Transcript Roundtable #2 presentation next class meeting! (Weds. 23 January)

Outline for Week 2 (week of Wednesday 16 January 2008)
1. Fight or Flight: Reforming, Leaving, or Living with Antebellum America
a. Week #2 Readings: Henretta, pp. 342-351; 352-381, Chavez, pp. 1-6, 37-56;
Calloway, pp. 50-70; Rampolla, pp. 6-17, 96-105; Plagiarism Tutorial (on-line
at Bedford/St.Martin’s website)
b. Discussion Questions:
-
Why did Americans accelerate Indian Removal efforts in the 1820s-1840s?
How did policies of naturalization and citizenship of U.S. and Mexico
compare in 1820s-30s?
- How did policies of removal and annexation compare with policies of
naturalization and citizenship?
- How did the reform movement of 1820s-50s affect American ideas about
inclusion, exclusion, and removal?
c. Voices: Keziah Kendall, “An Illinois Jeffersonian”, Kiowas’ Old Uncle Synday,
Sharitarish, Four Bears, Naturalization Act of 1790 (U.S. Congress), Plan de
Iguala (1821), Mexican Constitutional Congress (1824), Indian Removal Act
(U.S. 1830), Treaty of San Lorenzo, Louisianna Purchase Treaty, National
Colonization Law (Mexico, 1824), Coahuila-Texas State Colonization Law
Before Next Meeting (Wednesday)
• Analysis Paper #1 due next class meeting (Weds. 23 January)– Respond to the
following question: “During the 1820s-1830s, while the United States implemented a
policy of Indian Removal, other Americans challenged policies that limited immigration into
Mexico. With this in mind, discuss how the reform movement of the 1820s-50s influenced
American ideas about inclusion, exclusion, and removal. Provide specific examples from
primary sources to support and develop your argument.
• Roundtable #2 presentation next class meeting! (Weds. 23 January)
• Reading assignment for Week Three:
• Henretta, pp. 382-397,
• Chavez, pp. 52-116 (Documents 10 through 41) and pp. 7-32;
• Critical Thinking Module “Voices from Slavery”
Voices: Mary Boykin Chesnut, Hannah Valentine, Lethe Jackson, and authors of
Documents 10-41 in Chavez
• Be prepared to discuss all underlined voices. Note that the first two are drawn from
the on-line Critical Thinking Module, accessible through the Bedford/St.Martins
website (as listed on my webpage)
Why did Americans accelerate Indian Removal in 1820s-1840s?
•
Indian Removal as an extension of American
reform ethic
–
–
–
•
extension of American cultural values into the West
slavery and industrial development as paired values in
19th century American culture
ecological implications of Indian removal and westward
movement
Moses and Stephen Austin as agents of “folk
imperialism” (a more active process)
–
–
–
migration of wealth (capital) and influence into the West
urbanization/industrialization of the American West
Texas Revolution as an outgrowth of sectional conflicts
over slavery
Urban centers to 1830s
Roads and canals to 1830
Was westward migration a positive or negative factor
in the development of the United States?
•
Westward migration as a challenge to US
leadership in 1820s & 1830s
–
–
•
drained away U.S. capital and entrepreneurial talent
centrifugal forces pulling the U.S. in different
directions
Westward migration as a crisis of identity for the
United States:
–
–
Who were Americans who did NOT move west?
How did the idea of solutions in the West affect people
not in the West?
Women and antislavery petitions, 1837-1838
Westward expansion, 1830-1839
A. Why are land sales concentrated
in these areas?
B. Who purchased these lands and
how were those purchases
financed?
1. Who were the sellers?
2. What were the terms of sale?
3. Who could afford the land?
4. To what purpose was the
land developed?
C. How did this form of expansion
influence the American
economy?
Bank Panic of 1837
Before Next Meeting (Wednesday)
• Analysis Paper #1 due next class meeting (Weds. 23 January)– Respond to the
following question: “During the 1820s-1830s, while the United States implemented a
policy of Indian Removal, other Americans challenged policies that limited immigration into
Mexico. With this in mind, discuss how the reform movement of the 1820s-50s influenced
American ideas about inclusion, exclusion, and removal. Provide specific examples from
primary sources to support and develop your argument.
• Roundtable #2 presentation next class meeting! (Weds. 23 January)
• Reading assignment for Week Three:
• Henretta, pp. 382-397,
• Chavez, pp. 52-116 (Documents 10 through 41) and pp. 7-32;
• Critical Thinking Module “Voices from Slavery”
Voices: Mary Boykin Chesnut, Hannah Valentine, Lethe Jackson, and authors of
Documents 10-41 in Chavez
• Be prepared to discuss all underlined voices. Note that the first two are drawn from
the on-line Critical Thinking Module, accessible through the Bedford/St.Martins
website (as listed on my webpage)
C. Perceptions of Region in 19th Century America: Where in America
are these images?
B. Perceptions of the West
in 19th century America