Transcript APUSH Review: The Election of 1844

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Period 5: 1844 – 1877
APUSH Review: Key Concept
5.1
Everything You Need To Know About Key Concept 5.1 To
Succeed In APUSH
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The New Curriculum
 Key Concept 5.1 “The United States became more connected
with the world as it pursued an expansionist foreign policy in
the Western Hemisphere and emerged as the destination for
many migrants from other countries.”
 Page 54 of the Curriculum Framework
 Big ideas:
 What were the social, economic, and political impacts of Manifest
Destiny and westward expansion?
 What impact did the Mexican-American War have on politics?
 What were reasons for, and goals on the nativist movement that
emerges during this time?
Key Concept 5.1
 “Enthusiasm for U.S. territorial expansion, fueled by economic and national security interests
and supported by claims of U.S. racial and cultural superiority, resulted in war, opening of
new markets, acquisition of new territory, and increased ideological conflicts.” – pg 44 of
the curriculum framework
 Manifest Destiny and political debates
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Belief that it was America’s “God-given” right to expand westward
US increased its power in the Western Hemisphere
Helped promote nationalism and belief of superiority
Shaped the era’s political debates
 Election of 1844 – acquisition of Texas and Oregon Territory= key issue
 Impacts of the Mexican-American War?
 Debates over slavery – Wilmot Proviso, Free-Soil Party
 Compromise of 1850 determined how newly acquired land would enter
the Union – popular sovereignty
Key Concept 5.1, cont.
 Impacts of westward expansion?
 Environmental transformation:
 1870s decline of Buffalo
 Removing grass to plant led to erosion of soil
 New economic activities:
 railroad construction, cities built around RRs
 mining – Comstock Lode – silver settlements built around resources
 Increased settlement, especially on former Native land
 US looked to expand trade beyond its own borders, especially
Asia
 Economic initiatives – Clipper ships – faster travel, helped increase
trade with China (tea)
 Diplomatic initiatives – Matthew Perry and the “opening” of Japan
(1853)
 Cultural initiatives – Missionaries in China helped spread Christianity
Key Concept 5.1, cont.
 “Westward expansion, migration to and within the United States, and the end of slavery reshaped North
American boundaries and caused conflicts over American cultural identities, citizenship, and the
question of extending and protecting rights for various groups of US inhabitants.” – pg 45of the
curriculum framework
 Increased immigration prior to the Civil War:
 “Old Immigration”: Northern and Western Europe (Irish and Germans)
 Settled in communities together and often kept their religions,
languages, and customs
 Irish tended to settle in cities in the Northeast, were mostly Catholic
 Would work for lower wages -> resentment by American-born workers
 Germans settled on the “frontier”
 Impact of Immigration?
 Nativism – dislike/hatred of foreigners, sought to stop immigration
 “Know-Nothing” Party – became a popular political party, anti-immigrant
and anti-Catholic
 Many Americans resented the Irish and Germans because they tended to
vote Democratic
Key Concept 5.1, cont.
 New economic opportunities and religious refuge out west for Asians,
African Americans, and whites
 Gold Rush (1840s) in California
 Cities grew in population overnight
 Mormons – sought refuge in Utah
 Cattle ranching in the Dakotas
 The federal government (during and post-Civil War) helped promote
economic development and westward expansion
 Homestead Act (1862): 160 acres of land would be given for a small fee to
anyone that moved west
 State and federal governments often gave subsidies ($ and land) to
railroad companies to build
 US expansion led to conflict with Natives and Hispanics (those living in
land formerly belonging to Mexico), often changing their ways of life
 Sand Creek Massacre (November 29, 1864):
 CO militia attacked Cheyenne Indians, killed over 100, mostly women and
children
 Little Big Horn (Custer’s Last Stand) – Natives attacked and killed Custer
and all his men
 US sought to assimilate many Natives with the expectation they would adopt
white ways
Test Tips
 Multiple-Choice and Short Answer Questions:
 Impacts of Mexican-American War
 Nativism and characteristics of immigrants
 Economic opportunities out west
 Essay Questions:
 Manifest Destiny and its impacts (Native Americans, slavery, Civil
War, etc.)
 How the government contributed to settlement out west
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Period 5: 1844 – 1877
APUSH Review: Key Concept
5.2
Everything You Need To Know About Key Concept 5.2 To
Succeed In APUSH
The New Curriculum
 Key Concept 5.2 “Intensified by expansion and deepening
regional divisions, debates over slavery and other economic,
cultural, and political issues led the nation into civil war.”
 Page 46 of the Curriculum Framework
 Big ideas:
 What were different factors that led to an increase in
sectionalism?
 What were different methods abolitionists used to achieve their
goals?
 Why did proposals to resolve the issue of slavery in territories
ultimately fail?
Key Concept 5.2
 “The institution of slavery and its attendant ideological debates, along with regional
economic and demographic changes, territorial expansion in the 1840s and 1850s, and
cultural differences between the North and the South, all intensified sectionalism.” – pg
46 of the curriculum framework
 Northern v. Southern economies:
 North:
 Manufacturing – use of free labor
 Population grew rapidly - immigration
 South:
 More reliant on agriculture and slavery
 Slow population growth
 Abolitionism:
 Minority in the North
 Very noticeable campaign
 William Lloyd Garrison’s Liberator called for the IMMEDIATE end to slavery
 Underground RR helped slaves escape – 1,000/ year
 Some used violence to achieve goals:
 Nat Turner’s Rebellion
 John Brown’s raid on Harper’s Ferry
Key Concept 5.2, cont.
 Many in the South defended slavery as a positive good
 John C. Calhoun
 Arguments used to defend slavery:
 States’ Rights:
 States could create laws to determine what’s in their own best interest
 Nullification:
 VA and KY Resolutions, SC Exposition and Protest – belief that states could
nullify (void) federal laws
 Racist Stereotypes:
 Minstrel Shows:
 White actors used blackface in shows that promoted racism and stereotypes
 “Jim Crow” was a major character
Key Concept 5.2, cont.
 “Repeated attempts at political compromise failed to calm tensions over slavery and often made
sectional tensions worse, breaking down the trust between sectional leaders and culminating in the
bitter election of 1860, followed by the secession of slavery and southern states.” – pg 46 of the
curriculum framework
 Proposals to resolve the issue of slavery that ultimately failed to reduce
tensions:
 Compromise of 1850:
 Major Parts:
1.
2.
3.
4.
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CA was added as a free state
Tips the balance in favor of free states
Slave Trade was abolished in DC
Slavery remained, just not the trade
Popular Sovereignty in land gained from Mexican Session
Those living in territories could decide status of slavery
More strict Fugitive Slave Act – will infuriate Northerners
Requires Northerners to aid in catching and return of slaves
Leads to Personal Liberty Laws
 Kansas-Nebraska Act:
 1854 Law that allowed for popular sovereignty in the Kansas and Nebraska Territories
 The expectation was that Kansas would be slave, Nebraska would be free
 Overturned the Missouri Compromise
 Many in the North were upset
 Helped lead to the creation of the Republican Party
Key Concept 5.2, cont.
 Proposals to resolve the issue of slavery that ultimately failed to reduce
tensions:
 Dred Scott v. Sanford:
1.
2.
3.
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African Americans (regardless if they were free or slave) were NOT citizens
and could not sue in court
Slaves were considered property and could not be taken away without “due
process” (5th amendment)
Congress could not regulate slavery in territories
Tensions between the North and South increase
Democratic Party splits along sectional lines
 The end of the Second Party System was caused by:
 Issues of slavery and nativism --> helped lead to sectional parties (see election
of 1860)
 Republican Party emerged in the North and Midwest:
 Made up of Free-Soilers and some former Whigs
 Lincoln’s Presidential Platform in 1860 was the NONEXTENSION of slavery
 Ultimately, this would lead to many southern states seceding, causing the Civil War
Election of 1860
Test Tips
 Multiple-Choice and Short Answer Questions:
 Abolitionists’ methods
 Defenses of slavery
 Failed attempts at resolving slavery issues: Compromise of 1850,
KS-NB, and Dred Scott
 Republican Party and Lincoln’s election platform
 Essay Questions:
 Increase in sectional tensions
 1860 election as a turning point
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Period 5: 1844 – 1877
APUSH Review: Key Concept
5.3
Everything You Need To Know About Key Concept 5.3 To
Succeed In APUSH
The New Curriculum
 Key Concept 5.3 “The Union victory in the Civil War and the
contested Reconstruction of the South settled the issues of
slavery and secession, but left unresolved many questions
about the power of the federal government and citizenship
rights.”
 Page 46 of the Curriculum Framework
 Big ideas:
 Why did the North ultimately prevail in the Civil War?
 How did Reconstruction affect the relationship between Congress
and the presidency?
 What impacts did the 14th and 15th amendments have on women
and African Americans?
Key Concept 5.3
 “The North’s greater manpower and industrial resources, its leadership, and the decision for emancipation
eventually led to the Union military victory over the Confederacy in the devastating Civil War.”.” – pg 57 of
the curriculum framework
 The North and South dedicated their economies and societies to
fighting the war
 Conscription (draft) instituted in both
 Opposition on the home front persisted
 In the North:
 MD newspapers (shut down by Lincoln), NYC Draft riots – “Rich man’s war, but a
poor man’s fight.”
 In the South:
 Many farmers refused to fight, would not let slaves fight
 Impacts of the Emancipation Proclamation:
 Purpose of the war was changed
 Many African Americans enlisted in the Union army
 Kept European powers from siding with the South
Key Concept 5.3, cont.
 Why did the Union prevail, despite early challenges?
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Improved military leadership – Grant, Sherman, and total war
Effective Strategies – Anaconda Plan
Key Victories – Antietam – led to Emancipation Proclamation
Greater resources – industrialized north
Destruction of South’s environment and infrastructure – Sherman’s
March to the Sea
Key Concept 5.3
 “The Civil War and Reconstruction altered power relationships between the states and the federal
government and among the executive, legislative, and judicial branches, ending slavery and the
notion of a divisible union but leaving unresolved questions of relative power and largely unchanged
social and economic patterns.” – pg 58 of the curriculum framework
 13th Amendment – abolished slavery
 South resisted this amendment via sharecropping –
 Freedmen worked on farms and exchanged labor for using land and
housing
 Half of their crops were typically given to the land owner
 Sharecroppers had to borrow $ to get started
 Local stores gave loans at high rates (crop lien system)
 If cotton prices fell (and they did in the 1870s), perpetual debt was common
for most sharecroppers -> peonage
 A majority of blacks in the South were sharecroppers by 1890
 The goal of sharecropping was to have circumstances as close to preCivil War as possible
Key Concept 5.3, cont.
 Effects of Republicans to reconstruct the South?
 Change in the balance of power between the Presidency and
Congress
 Presidential v. Radical Reconstruction – Congress determined
when to re-admit states
 Johnson’s vetoes and Congressional overrides
 Impeachment of Andrew Johnson
 Reunited the Union
 Rearranged relationships between whites and blacks in the
South (albeit temporarily)
 Hiram Revels – Senator from MS (Jefferson Davis’ former seat),
first African American to serve in the Senate
Key Concept 5.3, cont.
 Why did Radical Republicans not succeed in changing
racial attitudes, culture, and establishing a base for their
party?
 Determined Southern Resistance:
 “Redeemer” governments:
 Local and state governments that ousted Republican governments
 Often done through violence and intimidation
 KKK terrorized blacks and Republicans
 North’s waning resolve:
 Death of Charles Sumner in 1874
 Panic of 1873 tainted Republican Party and many began to call
for a smaller government
Key Concept 5.3, cont.
 “The constitutional changes of the Reconstruction period embodied a Northern idea of American
identity and national purpose and led to conflicts over new definitions of citizenship, particularly
regarding the rights of African Americans, women, and other minorities.” – pg 58 of the curriculum
framework
 14th and 15th amendments provided for:
 Citizenship, equal protection of the laws, and suffrage for African
American males
 However, these rights were restricted through:
 Segregation – Jim Crow laws
 Violence – KKK – intimidated African Americans and tried to prevent them
from voting
 Supreme Court decisions
 Civil Rights Cases – individuals and private businesses could discriminate
 Plessy v. Ferguson – Segregated facilities were OK, as long as they were “equal”
 Local political tactics – poll taxes, grandfather clauses, literacy tests
Key Concept 5.3, cont.
 Impact of the 14th and 15th amendments on the Women’s
Rights Movement?
 Divided the women’s rights movement:
 Frederick Douglass and others favored black suffrage PRIOR to
women’s suffrage
 Elizabeth Cady Stanton and Susan B. Anthony feared women’s
suffrage would not be granted any time soon
 Although the 13 – 15 amendments were restricted in the
short term, they later would be used to uphold civil
rights:
 1950s – 1960s Civil Rights Movement – Brown v. Board
Test Tips
 Multiple-Choice and Short Answer Questions:
 Reasons for the Union’s victory in the Civil War
 Ways the South resisted Reconstruction Amendments
 How Reconstruction changed relationship between Congress and the
presidency
 Essay Questions:
 Connecting Reconstruction Amendments to Civil Rights Movement of
the 1950s-60s
 Political and Social impacts of Reconstruction on American society