

Mississippi river, Oregon territory, claims, against spain, texas, Louisiana purchase

Great Britian did not —- with the spanish revolutions however they did want to continue their —- —— that occured since the start of the revolutions

sympathize, profitable trade

Until —— defeat the european nations were too ——- with their own problmes to take an active part in the —- — —— however after his defeat a number of european nations joined in an —— to put down revolutions. americans became alarmed by this because they thought —- might help —— recover its colonies in the —- —-

napoleons, busy, latin american affairs, alliance, france, spain, new world

To add to american alarm the Czar of —— warned the ships of other nations to avoid the —- —- of alaska southward to the 51st parallel, this order barded american vessels from the —— —- which the us claimed jointly with —- —— the — —— had become a useful port for the american traders who traded manufactured goods with the —- in exchange for ——

russia, pacific coast, oregon country, great britian, oregon territory, indians, fur

The US responed to the —- —— in —- —- with three specific actions

*secretary of state Joh quincy Adams sent a —- —- of —- to Russia asserting american rights to sail the pacific waters

*united states recognized the independence of the —- —— of —— ——

*president ——  in his annual message to congress announced an american —- ——- that came to be known as the —- ——-

Russian threat, latin America, strong note, protest, revolutionary governments, latin america, Monroe, foreign policy, Monroe Doctrine

The Monroe Doctrine made four clear statements:

*the —— —— was no longer open to —— by European powers

*any atempts by any —— country to establish colonies in the new world or gain political control of any american country would be viewed as —- to the US

• The US would not —— in affairs of —- —- or in affairs of their —— that were established in the americas

• Europe must not in any way —— the —- —- of any free country in the western hemisphere

western hemisphere, colonization, European, unfriendly, interfere, European nations, colonies, disturb, political status

*—- —— gave the Monroe doctrine its real strength since they controlled the —- —- —— and only with British —— could ships of any nation including america move between Europe and the americas

Great Britain, american sea lanes, consent

*Americans were fortunate that —- —- were keenly interested in preserving the —— of countries of —- and —— —— and at the sight of interference from any european power —- —- sided with the ——-

British merchants, independence, central, south America, great Britain, Americas

The Monroe doctrine was a —- —— to the European powers that the US was concerned in the affairs of all the nations in —- —- and —— —— and it became a major principal of US —- —— revealing the growing spirit of the American strength and unity

direct warning, north, central, south America, foreign policy

*—- —— molded the american language by publishing the —- ——- hoping to achieve a —— ——- he also prepared a —- —— that was used in nearly all —— —— in america, he also edited a famous —- —— which was called an americasn —- —- —— in reading and speaking and it was mostly devoted to material from —- ——-

noah webster, American dictionary, uniform language, spelling book, elementary schools, school reader, selection of lessons, American history

*—— ——— was a minister and scholar who introduced american youth to the ——- of their ——-

Jedidiah Morse, geography, country

*—— —— was the first american women to support herself by wirtting ( she wrote —- —- ——)

Hannah Adams, american history books

Before the era of good feelings —— —— was an expected part of the course of study in many american elementary schools, but one indication of —- —— was when legislation passed in 1827 by ——— and ——- required all —- schools in these states to teach american history

american history, national pride, Massachusetts, Vermont, large

The spirit of ——- also influenced architecture and the —- in washington DC was beginning to be designed

nationalism, capital

*—— —- —— = french engineer

*—— ——-= free black slave from Maryland who helped to survey the site of the city

*—- ——= proposed the locations of the capital building and the white house

as the city of washington DC grew it gave americans a sense of ——- and a conviction that the new nation was destined to ——

Pierre L’Enfant, Benjamin Banneker, Thomas Jefferson, permeance, endure

During this period —— —— painted the nations —— although they lacked as much talent and originality as the greats they helped to make the nations founder —— to many Americans these artists included —- —- —-, —- —- and —- ——

portrait artists, founders, known, Charles Wilson Peale, gilbert Stuart, john Trumbull

During the 1800s some writer began to draw upon the —- —- for the material in their —— some notable writers of this period include

*—- —- —- —— published a biography of George Washington

*—- —- turned to the stuch society of the hudson river valley for his material

*—- —- —- wrote letherstocking tails which was about a hero on the frontier who was skilled in forest crafts and Indian lore ——- the Indians as either fine and noble or treacherous and savage

american scene, stories, mason locke parson weems, Washington Irving, james Fenimore cooper, stereotyped

*—- was one of the forces that helped to shape american life during the first 30 or more years of the nations history, national pride influenced the —- and the —- alike in all sections of the country and the nation became —— and more —— as the years went by

nationalism, rich, poor, stronger, unified

mason Locke weems was better known as —- ——

parson weems