Transcript How did the War Against Mexico influence sectional identities and

Last Week (Week Three):
Militarization and Reform: Legitimizing and Resisting Wars
of Conquest in 19th century America
•
Why did Mexico limit immigration from the U.S. after 1829
and by what means did Americans in Texas and the U.S.
respond?
•
How did Daniel Webster’s concerns about the Admission of
Texas compare with James Polk’s rationale for war in 1846?
•
What arguments did opponents of the War present during the
War, and how did supporters of the war respond, before
1848?
•
How did the experience of occupation influence American
perceptions of Mexico and Mexican perceptions of
Americans?
Outline for Week 4 (week of Monday 28 January 2008)
1. Every Which Way But Loose: Destructive Violence as American Public Policy
a. Week #4 Readings: Henretta, pp. 398-441, ; Chavez, pp. 118-139, Calloway, pp.
89-110 and Critical Thinking Module “Who Freed the Slaves?”
b. Discussion Questions:
-
How did the War Against Mexico influence sectional identities and racial policy in
the United States?
- How did the Kansas-Nebraska Act affect the relative priorities of Indian policy and
slave policy in the United States?
- When and why did the Civil War become a war to free slaves?
- How did Civil War influence U.S. policy regarding Indians in the West? Compare
Sherman’s role in South and West?
c. Voices: Axalla John Hoole, Ernest Duveyier de Hauranne, Dolly Sumner Lunt, John C.
Calhoun, Treaty of Guadalupe Hidalgo, Manuel Crscencio Rejón, Nathan Clifford,
California Land Act, California Landowners Petition, Juan N. Sequín, Francisco
Ramírez, Jerome Big Eagle, Strike the Ree, Medicine Cow, Passing Hail, Little Bear,
Bear Head
d. Roundtable #3 Wednesday, based on readings in Chavez & Calloway
Before Next Meeting (Wednesday)
• Read and be prepared to discuss (see underlined voices, below):
• Chavez, pp. 118-139, 140-146
• Calloway, pp. 89-110, 111-132
Read for understanding context of above materials:
• Henretta, pp. 398-441,
Be prepared to discuss all underlined voices from this week and next:
Week 4 Voices: John C. Calhoun, Treaty of Guadalupe Hidalgo, Manuel Crscencio
Rejón, Nathan Clifford, California Land Act, California Landowners Petition,
Juan N. Sequín, Francisco Ramírez, Jerome Big Eagle, Strike the Ree, Medicine
Cow, Passing Hail, Little Bear, Bear Head
Week 5 Voices: Stanta, Ten Bears, Satank, Luther Standing Bear, Carl Sweezy, Old
Lady Horse, Pretty Shield, Tiburcio Vásquez
See guidelines on syllabus for midterm exam (scheduled for next week, Weds)
A. Mass Migrations and War Culture in Antebellum America
B. “folk imperialism” and the origins of the War Against
Mexico, 1846-48
How did the War Against Mexico influence sectional identities and racial policy in the
United States?
How did the War Against
Mexico influence
sectional identities and
racial policy in the United
States?
How did the War Against Mexico influence sectional identities and racial policy in
the United States?
How did the Kansas-Nebraska Act affect the relative priorities of Indian policy
and slave policy in the United States?
The rise of sectional politics
How did the Kansas-Nebraska Act affect the relative priorities of Indian policy
and slave policy in the United States?
The “American System” Whig Critique of Unplanned/Folk Expansionism: Integrated Economy
Capital and technology emphasis of the
Whig model of nationalist development
•Orderly development
•Rationalized economy
•Middle-class values of individual selfimprovement and self restraint
•Opportunity and business values
Samuel Morse’s telegraph, 1844
How did the War Against
Mexico influence
American Culture?
•
Fascination with war
•
Accelerated Methods
of mass
communication
•
Popularization of
news
•
War veterans and
national leadership,
1848-1860
1. Zachary Taylor (d.
1850)
2. John Fremont
(election of 1856)
3. Millard Fillmore
vs the dead
Whigs
What happened to the “reform” ideal
between 1850 and Lincoln’s
Election?
1. Gold Rush of 1849 & resurgence
of Individualism
2. Political dissidents and silencing
of war critics
•
Henry David Thoreau’s Civil
Disobedience and
imprisonment
•
Refugees from Europe’s
Revolutions of 1848 and
Nativist reaction
3. Bias of Mobility vs Community
(Oregon Trail emigrants)
How did the Kansas-Nebraska Act affect the relative priorities of Indian policy
and slave policy in the United States?
The rise of sectional politics
What happened to the “reform” ideal between 1850 and
Lincoln’s Election?
1. Growing reality of slavery:
•
# Slaves in U.S. tripled, 1830-1860
•
growth of New Southern economy
2. Growing inescapability of slavery (Dred Scott case)
3. Virtual Disappearance of the Indian question
Who freed the slaves?
Sea Islands, SC Slave family, ca. 1860
Before Next Meeting (Wednesday)
• Read and be prepared to discuss (see underlined voices, below):
• Chavez, pp. 118-139, 140-146
• Calloway, pp. 89-110, 111-132
Read for understanding context of above materials:
• Henretta, pp. 398-441,
Be prepared to discuss all underlined voices from this week and next:
Week 4 Voices: John C. Calhoun, Treaty of Guadalupe Hidalgo, Manuel Crscencio
Rejón, Nathan Clifford, California Land Act, California Landowners Petition,
Juan N. Sequín, Francisco Ramírez, Jerome Big Eagle, Strike the Ree, Medicine
Cow, Passing Hail, Little Bear, Bear Head
Week 5 Voices: Stanta, Ten Bears, Satank, Luther Standing Bear, Carl Sweezy, Old
Lady Horse, Pretty Shield, Tiburcio Vásquez
See guidelines on syllabus for midterm exam (scheduled for next week, Weds)
C. Perceptions of Region in 19th Century America: Where in America
are these images?
B. Perceptions of the West
in 19th century America