APUSH Units 1-6

1.1 Explain the context for European encounters in the Americas from 1491 to 1607.

• Why 1491?

  • year before Columbus sailed to the Americas

  • allows context for before Columbus arrived in the Americans

• Why 1607?

  • year Jamestown was settled

    • first successful British settlement in North America

1.2 Explain how and why various native populations in the period before European contact interacted with the natural environment.

• Great Plains, Eastern Woodlands, Pacific Northwest and California

  • Great Plains

    • pastoral nomadism

    • lived in teepees to easily relocate

    • hunted buffalo

    • occasionally farmed - lived along rivers or in places with better weather

  • Eastern Woodlands

    • more farming than Great Plains

    • farmers moved around due to soil exhaustion (poor soil)

    • worse weather for farming, but no buffalo to hunt

    • communities dispersed in the winter

  • Pacific Northwest

    • dense population - distinct groups controlled small territories

    • fishing - sophisticated fishing technologies and oceangoing dugout canoes

    • strong warrior traditions to maintain control of territories

  • California

    • hunter-gatherers - acorns, nuts, seeds, hunted game

    • small, localized groups (villages)

    • lived along the coast

    • fishing - access to the sea

• Maize was the crop whose spread was most important to the growth of civilization in North America.

1.3 European nations’ efforts to explore and conquer the New World stemmed from a search for new sources of wealth, economic and military competition, and a desire to spread Christianity.

• Provide evidence for new sources of wealth, economic and military competition, and a desire to spread Christianity

  • new sources of wealth

    • China

    • mercantilism

    • Europeans struggle to sell their goods on Asian markets

    • can't grow most spices and sugar in European climate

  • economic and military competition

    • Ottoman Empire - Ottomans conquer Constantinople

    • Europe consists of many competing nation-states

  • desire to spread Christianity

    • Protestant Reformation

1.4 Explain causes of the Columbian Exchange and its effect on Europe and the Americas during the period after 1492.

• Cause: improvements in maritime technology. Provide an example.

  • China - compass

  • Greece - astrolabe

  • Arab - astrolabe, lateen sails

  • Portuguese - caravel, carrack (ships)

  • Dutch - fluyt (ship)

• Effect on Afro-Eurasia?

  • new crops that led to increased population

    • cassava, corn, sweet potatoes

  • increased competition for natural resources in the Americas to trade with China

  • slaves brought to the Americas by Europeans

  • Native Americans gave syphilis to the Europeans

• Effect on the Americas?

  • Europeans gave smallpox and other diseases to the Native Americans

  • Native Americans started to lose their land to Europeans

  • presence of African slaves in the Americas

  • crops from Afro-Eurasia - sugar, wheat, coffee beans, rice

  • livestock from Afro-Eurasia - horses, cattle

1.5 Explain how the growth of the Spanish Empire in North America shaped the development of social and economic structures over time.

• Describe the labor systems that developed

  • encomienda system

    • Europeans granted a section of land when arriving in the Americans

    • natives already inhabited the land

    • natives could either buy their freedom in gold or live on the land as slaves

      • most natives did not have gold

    • less dehumanizing that actual slavery

  • slavery - Europeans brought Africans to the Americans and put them to work on sugar plantations in the Caribbean and in other places throughout Central and South America

• Describe the social structure that developed

  • Peninsulares

    • Spaniards born in Spain

    • top of the hierarchy

  • Creoles

    • Spaniards born in the Americas

    • still held positions of power but below peninsulares

  • Mestizos

    • mixed race - Spanish and Native American

    • higher up the more white they are

  • Native Americans

  • Slaves

1.6 Explain how and why European and Native American perspectives of others developed and changed in the period.

• Extended contact with Native Americans and Africans fostered a debate among European religious and political leaders about how non-Europeans should be treated, as well as evolving religious, cultural, and racial justifications for the subjugation of Africans and Native Americans. Explain the debates among Europeans about how non-Europeans should be treated.

  • Sepulveda

    • natives are inferior to the Europeans so they need to be ruled over

      • "perfect right to rule these barbarians"

      • lack of written history

      • "savage" and "cruel"

      • no laws

    • natives don't own property which goes against all Spanish beliefs on land use

  • Las Casas

    • Spaniards should respect the natives

      • "Christ has given his life for them"

    • natives are capable of ruling themselves

      • populous cities

      • have their own laws that surpass Spanish in some ways

    • should be converted/introduced to Christianity

2.2 Explain how and why various European colonies developed and expanded from 1607 to 1754.

• Identify motivations for Spanish, Dutch, French, and British expansion.

  • Spanish

    • claim land to compete with other European countries

    • extract wealth

    • convert natives to Christianity

  • Dutch - trade

  • French - fur trade

  • British

    • social mobility

    • economic prosperity

    • religious freedom

    • improved living conditions

• Compare settlement patterns of the Spanish, Dutch, French, and British.

  • Spanish

    • settlement - missions, forts (military protection)

    • population - priests, natives, Spanish men (did not bring families)

  • French

    • settlement - trading posts (St. Louis), often temporary

    • population - 80,000 people, mostly men

  • Dutch

    • settlement - towns (New York City)

    • population - less than English, more than French

  • British

    • settlement - towns, farms, cities, permanent settlements

    • population - large number of settlers, families (men, women, and children)

2.3 Explain how and why environmental and other factors shaped the development and expansion of various British colonies that developed and expanded from 1607 to 1754.

• all developed forms of self-governance due to being so far away from England

• New England - Massachusetts, Rhode Island, Connecticut

  • small family farms and commerce in urban areas

    • poor soil

    • dense forests

  • better education

    • living in closer proximity

    • must be educated to read the Bible

    • wealthier

• Middle Colonies - Pennsylvania, New York, New Jersey

  • "bread colonies" - export cereal crops (grains)

  • larger farms than New England, but not plantation agriculture

  • greater cultural, ethnic, and religious diversity and tolerance

• Chesapeake and North Carolina - Virginia, Maryland, North Carolina

  • plantation economies

    • export tobacco and rice

    • indentured servants and slaves for labor

  • good soil and weather led to farming

    • spread out civilization

    • less schooling due to farther distance

• Atlantic Coast and British West Indies - South Carolina, Georgia, West Indies

  • plantation economies - long growing seasons

    • export tobacco and rice

    • export sugar (West Indies)

    • indentured servants and slaves for labor

  • good soil and weather led to farming

    • spread out civilization

    • less schooling due to farther distance

2.4 Explain causes and effects of transatlantic trade over time.

• Causes?

  • European colonial economies focused on acquiring, producing, and exporting commodities that were valued in Europe

    • mercantilism

      • England - self-sufficiency and favorable balance of trade

      • colonies should not compete with the mother country

• Effects?

  • production of cash crops led to an increase in demand for cheap labor

    • native populations too small

    • indentured servitude - temporary

    • headright system (Virginia) - give a person that pays for their own passage, or who pays for another person to come over and work, 80 acres of land

  • increased power of American merchants

  • British government attempted to incorporate North American colonies into a coherent, hierarchical, and imperial structure to pursue mercantilist economic aims

    • Navigation Acts - 1650, 1660, 1663, 1673, 1696

      • restricted commerce to and from the colonies to English or colonial vessels

      • if certain products are shipped only to England, prices may be higher in Europe

      • restricted goods colonies could produce at home

        • colonists forbidden to manufacture (for export) certain products (woolen cloth, beaver hats, finished iron goods)

    • Woolen Act - 1699, Americans prohibited from producing wool

    • Hat Act - 1732, Americans prohibited from producing hats

    • Iron Act - 1750 Americans prohibited from producing iron products

      • plows, axes, skilles, etc.

    • Molasses Act - 1733

      • parliament placed huge tariff on French molasses

  • Salutary Neglect (1713-1750)

    • colonial assemblies grow in power

    • English governments happy with profits from trade/import duties

    • relaxed control over internal colonial affairs

2.5 Explain how and why interactions between various European nations and American Indians changed over time.

• Interactions between European rivals and American Indian populations fostered both accommodation and conflict. 

  • Provide evidence of accommodation. 

    • Middle Grounds (Great Lakes region)

      • Native Americans adapt to European ideas of nation/government, force, and technology

      • Europeans adapt to Native American ideas about ceremony, tribute, and the need for there to be mediators

  • Provide evidence of conflict.

    • Metacom's War (King Philip's War) - 1675

    • Bacon's Rebellion - 1675-1677

      • rebellion led by Nathanial Bacon - used former indentured servants on his side

      • occured when Berkely (governor) refused Bacon's request to drive the natives out of Virginia

    • Pueblo Revolt - 1680

  • Provide an example of how conflict between European settlers and American Indians led to a change in their relationship.

    • Spanish became more open to native practices and beliefs after the Pueblo Revolt (1680)

      • didn't want the natives to rebel again

      • not enough Spaniards to defeat the natives

    • Metacom's War - Europeans and Native Americans mostly left each other alone

2.6 Explain the causes and effects of slavery in the various British colonial regions.

• New England

  • causes

    • port cities - need for dockworkers 

  • effects

    • small number domestic slaves

    • many slaves working as dockworkers

• Chesapeake

  • causes - tobacco plantations

  • effects  - large number of slaves

• West Indies

  • causes - sugar plantations

  • effects - largest number of slaves

3.2 Seven Years’ War (French and Indian War) 

Explain the causes and effects of the Seven Years’ War (the French and Indian War)

• Causes

  • French build chain of forts in Ohio River Valley to stop westward expansion of the British

  • Governor of Virginia sends troops to stop completion of Ft. Duquesne

• During War

  • Early phase

    • Natives alliance with french

    • Local effort

    • Failure of the albany plan( Plan to coordinate colonial defense efforts)

  • Late phase

    • British give the colonial leader more control over colonial troops

    • British sends more soldiers

• Effects

  • Treaty of Paris (1763)

  • French power thrown off North American continent

  • British emerged as dominant power in North America

  • Native Americans have to negotiate exclusively with the British

  • Pontiac's Rebellion (1763-1765)

    • Native Americans tribes unite to attack British forts

    • British aid colonists in fighting back

    • Pontiac signs peace treaty with British

  • Proclamation of 1763 - colonists cannot settle west until the British resolve tensions with Natives

3.3 Taxation Without Representation

Explain how British colonial policies regarding North America led to the Revolutionary War

• Describe new British efforts to collect taxes without direct colonial representation or consent and to assert imperial authority in the colonies

  • Colonists were upset due to lack of representation in Parliament

  • Colonists did not want to pay taxes

  • Wanted to keep their own self government

  • End to Salutary Neglect - not wanted by colonists

• Identify colonists concerns about British violation of their rights as British subjects, individual rights, local traditions of self-rule, the ideas of the Enlightenment

  • No taxation without representation (Enlightenment)

  • King is not giving them the protection owed to British subjects

  • Virginia House of Burgesses (self-rule)

  • British took away the right to trial by jury (individual rights)

  • British changed the form of government established by charter (self-rule)

• Explain the contributions to the revolutionary movement of colonial leaders (such as Benjamin Franklin), artisans, laborers, and women

  • Benjamin Franklin - unites people through political cartoons, uses propaganda to create an argument

  • Laborers - participated in protests, militias, strikes

  • Artisans - economic boycotts, spreading revolutionary pamphlets, political activism (Sons of Liberty, Boston Tea Party)

  • Women - Daughters of Liberty

• Identify an example of men and women mobilizing to provide financial and material support to the Patriot movement

  • Colonists from across the colonies united to show support and give resources to those in Massachusetts after the Boston Tea Party and retaliatory Boston Port Act

  • Women did spinning bees to spin yarn

  • Daughters of Liberty made tea and made cloth for militia 

3.4 Philosophical Foundations of the American Revolution

Explain how and why colonial attitudes about government and the individual changed in the years leading up to the American Revolution.

• Identify colonial beliefs about government expressed in Common Sense

  • No tyranny

  • No nobility

  • Self governance

  • Civil and religious liberty

• Identify colonial beliefs about government expressed in the Declaration of Independence

  • Government should protect natural rights

    • "They are endowed by their creator with certain unalienable rights"

    • "All men are created equal"

  • Overthrow an unjust government

• Explain how Common Sense and the Declaration of Independence reflect Enlightenment ideas. 

  • Common Sense

    • Popular sovereignty - "of more worth to society . . . is one honest man than all the crowned ruffians"

    • Natural rights - "persecuted lovers of civil and religious liberty

  • Declaration of Independence

    • Natural rights - "they are endowed by their creator with certain unalienable rights"

    • Popular sovereignty - "dissolved representative houses"

3.5 American Revolution

Explain how various factors contributed to the American victory in the Revolution.

• Explain British advantages

  • Military and financial

    • Larger military

    • Funding for military

    • "Best equipped army in the world"

    • Resources from colonies around the world

  • Loyalists

    • Many lived in New York City, Charleston, Quaker Pennsylvania, and New Jersey

• Explain American advantages

  • Colonial militia and Continental Army

    • Colonies created united militia

  • Leadership of Washington

    • Defensive strategy - minimize casualties and keep morale high

    • Bravery in battle - prepared to die with his troops

  • Colonists’ ideological commitment and resilience

    • Desire for freedom

    • Defending their rights

    • Did not give up

  • Assistance of European allies

    • French provided aid - money, soldiers, ships, weapons

      • Turned the tide of the war

3.6 The Influence of Revolutionary Ideals

Explain the various ways the American Revolution affected society.

• Slavery

  • Slave trade outlawed

  • Northern states got rid of laws that forbid owners from manumission

    • Manumission - freeing slaves

  • All northern states except New York and New Jersey outlawed slavery by the end of the revolution

• “Republican motherhood”

  • Civic virtue - democracy depends on the unselfish commitment of each citizen to the public good

  • Mothers tasked with instilling republican virtue in their children

  • More educational opportunities for women - educated wives and mother could better cultivate virtues demanded of husbands and children

Describe the global impact of the American Revolution

• Spread of revolutionary ideas to Haiti, France, and Latin America

  • Inspired future revolutionary movements

3.7 Articles of Confederation

Explain how different forms of government developed and changed as a result of the Revolutionary Period.  

• Characteristics of state governments

• pros and cons of Articles of Confederation

  • Pros

    • Kept the US together

    • United the states

    • Representative government

    • Northwest Ordinance- established Northwest Territory

      • No slavery in Northwest Territory

  • Cons

    • Unable to regulate commerce

    • Cannot enforce collection of taxes

    • Strained foreign relations - specifically with London

3.8 The Constitutional Convention and Debates Over Ratification

Explain the differing opinions on the structure and function of the federal government

• compromises in the Constitution

  • Bill of Rights - appease anti-federalists

  • Slavery - ⅗ Compromise

    • Slaves count for ⅗ of a person for purposes of representation and taxes

  • Representation in government - The Great Compromise

    • Proposed by Connecticut

    • Two-house legislature

      • Senate (upper house) - based on equal representation

      • House of Representatives (lower house) - based on population

  • Commerce - The Commercial Compromise

    • Federal government regulates interstate and foreign commerce

    • Commerce legislation passed by ⅔ vote

    • No ban on slave trade for 20 years

    • Fugitive Slave Clause - runaway slaves are returned owners

      • Under guise of protecting private property

• Fed v. Anti-Fed

  • Federalists

    • Leaders - Benjamin Franklin, James Madison, Alexander Hamilton, George Washington

    • Supporters - along Atlantic coast in large cities

    • Participation in government - small, sensible group of people should govern for the people

    • Government - strong central government needed to maintain order and preserve the Union

  • Anti-Federalists

    • Leaders - George Mason, Patrick Henry, James Winthrop, John Hancock, George Clinton

    • Supporters - small farmers and settlers along frontier

    • Participation in government - "common man" should have a say

    • Government - weaker central government to protect individual rights and further democracy

• Federalist Papers

  • Written by federalists - John Jay, James Madison, Alexander Hamilton

  • Written to promote the Constitution

  • Originally published as letters to newspaper during the ratification debates of 1787-1788

• Bill of Rights

  • 10 amendments to the Constitution made to appease the anti-federalists

  • Convinced anti-federalists to agree to the Constitution

3.9 The Constitution

Explain the continuities and changes in the structure and functions of the government with the ratification of the Constitution

• dynamic central government

  • Generic and vague to remain relevant

  • Unanimous votes not required to amend

• Federalism - division of power between national and state levels

• separation of powers

  • Legislative - makes laws

  • Executive - carries out laws and negotiates treaties

  • Judicial - interprets laws

  • Checks and balances - makes sure no branch has too much power

    • Executive

      • signs bills to become laws

      • Can veto bills

    • Legislative

      • Passes bills

      • Can override a veto by ⅔ majority

    • Judicial

      • Judicial review - determines if a law is constitutional

3.10 Shaping a New Republic

Explain how and why competition intensified conflict among peoples and nations from 1754 to 1800.  

• Treaties with British and Spanish

  • Jay's Treaty

    • John Jay was a federalist

    • Treaty mostly benefited federalists 

    • Intensified divide between federalists and anti-federalists (growth of partisanship)

    • British would most likely not hold up their side of the bargain

  • Treaty of Greenville

    • US would most likely not hold up their side of the bargain

    • Aided US goal of expanding westward without conflict

  • Pickney's Treaty

    • Keeps US out of conflict

    • Helps expand west

    • Settles a dispute

• Impact of war between France and Britain on the U.S.

  • Widened divide between Federalists and Democratic Republicans

  • Federalists did not want to aid France

    • Too high of a cost

    • Ruin alliance with Britain - rely on British trade for revenue

  • Democratic Republicans wanted to aid France

    • Honor previous alliance from American Revolution

    • Believed in ideals of French Revolution

• Relationship between natives and new federal government

  • Treaty of Greenville

  • Trying to avoid conflict

  • Government does not view natives as a sovereign state

Explain how political ideas, institutions, and party systems developed in the new republic  

• Creation of institutions and precedents that put the Constitution into practice (Hamilton’s financial plan…Bank of the U.S., assumption of state debt)

  • National bank

    • Place to deposit government funds

    • Printing bank notes

  • Assumption of state debt

    • States with less debt from the war did not agree with this

  • High tariffs on imported goods

    • Meant to protect US industries

    • Helps government collect necessary revenue

• Formation of political parties due to conflict over the relationship between the national government and the states, economic policy, foreign policy, and the balance between liberty and order

  • Federalists

    • Loose interpretation of Constitution

    • Federal should have more power than state

    • Foreign policy - pro-British

      • Did not want to help France in revolution

    • Military policy - develop large peacetime army and navy

    • Economic policy

      • Aid businesses

      • Create national bank

      • High tariffs

    • Order is more important than liberty

  • Anti-Federalists

    • Strict interpretation of Constitution

    • State should have more power than federal

    • Foreign policy - pro-French

      • Wanted to help France in revolution

    • Military policy - develop small peacetime army and navy

    • Economic policy

      • Favor agriculture

      • Oppose national bank

      • Oppose tariffs

• Washington encouraged national unity in his Farewell Address as he cautioned against political factions and the danger of permanent alliances

  • Political factions formed immediately and are still present

  • US avoided permanent alliances until 1945 (NATO)

3.12 Movement in the Early Republic (see 3.10 notes)

Explain how and why migration and immigration to and within North America caused competition and conflict over time

• Native Americans - alliances and treaties with U.S. and other Europeans

  • Treaty of Greenville (US)

    • Natives ceded land to US

    • Received money, right to hunt on ceded land, and hopefully recognition as a sovereign state

  • Alliance with French living in Ohio River Valley before and during French and Indian War

• British alliances with natives

  • openly sold firearms to the Indians of the Miami Confederacy

    • Miami Confederacy - alliance of eight Indian nations who terrorized Americans invading their lands

• Migrations westward create tensions (Whiskey Rebellion) 

  • Whiskey Rebellion

    • Hamilton secured a tax on Whiskey

    • "Homespun pioneer folk" (Democratic Republicans) believed it to be a burden on an economic necessity

    • Washington raised a militia to fight against the rebels

4.2 The Rise of Political Parties and the Era of Jefferson 

• Explain the context in which the republic developed from 1800 to 1848

  • Why is the election of 1800 often referred to as the “revolution of 1800”?

    • first Democratic Republican president (Jefferson)

    • peaceful transfer of power

• Explain the causes and effects of policy debates in the early republic.

  • Political parties--explain the debates between the parties over the following issues:

    • Tariffs

      • Federalist - higher tariffs, protective tariffs

      • Democratic-Republican - lower tariffs

    • Power of the federal government

      • Federalist - more power in federal government

      • Democratic-Republican - more power in state government

    • Relations with European powers

      • Embargo Act of 1807 - forbade export of goods from the United States

        • failed because Europeans didn't care about American trade enough

  • The Supreme Court decisions established the primacy of the judiciary in determining the meaning of the Constitution and asserted that federal laws took precedence over state laws

    • Marshall Court--Important cases/decisions and significance

      • Marbury v. Madison, 1803

        • judicial review - Supreme Court how the power to void a federal law

          • inspired by Kentucky and Virginia resolutions

        • strengthens power of supreme court

        • involves judicial branch in checks and balances

      • McCulloch v. Maryland, 1819

        • federal government has the power to create a national bank

        • states do not have the power to tax federal institutions

        • increased federal power

      • Dartmouth College v. Woodward, 1819

        • states can't alter contracts

        • supported by businessmen (Federalists)

      • Gibbons v. Ogden, 1824

        • federal government has the power to regulate interstate commerce

        • federal law is supreme when state and federal law conflict

        • states can't get in the way of business

        • more power to federal government

• Following the Louisiana Purchase, the U.S. government sought influence and control over North America through a variety of means, including exploration and diplomatic efforts.

  • Louisiana Purchase--Debates about acquisition, exploration

    • Envoys told to buy New Orleans for a maximum of $10 million

    • Napoleon ended up offering all Louisiana Territory for $15 million

    • Jefferson admitted the purchase was unconstitutional but went through with it anyway

    • farmers and frontiersmen (Democratic-Republicans) supported the decisions

4.3 Politics and Regional Interests 

• Explain how different regional interests affected debates about the role of the federal government in the early republic

  • Regional interests often trumped national concerns as the basis for many political leaders’ positions on slavery and economic policy.

    • Explain the opinions of the different sections of the country on major issues (ex. Tariff, slavery, internal improvements, etc)

      • western land

        • west - low prices to aid settlement by small farmers

        • south - low prices to encourage spread of slavery and expansion of cotton farming

        • north - high prices to discourage westward migration of laborers

      • labor

        • west - free labor to avoid competition of slave labor

        • north - free labor to provide a skilled workforce

        • south - slave labor to do the hard work of producing cotton

      • tariff

        • west - high tariffs to earn revenue for infrastructure

        • north - high tariff to protect competition from foreign products

        • south - low tariffs to allow for foreign exports and keep low costs of buying manufactured goods

      • internal improvements

        • north - for internal improvements to create a market for western goods

        • west - for internal improvements to create eastern market for farm goods

        • south - against internal improvements because they are against high tariffs and already have canals

      • money

        • west - soft money because it is easier for debtor farmers to obtain, worse less, and in large supply

        • south - soft money because farmers were often in debt

        • north - hard money because many in the north were creditors

  • Plans to further unify the U.S. economy, such as the American System, generated debates over whether such policies would benefit agriculture or industry, potentially favoring different sections of the country.

    • American System

      • What is it? 

        • blueprint for government-promoted economic development in the years after the War of 1812

        • developed by Henry Clay

        • agriculture must be complemented by manufacturing

      • What are the debates?

        • tariffs

          • north and west agree on high tariffs, but south disagrees

        • internal improvements

          • north and west are for internal improvements, but south is against

        • Second Bank of the United States

          • north support bank, west and south are against because they want soft money

  • Congressional attempts at political compromise only temporarily stemmed growing tensions between opponents and defenders of slavery

    • Missouri Compromise

      • What is it?

        • all new states below the 36° 30' line are slave states and all new states above are non-slave states

      • Why is it a temporary solution?

        • Missouri Compromise only covers Louisiana Territory

        • U.S. continues expanding

4.4 America on the World Stage 

• Explain how and why American foreign policy developed and expanded over time.

  • Struggling to create an independent global presence, the United States sought to claim territory throughout the American continent and promote foreign trade. 

    • U.S. claims new territory

      • Treaty of 1818

      • Adams-Onis Treaty of 1819

    • What new lands were acquired?

      • joint occupation of Oregon Country with Britain (Treaty of 1818)

      • Florida (Adams-Onis)

  • The U.S. government sought influence and control over the Western Hemisphere through a variety of means, including military actions, American Indian removal, and diplomatic efforts such as the Monroe Doctrine

    • Why does the U.S. seek influence and control over Western Hemisphere?

      • don't want competition from other power in the Western Hemisphere

      • allows U.S. to stay neutral

    • Monroe Doctrine--What is it?

      • context

        • Russia's expansion could cause competition

        • newly independent countries in South America

      • purpose - establish idea of American neutrality and avoid further conflict with Europeans

      • specific features

        • Americas are no longer open to colonization

        • European political systems are a danger to democracy in the Americas

        • U.S. agrees to stay out of European politics

4.5 Market Revolution: Industrialization 

• Explain the causes and effects of the innovations in technology, agriculture, and commerce over time

  • Review your 4.5 assignment for examples of the following causes and effects:

    • Entrepreneurs helped to create a market revolution in production and commerce, in which market relationships between producers and consumers came to prevail as the manufacture of goods became more organized.  

      • Define market economy - an economic system in which production and prices are determined by unrestricted competition between privately owned businesses

        • private property

        • freedom of enterprise and choice

        • motive of self-interest

        • competition

        • system of markets and prices

        • limited government interference

    • Innovations including textile machinery, steam engines, interchangeable parts, the telegraph, and agricultural inventions increased the efficiency of production methods

      • increased communication

      • easier to order more materials

    • Legislation and judicial systems supported the development of roads, canals, and railroads, which extended and enlarged markets and helped foster regional interdependence.  Transportation networks linked the North and Midwest more closely than they linked regions in the South. 

      • south traded mostly overseas so they didn't want to pay for new infrastructure

      • sectionalism - interdependence decreases divisions between regions

      • easier to transport goods between regions

      • legislative branch helped internal improvements

4.6 Market Revolution: Society and Culture

• Explain how and why innovation in technology, agriculture, and commerce affected various segments of American society over time.  

  • Large numbers of international migrants moved to industrializing Northern cities, while many Americans moved west of the Appalachians, developing thriving new communities along the Ohio and Mississippi rivers

    • Identify immigrant groups and reaction to new immigrants in the U.S.

      • most immigrants from Germany and Ireland

      • negative attitude towards immigrants

      • opposition to Catholic church - "messes up" American culture

  • The growth of manufacturing drove a significant increase in prosperity and standards of living for some; this led to the emergence of a larger middle class and a small but wealthy business elite, but also to a large and growing population of laboring poor

    • Identify characteristics of middle class life

      • heavier and starchier diet than now

      • women usually stayed home and hired servants

      • owned their own homes

      • more elaborate homes

  • Increasing numbers of Americans, especially women and men working in factories, no longer relied on semi-subsistence agriculture; instead they supported themselves producing goods for distant markets

  • Gender and family roles changed in response to the market revolution, particularly with the growth of definitions of domestic ideals that emphasized the separation of public and private spheres

    • Explain changes in roles of women (also explain relationship to the Second Great Awakening)

      • women were no longer providers - stayed home instead of worked

      • cult of domesticity - women raise children to be religious and moral

    • Explain changes in the family

      • average children per family decreased from 7 to 5

      • separation between public and private spheres

4.7 Expanding Democracy

• Explain the causes and effects of the expansion of participatory democracy from 1800 to 1848

  • Explain how democracy expanded

    • all white men are allowed to vote

    • electors are elected by popular vote

4.8 Jackson and Federal Power

• Explain the causes and effects of continuing policy debates about the role of the federal government from 1800 to 1848

  • Development of new political parties--Whigs and Democrats (know leadership, supporters, and major ideas of each party)

    • Democrats (Jacksonian)

      • predecessor - Democratic-Republicans

      • successor - Democrats

      • region - South and West, small farmers, urban workers, immigrants

      • leader - Andrew Jackson

      • government - states' rights, strong executive branch

      • policies

        • against new US bank

        • against internal improvements at federal expense

        • favor territorial expansion

        • against protective tariff

        • support slavery

        • government should stay out of people's lives

    • Whigs

      • predecessor - Federalists

      • successor - Republicans

      • region - New England, mid-Atlantic, upper midwest, middle class urban professionals

      • leader - Henry Clay, Daniel Webster, John Calhoun (Great Triumvirate)

      • government - strong federal government

      • policies

        • support new US bank

        • support internal improvements at federal expense

        • focus on improving current country

        • support protective tariff

        • support business interests

        • against slavery

        • support government reforms

  • Explain how the Nullification Crisis and the Bank War sparked debate about the role of executive power and the power of the federal government

    • Nullification Crisis

      • The Force Act states that states cannot nullify federal law

      • strengthens central government

    • Bank War

      • vetoed the recharter bill

      • Jackson used the veto more than any other president

      • shows full use of executive power

  • Debates over the treatment of American Indian populations

    • Jackson goes against Supreme Court decision for Indian Removal Act

    • people in the North didn't understand the purpose

4.9 The Development of an American Culture

• Explain how and why a new national culture developed from 1800 to 1848.

  • Development of new national culture that combined American elements, European influences, and regional cultural sensibilities.

    • strong sense of nationalism after War of 1812

    • focus on American history and heroes

    • regional culture

      • unique regions reflected in art

      • Knickerbocker Group - New York

      • Hudson River School

        • painting Hudson River Valley

        • influenced by nature

      • culture of slaves and free blacks in the South

    • national language - like many European countries

    • market revolution led to development

      • more food availability

      • specialization of labor

      • availability and demand

      • communication and transportation improvements

  • Literature, art, philosophy, and architecture were influenced by liberal social ideas from abroad and Romantic beliefs in human perfectibility

    • transcendentalism

      • focus on the individual

      • civil disobedience

    • art - focus on American heroes

    • architecture - Greek Revival and other European styles

4.10 The Second Great Awakening

• Causes of Great Awakening

  • ideas of individual liberty and reason conflicted with tradition religions

  • decreased attendance in churches

  • religion had to change to accommodate new mindsets

  • market revolution

    • women working outside the home

    • larger group of educated Americans

    • mass production of goods

    • more modes of transportation

• Outcomes of Great Awakening

  • women could be involved in the church and different organizations

  • desire for reform

  • changes in society for the better

4.11 An Age of Reform

• Explain how and why various reform movements developed and expanded from 1800 to 1848.

• The rise of democratic and individualistic beliefs, a response to rationalism, and changes to society caused by the market revolution, along with greater social and geographical mobility, contributed to moral and social reforms and inspired utopian and religious movements.

  • What were the causes of utopian and religious movements?

    • Wilderness Utopias

      • loss of community

      • threats of urbanism

      • false sense of Christianity

    • The Mormons - marginalized after the market economy broke down traditional communities

• Americans formed new voluntary organizations that aimed to change individual behaviors and improve society through temperance and other reform movements

  • What is temperance?  What caused this movement?

    • temperance - not drinking alcohol

    • causes

      • excessive drinking at work

      • abuse of women and children

• Abolitionist and anti-slavery movements gradually achieved emancipation in the North, contributing to the growth of the free African American population, even as many state governments restricted African Americans’ rights.  

  • methods

    • propaganda

    • literature

    • American Anti-Slavery Society

• Women’s rights movement

  • primary issues

    • women can't vote or own property

    • women expected to stay home and manage household affairs

    • cult of domesticity

  • methods

    • advocating for suffrage

    • rebelling against societal norms

4.12 African Americans in the Early Republic

• Continuities and changes in experience of African Americans 1800-1848

  • continuities

    • no improvement in rights for African Americans

    • no abolishment of slavery

  • change

    • slaves could not preach or attends religious meetings without white supervision

    • police bill (Virginia) - denied free blacks trial by jury and made any convicted of a crime subject to sale and relocation

    • gag rule - prohibited the reading of anti-slavery petitions in congress 

• Anti-slavery efforts in South limited to unsuccessful slave rebellions

  • Denmark Vesey's Plot

  • Nat Turner's Rebellion

• Culture of slaves in South

  • built supportive communities of slaves

  • adopted an egalitarian form of Christianity

    • all men are equal under God

    • book of exodus

4.13 The Society of the South in the Early Republic

• Explain how geographic and environmental factors shaped the development of the South from 1800 to 1848.

  • In the South, although the majority of Southerners owned no slaves, most leaders argued that slavery was part of the Southern way of life

    • Explain the relationship to geographic and environmental factors

      • slaves were needed to maintain the economy in the south

      • hard labor is required to farm cotton

      • environment is good for growing cash crops

  • Southern business leaders continued to rely on the production and export of traditional agricultural staples, contributing to the growth a distinctive Southern regional identity

    • Identify characteristics of a Southern regional identity

      • growing cash crops

      • support of slavery

      • minimal transportation

      • against tariffs

  • As overcultivation depleted arable land in the Southeast, slaveholders began relocating their plantations to more fertile lands west of the Appalachians, where the institution of slavery continued to grow.

5.2 Manifest Destiny

• Explain the causes and effects of westward expansion from 1844 to 1877.

  • The desire for access to natural and mineral resources and the hope of many settlers for economic opportunities or religious refuge led to an increased migration to and settlement in the West.

    • California Gold Rush (1849)

    • Mormons moved out west to avoid religious persecution

    • cheaper land in the west

  • Advocates of annexing western lands argued that Manifest Destiny and the superiority of American institutions compelled the United States to expand its borders westward to the Pacific Ocean.

    • Manifest Destiny  - Americans believe it is their mission to expand westward

    • Superiority - America is better because it is democratic

      • "America has been chosen"

  • Westward migration was boosted during and after the Civil War by the passage of new legislation promoting western transportation and economic development.

    • Homestead Act of 1862 - sold cheap land in the west

    • Transcontinental railroad allowed for easier transportation out west

  • U.S. interest in expanding trade led to economic, diplomatic, and cultural initiatives to create more ties with Asia.  

    • Transcontinental Railroad - many Chinese worked on the railroad

    • US signed treaties with Japan allowing them access to multiple ports

    • Treaty of Wangxia (1844) - US granted access to ports in China

    • Chinese Educational Mission (1872-1881) - Chinese students sent to live with American families to learn about culture and education

    • Foreign Miners' Tax - monthly fee for any foreign miner, but changed so that Europeans and Canadians were not included

• Be familiar with information that supports the statements above from the 5.2 assignment

5.3 The Mexican-American War

• Explain the causes and effects of the Mexican-American War

  • The United States added large territories in the West through victory in the Mexican-American War and diplomatic negotiations, raising questions about the status of slavery, American Indians, and Mexicans in the newly acquired lands.

    • Causes of the war

      • Whitman - Mexico had shown violence towards the Americans

      • Giddings - expansion of slavery into the Mexican territory

    • Outcomes of the war

      • Debate over whether or not slavery should be allowed in the territory

      • Breaks past treaties with Native Americans, so brings up the question of what to do about the Native Americans

      • Discrimination against Mexicans - particularly in California

        • Can't testify in court

        • Have to pay miner's fees

        • Land titles challenged in court

      • Treaty of Guadalupe - Mexican land ownership should be respected in ceded lands

        • Largely ignored and worked around by Americans

      • Native Americans

        • Many killed by disease or systematic campaign of extermination

        • Treaties repudiated

        • Open violence against American Indians

        • Government does nothing to protect natives

        • Enslavement of natives

  • U.S. government interaction and conflict with Mexican Americans and American Indians increased in regions newly taken from American Indians and Mexico, altering these groups’ economic self-sufficiency and cultures.

5.4 The Compromise of 1850

• Explain the similarities and differences in how regional attitudes affected federal policy in the period after the Mexican-American War.

  • The Mexican Cession led to heated controversies over whether to allow slavery in the newly acquired territories.

    • What led to the Compromise of 1850?

      • Issue of slavery in new territories brought back up the argument of slavery

      • North wanted no slavery in the new territory, but South wanted more slave states

      • Fundamental disagreements

        • Expansion of slavery

        • Balance of slave and free states in the Senate

          • California's population increased after the Gold Rush

        • Whether or not to abolish slavery in DC - representation of slavery in the capital

        • Fugitive Slave Law not enforced by the North

  • The courts and national leaders made a variety of attempts to resolve the issue of slavery in the territories, including the Compromise of 1850.  

    • What is the Compromise of 1850?

      • California admitted as a free state

      • New Mexico and Utah open to slavery based on popular sovereignty

        • South likes popular sovereignty because it keeps slavery as an option, even though the territories will most likely vote to be free

      • Slave trade outlawed in DC

        • Slavery still allowed

      • Fugitive Slave Law of 1850

        • Fleeing slaves can't testify on their own behalf and denied trial by jury

        • Northerners punished if they aid fleeing slaves

5.5 Sectional Conflict: Regional Differences

• Explain the effects of immigration from various parts of the world on American culture from 1844 to 1877.

  • Substantial numbers of international migrants continued to arrive in the United States from Europe and Asia, mainly from Ireland and Germany, often settling in ethnic communities where they could preserve elements of their languages and customs.  

    • Where are immigrants from? Where do they settle? (look back at 4.5 for information on immigrants from Europe.  Look at 5.2 for information on immigrants from Asia)

      • Europe - German and Irish

        • Settled in the North and West

      • Asia - Chinese

        • Worked on the railroads in the West

  • A strongly anti-Catholic nativist movement arose that was aimed at limiting new immigrants’ political power and cultural influence.

    • Describe the nativist movement.

      • Nationalists

      • Anti-foreign and anti-Catholic

      • German and Irish immigrants were Catholic, so anti-Catholic was anti-immigrant

      • Immigrants are barbarians and are disrupting the American culture

• Explain how regional differences related to slavery caused tension in the years leading up to the Civil War.

  • The North’s expanding manufacturing economy relied on free labor in contrast to the Southern economy’s dependence on slave labor.  Some Northerners did not object to slavery on principle but claimed that slavery would undermine the free labor market.  As a result, a free-soil movement arose that portrayed the expansion of slavery as incompatible with free labor.

    • Lincoln was a free-soiler

  • African American and white abolitionists, although a minority in the North, mounted a highly visible campaign against slavery, presenting moral arguments against the institution, assisting slaves’ escapes, and sometimes expressing a willingness to use violence to achieve their goals. 

    • Goes against the Fugitive Slave Act

    • Abolition - immediate emancipation of all slaves and equality for all blacks

  • Defenders of slavery based their arguments on racial doctrines, the view that slavery was a positive social good, and the belief that slavery and states’ rights were protected by the Constitution.  

    • 5th amendment protects private property

• Describe the varying views of slavery in the North and the South. 

  • North

    • Free-soilers

      • Do not support the institution of slavery

      • No demand for immediate emancipation

      • Don't necessarily want all blacks to be equal

      • Want to avoid tensions with the south

    • Abolitionists

      • Immediate emancipation of all slaves

      • Equality for all blacks

      • Slavery is morally wrong and should be ended everywhere

  • South 

    • Slavery is essential to the economy

    • Slaves are private property, so they cannot be taken away

    • Claim slavery is better than factory life

    • Claim that the Bible blesses slavery

    • Believe that Africans are biologically inferior

5.6 Failure of Compromise

• Explain the political causes of the Civil War

  • The courts and national leaders made a variety of attempts to resolve the issue of slavery in the territories, including the Kansas-Nebraska Act, and the Dred Scott decision, but these ultimately failed to reduce conflict.  

    • Explain why the Kansas-Nebraska Act and the Dred Scott decision fail to reduce conflict during the 1850s

      • Conflict over popular sovereignty

      • "Border ruffians" from Missouri voted in Kansas to try to make it a slave state

      • North sent in people to Kansas to vote to make it a free state

      • Pottawatomie Massacre

        • Led by John Brown

        • Killed 5 pro-slavery settlers

      • Bleeding Kansas

• The Second Party System ended when the issues of slavery and anti-immigrant nativism weakened loyalties to the two major parties and fostered the emergence of sectional parties, most notably the Republican Party in the North.  

  • Explain why the Second Party system declined

    • Free Soil Party wins a seat in congress

    • Sectional conflicts between North and South

    • Emergence of the Republican Party

  • Identify the characteristics of the Republican Party

    • Includes former Whigs and Democrats

    • Purely in the North

    • Support industrial economy

    • Anti-slavery

    • Don't support Know-Nothing ideals but gain Know-Nothing votes

5.7 Election of 1860 and Secession

• Describe the effects of Lincoln’s election.

  • Abraham Lincoln’s victory on the Republicans’ free-soil platform in the presidential election of 1860 was accomplished without any Southern electoral votes.  After a series of contested debates about secession, most slave states voted to secede from the Union, precipitating the Civil War.

    • Explain the effects of the election of 1860.

      • No one in the South voted for Lincoln

      • Lincoln was not even on the ballot in most (if not all) Southern states

      • People in the South think that Lincoln will abolish slavery

      • Southern states secede

        • South Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana, and Texas all secede before Lincoln's inauguration

        • Arkansas, Tennessee, North Carolina, and Virginia all secede

      • Lincoln claims that the Southern states are not allowed to secede, but does not make the first move towards war

        • Does not want border states to secede

5.8  Military Conflict in the Civil War

• Explain the various factors that contributed to the Union victory in the Civil War.

  • Both the Union and the Confederacy mobilized their economies and societies to wage the war even while facing considerable home front opposition.  

    • Explain how the Union and Confederacy mobilized their economies.

      • Union

        • Railroad used to transport fresh troops to the South

        • Doubled production of clothing

        • Manufacturers work towards the war effort

        • Telegraph allows for almost instantaneous messages

        • Increased taxes to pay for war effort

      • Confederate

        • Did not support taxation, so had a harder time raising money

    • Explain how the Union and Confederacy mobilized their society.

      • Women signed up as battlefield nurses

        • Clara Barton

      • Conscription - compulsory military service

      • Militia Act of 1862 (Union) - allowed African Americans to be part of the military

    • Explain the opposition the Union and Confederacy faced on the home front.

      • Union - immigrants were unhappy because they didn't feel like it was their war

      • Confederacy - poor whites were angry because plantation owners evaded the draft

  • Although the Confederacy showed military initiative and daring early in the war, the Union ultimately succeeded due to improvements in leadership and strategy, key victories, greater resources, and the wartime destruction of the South’s infrastructure.

    • Explain how the factors listed above contributed to the Union defeat of the Confederacy.

      • the Union had a lot of advantages over the Confederacy that made it hard for the Confederacy to get ahead after the early part of the war

5.9  Government Policies During the War

• Explain how Lincoln’s leadership during the Civil War impacted American ideals over the course of the war.

  • Lincoln and most Union supporters began the Civil War to preserve the Union, but Lincoln’s decision to issue the Emancipation Proclamation reframed the purpose of the war and helped prevent the Confederacy from gaining full diplomatic support from European powers.  Many African Americans fled southern plantations and enlisted in the Union Army, helping to undermine the Confederacy.  

  • Lincoln sought to reunify the country and used speeches such as the Gettysburg Address to portray the struggle against slavery as the fulfillment of America’s founding democratic ideals.  

    • How does Lincoln influence American ideals over the course of the war?  

      • Gettysburg Address

        • uses the word "nation" to emphasize unity between the North and South

        • ideals of freedom and equality

    • Do the goals of the war shift for the Union?  The Confederacy?

      • the goal of the North changes from reuniting the union without any emphasis on freeing slaves to believing that the slaves must be free in order to reunite the Union

      •  Confederacy wanted to keep slavery but the shift of the North's purpose increased their desire to stay independent to keep the institution of slavery

5.10  Reconstruction

• Explain the effects of government policy during Reconstruction on society from 1865 to 1877.

  • Reconstruction altered relationships between the states and the federal government and led to debates over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities.  

    • Explain how Reconstruction altered relationships between the states and the federal government.

      • military rule was established over states in the South until new governments could form

      • Confederate officials' rights to vote were limited

    • Explain how Reconstruction led to debates over new definitions of citizenship.

      • African Americans were now considered citizens and equal to whites under the law

        • not enforced after Reconstruction ends

  • The 13th Amendment abolished slavery, while the 14th and 15th amendments granted African Americans citizenship, equal protection under the laws, and voting rights.  

    • 13th Amendment

    • 14th Amendment

    • 15th Amendment

  • The women’s rights movement was both emboldened and divided over the 14th and 15th amendments to the Constitution. 

    • How was the women’s movement emboldened?

      • African Americans were given suffrage and equal rights, so they had hope that they could fight for their suffrage and more rights

    • How was the women’s movement divided?

      • women played a large role in abolition, so they were angered that they weren't able to vote but African Americans were

      • educated women saw themselves as superior to uneducated African Americans

  • Efforts by radical and moderate Republicans to change the balance of power between Congress and the presidency and to reorder race relations in the defeated South yielded some short-term successes.  Reconstruction opened up political opportunities and other leadership roles to former slaves, but it ultimately failed, due both to determined Southern resistance and the North’s waning resolve.  

    • Explain the change in the balance of power between Congress and the presidency.  

      • Congress took control back from the president over reconstruction

    • Identify examples of political opportunities for former slaves.

      • able to vote

      • can run for office

    • Explain why Reconstruction ultimately failed. 

      • government stopped enforcing laws in the South

      • Jim Crow Laws and Black Codes

5.11  Failure of Reconstruction

• Explain how and why Reconstruction resulted in continuity and change in regional and national understandings of what it meant to be American.

  • Southern plantation owners continued to own the majority of the region’s land even after Reconstruction.  Former slaves sought land ownership but generally fell short of self-sufficiency, as an exploitative and soil-intensive sharecropping system limited blacks’ and poor whites’ access to land in the South.  

    • Describe the changes and continuities in the lives of former slaves. 

      • Changes

        • former slaves could make money by being sharecroppers

        • former slaves had some freedoms since they weren't owned by plantation owners

      • Continuities

        • former slaves were typically in debt, so they were dependent on white landowners

        • forced into servitude through sharecropping

  • Segregation, violence, Supreme Court decisions, and local political tactics progressively stripped away African American rights, but the 14th and 15th amendments eventually became the basis for court decisions upholding civil rights in the 20th century.  

    • Identify how each of the ideas listed above contributed to African Americans being stripped of their rights.  

      • Plessy v Ferguson - required segregated seating on railroads

      • Cumming v County Board of Education - communities could establish schools for whites only

      • poll tax - not many blacks had enough money

      • literacy/understanding tests - had to be interpreted to the satisfaction of the election official

      • Jim Crow Laws - racial hierarchy

      • lynching of blacks

6.2 Westward Expansion: Economic Development

• Explain the causes and effects of the settlement of the West from 1877 to 1898

  • Causes

    • Improvements in mechanization helped agricultural production increase substantially.

      • Examples of improvements in mechanization

        • reaper (1837) - speeds up harvest

          • more crops in less time

        • steel plow (1837) - slices through heavy soil

          • more efficient farming in root-filled soil

    • Following the Civil War, government subsidies for transportation and communication systems helped open new markets in North America

      • Explain how government subsidies for transportation helped open new markets

        • advanced loans to railroad companies

        • gave land grants to railroads across 25 states

        • transportation available to more locations

  • Effects

    • Decline in food prices

    • Many farmers responded to the increasing consolidation in agricultural markets and their dependence on the evolving railroad system by creating local and regional cooperative organizations

      • Explain the purpose of the Farmers’ Alliance and the Grange

        • The Grange - enhance the lives of isolated farmers through social, economic, educational, and fraternal activities

          • improvement of the farmer’s collective plight

        • Farmers' Alliance - break the strangling grip of railroads and manufacturers through cooperative buying and selling

    • The building of transcontinental railroads, and discovery of mineral resources, and government policies promoted economic growth and created new communities and centers of commercial activity

      • Explain how government policies promoted economic growth

        • Interstate Commerce Act - regulates railroad industry and made it illegal to charge higher rates to shorter hauls

          • federal government didn’t do much to enforce the law

        • Morrill Act - gave land to states in support of education

          • “land-grant colleges”

        • Hatch Act - provided federal funds for agricultural experiment stations in connection with colleges

6.3 Westward Expansion: Social and Cultural Development 

• Explain the causes and effects of the settlement of the West from 1877 to 1898.

  • Cause:

    • In hopes of achieving ideals of self-sufficiency and independence, migrants moved to both rural and boomtown areas of the West for opportunities, such as building the railroads, mining, farming, and ranching

  • Effects:

    • As migrant populations increased in number and the American bison population was decimated, competition for land resources in the West among white settlers, American Indians, and Mexican Americans led to an increase in violent conflict.

      • Describe conflict among white settlers and American Indians

        • Second Treaty of Fort Laramie

          • American citizens cannot step foot on the reservation

          • Indians can acquire land inside the reservations to farm

          • tribes release all claim on territory outside of reservations

          • Indians will withdraw opposition to railroad construction

          • Indians won’t attack people

          • land is owned by the tribes, not the government

        • U.S. encourages killing of buffalo to limits hunting resources for Indians

        • Carlisle School - assimilate Indians into American society to “save” them

        • Dawes Severalty Act of 1887

      • Describe conflict among white settlers and Mexican Americans

        • Mexicans already lived the in area that Americans wanted to move into

        • Americans took land from MexicansMexicans already lived on the land that was gained from Mexico

        • Mexican immigrants continued to move into the U.S.

    • The U.S. government violated treaties with American Indians and responded to resistance with military force, eventually confining American Indians to reservations and defying tribal sovereignty.  

      • Examples of military force

        • Little Big Horn (1876) - Sioux Indians kill all 120 attackers

        • Ghost Dance/Wounded Knee (1890)

          • Indians gather for Ghost Dance to return their land to them

          • U. S. army attacks

          • last significant battle between whites and Indians

    • Many American Indians preserved their cultures and tribal identities despite government policies promoting assimilation, and they attempted to develop self-sustaining economies.

      • Dawes Severalty Act

        • wants to civilize Indians and incorporate them into American society

        • dissolved many tribes as legal entities

        • wiped out tribal ownership of land

        • all reservation land not allotted to Indians would be given to white settlers and railroads

6.4 The “New South

• Explain how various factors contributed to continuity and change in the “New South” from 1877 to 1898

  • Despite the industrialization of some segments of the Southern economy--a change promoted by Southern leaders who called for a “New South”--agriculture based on sharecropping and tenant farming continued to be the primary economic activity in the South.

  • The Supreme Court decision in Plessy v. Ferguson that upheld racial segregation helped to mark the end of most of the political gains African Americans made during Reconstruction.  Facing increased violence, discrimination, and scientific theories of race, African American reformers continued to fight for political and social equality.  

    • Reform ideas of Washington and DuBois--be able to compare

      • Washington - African Americans should keep their heads down and work instead of fighting for their rights

      • Dubois - African Americans should fight for their rights and get an education

6.5 Technological Innovation 

• Explain the effects of technological advances in the development of the United States over time

  • Businesses made use of technological innovations and greater access to natural resources to dramatically increase the production of goods.

    • Examples of significant technological innovations

      • kerosene - can be used in lamps

      • steamships

6.6 The Rise of Industrial Capitalism 

• Explain the socioeconomic continuities and changes associated with the growth of industrial capitalism from 1865 to 1898

  • Large-scale industrial production--accompanied by massive technological change, expanding international communication networks, pro-growth government policies--generated rapid economic development and business consolidation.

    • Examples of technological change.

      • new processes in refining (Rockefeller)

      • Bessemer process (Carnegie)

      • refrigerator cars - made it possible for meat to reach a national market

      • application electricity to power and communication

        • telephone (Alexander Graham Bell)

        • incandescent light bulb (Thomas Edison)

        • first alternating current (George Westinghouse) - enabled factories to locate wherever

  • Businesses made use of redesigned financial and management structures, advances in marketing, and a growing labor force dramatically increase the production of goods 

  • Many business leaders sought increased profits by consolidating corporations into large trusts and holding companies, which further concentrated wealth.

    • Explain business practices used to consolidate. 

      • horizontal integration - combines a large number of firms in the same enterprise to create a monopoly

      • vertical integration - company takes over different businesses on which is relies for its primary function

        • ex: Carnegie Steel

6.7 Labor in the Gilded Age

• Explain the socioeconomic continuities and changes associated with the growth of industrial capitalism from 1865 to 1898.

  • As the price of many goods decreased, workers’ real wages increased, providing new access to a variety of goods and services; many Americans’ standards of living improved, while the gap between the rich and poor grew.  

  • Labor and management battled over wages and working conditions, with workers organizing local and national unions and/or directly confronting business leaders.  

    • Examples of labor unions

      • American Federation of Labor (AFL) - skilled workers, white men

      • Knight of Labor - available to anyone

    • Goals

      • better wages, working hours, and working conditions (AFL)

      • long-range reform for the economy (Knights of Labor

    • How do they accomplish their goals?

      • strikes

      • collective bargaining - all the people in the union have a common goal and ask the management all at once

    • How do businesses try to stop unions from achieving their goals? 

      • yellow dog contracts - workers sign a contract that stops them from joining unions

      • court injunction

        • Debs - railroad strike interfered with interstate commerce, so the government stopped it

    • Examples of strikes that ended in violence. 

      • The Homestead Strike

        • Pinkerton Detective Agency lost to the workers on strike

        • came back with the state's entire national guard to end the strike

      • The Pullman Strike

        • John Peter Altgeld refused to call in the militia to protect employers

        • Debs and associates refused the court injunction to stop the strike

  • Industrial workforce expanded and child labor increased

6.8 Immigration and Migration in the Gilded Age

• Explain how cultural and economic factors affected migration patterns over time.

  • The industrial workforce expanded and became more diverse through internal and international migration

    • Internal migrations

      • urbanization - movement into cities

      • African Americans moving out of the South

      • development of suburban living

    • External migrations

      • increase in the number of immigrants - 2 million in 1870s to 5 million in 1880s

      • Eastern and Southern Europeans

      • many Jewish immigrants - escaping persecution in Russia

      • created cultural enclaves in cities

  • As cities became areas of economic growth featuring new factories and businesses, they attracted immigrants from Asia and southern and eastern Europe, as well as African American migrants within and out of the South.  

    • Motivations for migration for different groups (internal and external)--economic, cultural, both?

      • economic - American Dream, jobs in factories, money

      • cultural - Europeans escaping persecution, African Americans escaping discrimination

    • Why are they called “new” immigrants?

      • often illiterate

      • unskilled workers

      • different religions - Catholics and Jews

  • Urban neighborhoods based on particular ethnicities, races, and classes provided new cultural opportunities for city dwellers.  (cultural enclaves)

6.9 Responses to Immigration in the Gilded Age

• Explain the various responses to immigration in the period over time.

  • Increasing public debates over assimilation and Americanization accompanied the growth of international immigration.  Many immigrants negotiated compromises between the cultures they brought and the culture they found in the United States.  

    • Describe attempts to assimilate/Americanize immigrants.

      • public schools taught English and American way of life

      • stores sell American products

      • public celebrations for citizenship

      • Americanization days

    • What are some barriers to assimilation/Americanization?

      • lack of access to education - adults and poor children who have to work instead of going to school

        • limits their ability to learn English

      • live in ethnic neighborhoods where they don't need to know English or be Americanized

      • "birds of passage" (25%) - aren't planning on staying in the U.S. for long

      • conflicts between American and native cultures - religion, drinking, family values

    • Explain cultural compromises.  

      • Catholic schools - Catholic immigrants wanted religion taught a certain way at schools

      • restaurants from different immigrant cultures

      • cultural celebrations and fairs in different neighborhoods

    • Explain how the government tried to limit immigration during the late 19th century.

      • Chinese Exclusion Act - only merchants from China are allowed in the U.S.

      • tried to keep out undesirables (insane, prostitutes, polygamists, alcoholics, anarchists people carrying contagious diseases) but was unsuccessful

      • prohibited the importation of foreign workers

  • Social commentators advocated theories later described as Social Darwinism to justify the success of those at the top of the socioeconomic structure as both appropriate and inevitable.  

  • Many women sought greater equality with men, often joining voluntary organizations, going to college, and promoting social and political reform 

    • Social and political reform

      • temperance - stop drinking alcohol

      • expansion of democracy - women's suffrage and expanded voting rights for African Americans

      • education reform

  • Many women, like Jane Addams, worked in settlement houses to help immigrants adapt to U.S. language and customs.  

    • Explain settlement houses.   

      • offered instruction in English

      • Counseling for immigrants to cope

      • childcare services for working mothers

      • cultural activities

6.10 Development of the Middle Class 

• Explain the causes of increased economic opportunity and its effects on society.  

  • Corporations’ need for managers and for male and female clerical workers, as well as increased access to educational institutions, fostered the growth of a distinctive middle class.  A growing amount of leisure time also helped expand consumer culture.  

    • Explain the causes of the growth of the middle class.

      • need for clerical workers (men and women)

      • need for managers (hierarchical business structure)

      • greater access to public education

    • Explain the role of leisure time in the expansion of consumer culture.

      • commercialized entertainment - theaters, dance halls, circuses, organized sports

  • Some business leaders argued that the wealthy had a moral obligation to help the less fortunate and improve society, as articulated in the idea known as the Gospel of Wealth, and they made philanthropic contributions that enhanced educational opportunities and urban environments.  

    • Explain the Gospel of Wealth.

      • rich men (Carnegie) wanted to help the poor

      • focused on helping communities, but not individuals

      • funded libraries, schools, etc

      • secular

6.11 Reform in the Gilded Age

• Explain how different reform movements responded to the rise of industrial capitalism in the Gilded Age.

  • A number of artists and critics, including agrarians, utopians, socialists, and advocates of the Social Gospel, championed alternative visions for the economy and U.S. society.

    • Explain the Social Gospel

      • religious - run by Christians

      • focused on helping individuals

      • provided food, shelter, etc

  • Many women sought greater equality with men, often joining voluntary organizations, going to college, and promoting social and political reform.