Transcript Holt Call to Freedom Chapter 12: A New National Identity xxxx-xxxx

Holt Call to Freedom
Chapter 12:
A New National Identity
1812-1840
12.1 The Rise of Nationalism
Objectives:
• Examine how the United States settled
its land disputes with Great Britain and
Spain.
• Analyze President Monroe’s reasons
for issuing the Monroe Doctrine, and
describe its most important points.
© Holt Call to Freedom Lecture Notes - Slide 2
I. The Era of Good Feelings
© Holt Call to Freedom Lecture Notes - Slide 3
I. The Era of Good Feelings
A. Time of peace after the War of
1812 was known as the Era of
Good Feelings.
B. Republican James Monroe won
the presidential elections of 1816
and 1820.
© Holt Call to Freedom Lecture Notes - Slide 4
Source: http://millercenter.virginia.edu/scripps/reference/bibliographies/monroe.html
C. Relations with British Canada
1. Rush-Bagot Agreement of 1817
limited naval power on the Great
Lakes for both the United States
and British Canada.
2. Convention of 1818 gave the
United States fishing rights off
parts of the Newfoundland and
Labrador coasts.
© Holt Call to Freedom Lecture Notes - Slide 6
Source: http://spider.georgetowncollege.edu/htallant/courses/his325/1818-19.gif
Source: http://www.historycentral.com/NN/Rush.html
C. Relations with British Canada
3. Also set border between Canada
and United States at the 49th
parallel as far west as the Rocky
Mountains
4. In addition, both nations agreed to
jointly occupy the Oregon
Country.
© Holt Call to Freedom Lecture Notes - Slide 9
Source: http://in.sjprep.org/tclifford/USweb/Era%20of%20Good%20Feelings/Borders.jpg
II. The Issue of Florida
© Holt Call to Freedom Lecture Notes - Slide 11
A. Border with Spanish Florida
1. Some Americans wanted to settle
in Spanish Florida.
2. Americans were also concerned
about Seminole Indians in the
region who aided runaway slaves
and attacked U.S. towns.
© Holt Call to Freedom Lecture Notes - Slide 12
B. War
1. President Monroe sent troops under
Andrew Jackson to secure the border.
2. Jackson’s troops invaded Florida to
capture Seminole raiders, which
began the First Seminole War.
3. Also attacked Spanish posts and
overthrew the governor of Spanish
Florida, all without direct orders from
President Monroe
© Holt Call to Freedom Lecture Notes - Slide 13
Source: http://www.senate.gov/artandhistory/art/artifact/Painting_32_00018.htm
C. The Treaty
1. U.S. Secretary of state John
Quincy Adams and Spanish
diplomat Luis de Onís negotiated
the Adams-Onís Treaty of 1819 to
resolve the conflict.
2. Under the terms of the treaty,
Spain gave East Florida to the
United States and gave up its
claims to West Florida.
© Holt Call to Freedom Lecture Notes - Slide 15
Source: http://spider.georgetowncollege.edu/htallant/courses/his325/1818-19.gif
C. The Treaty
3. In return, the United States gave
up claims to Texas and agreed to
pay up to $5 million of U.S.
citizens’ claims against Spain.
© Holt Call to Freedom Lecture Notes - Slide 17
Source: http://spider.georgetowncollege.edu/htallant/courses/his325/1818-19.gif
III. The Monroe Doctrine
Source: http://www.instoneinc.com/gallery/Monroe_Doctrine-I.jpg
© Holt Call to Freedom Lecture Notes - Slide 19
A. Spain’s Problems
1. Spain’s Central and South
American colonies challenged
Spanish rule.
2. Simon Bolívar, known as the
Liberator, led many of these
revolutions in Latin America,
which gained the support of many
people in the United States.
© Holt Call to Freedom Lecture Notes - Slide 20
Source: http://www.ateneohyv.com.ar/Galeria/04/simon%20bolivar.jpg
B. A New Foreign Policy
1. Monroe worried that other
European powers might try to
take control of the newly
independent countries in Latin
America.
2. As a result, Monroe issued the
Monroe Doctrine in 1823.
Source: http://www.vanderbilt.edu/AnS/Anthro/Anth210/latinamerica1823.JPG
Source: http://www.damchicago.com/monroe-doctrine-1823.gif
B. A New Foreign Policy
3. Doctrine declared that foreign
powers should not create new
colonies in North and South
America and that the United
States would view European
interference in Latin America as a
hostile act.
4. Some European leaders protested
but few challenged the act.
© Holt Call to Freedom Lecture Notes - Slide 25
12.2 Expansion and Improvements
Objectives:
• Discuss the issues that the
Missouri Compromise was
supposed to address.
• Analyze how improvements in
transportation affected the United
States.
• Explain why the 1824 presidential
election was controversial.
© Holt Call to Freedom Lecture Notes - Slide 26
I. The Missouri Compromise
Source: http://www.wwnorton.com/college/history/tindall/timelinf/mocomp.htm
© Holt Call to Freedom Lecture Notes - Slide 27
A. A Major Regional Conflict
1. Missouri leaders applied to enter
the Union as a slave state in 1819.
2. At that time, the United States had
11 free states and 11 slave states.
3. Free states in the North had a
larger population, so they
controlled the House of
Representatives.
© Holt Call to Freedom Lecture Notes - Slide 28
B. Restrictions on Slavery
1. Northern representatives agreed
to accept Missouri as a slave state
but only with certain restrictions
on slavery.
2. Importing slaves into Missouri
would become illegal, and all
children of Missouri slaves would
become free at age 25.
3. Restrictions angered southern
politicians, and Senate rejected
the restrictions.
© Holt Call to Freedom Lecture Notes - Slide 29
Source: http://buhler.usd313.k12.ks.us/phms/shared/bleeding_kansas_graphics/Missouri_Compromise.jpg
C. Missouri Compromise
1. Kentucky representative Henry
Clay crafted the Missouri
Compromise.
2. Missouri would enter the Union as
a slave state without restrictions.
3. Maine would enter as a free state.
4. Slavery would be prohibited in
any new territories or states
formed north of 36°30’ latitude –
Missouri’s southern border.
© Holt Call to Freedom Lecture Notes - Slide 31
Source: http://odur.let.rug.nl/~usa/B/hclay/hclay.htm
II. Internal Improvements
© Holt Call to Freedom Lecture Notes - Slide 33
II. Internal Improvements
A. The American System was a plan
to use tariffs to protect domestic
industries.
B. Revenues would be used for
internal improvements, such as
roads and canals.
C. Henry Clay proposed this plan,
which he hoped would better
connect the country.
© Holt Call to Freedom Lecture Notes - Slide 34
II. Internal Improvements
D. Some members of Congress argued
that the U.S. Constitution did not
permit the federal government to fund
internal improvements.
E. Congress approved the protective
tariff, but states and private citizens
funded most of the improvements to
the country’s internal transportation
systems.
© Holt Call to Freedom Lecture Notes - Slide 35
III. New Roads and Canals
© Holt Call to Freedom Lecture Notes - Slide 36
A. Roads
1. In the early 1800s, most roads
were in poor condition.
2. The Cumberland Road, the first
road built by the federal
government, ran from Maryland to
Western Virginia.
© Holt Call to Freedom Lecture Notes - Slide 37
Mile markers can still be found along the National Road; this one is
located in Columbus, Ohio.
Source: http://en.wikipedia.org/wiki/Cumberland_Road
B. Water Transportation
1. Canals, or artificial waterways,
were built to connect existing
waterways.
2. The Erie Canal, completed in
1825, ran from Albany to Buffalo,
New York.
3. Cost millions of dollars, but
proved to be worth the expense
© Holt Call to Freedom Lecture Notes - Slide 39
Source: http://www.cramersoftware.com/IMAGES/eriecanl.gif
IV. The Election of 1824
© Holt Call to Freedom Lecture Notes - Slide 41
IV. The Election of 1824
A. Secretary of State John Quincy
Adams and Senator Andrew
Jackson from Tennessee both ran
as Republicans.
© Holt Call to Freedom Lecture Notes - Slide 42
Source: http://www.historyplace.com/specials/portraits/presidents/
B. A Disputed Election
1. The House of Representatives
determined the winner of the
election.
2. Speaker of the House Henry Clay
supported Adams, whom the
House selected as the next
president.
© Holt Call to Freedom Lecture Notes - Slide 44
Source: http://worldroots.com/brigitte/gifs/quincyadams.gif
B. A Disputed Election
3. Adams made Clay his secretary of
state, which led Jackson’s
supporters to charge that the new
president had made a “corrupt
bargain” with Clay.
© Holt Call to Freedom Lecture Notes - Slide 46
12.3 The Age of Jackson
Objectives:
• Examine how Jacksonian Democracy
was a sign of change in American
politics.
• Explore how tariff disputes led to the
nullification crisis and how President
Jackson responded.
• Describe why President Jackson was
against a national bank and how his
resistance affected the economy.
© Holt Call to Freedom Lecture Notes - Slide 47
I. Jacksonian Democracy
© Holt Call to Freedom Lecture Notes - Slide 48
A. Voting Rights
1. Some states removed property
requirements for voting, which
allowed more white men to vote.
2. Some political parties began
holding nominating conventions,
or public meetings to select the
party’s presidential and vice
presidential candidates.
© Holt Call to Freedom Lecture Notes - Slide 49
Source: http://historybytes.net/images/14votermap3.jpg
A. Voting Rights
3. This expansion of voting rights
became known as Jacksonian
Democracy, after popular
politician Andrew Jackson.
4. No states let women vote, and few
states let free African Americans
vote.
© Holt Call to Freedom Lecture Notes - Slide 51
Source: http://www.historyplace.com/specials/portraits/presidents/
B. Political Parties
1. People who supported Andrew
Jackson formed the Democratic
Party.
2. Jackson chose Senator John C.
Calhoun as his vice presidential
running mate in the presidential
election of 1828.
© Holt Call to Freedom Lecture Notes - Slide 53
Source: http://www.constitution.org/jcc/jccincap.gif
II. Jackson’s Victory
© Holt Call to Freedom Lecture Notes - Slide 55
II. Jackson’s Victory
A. In the election of 1828, Jackson
won a record number of popular
votes to defeat John Quincy
Adams, who had run as a National
Republican.
B. Celebrated as a victory of the
common people
© Holt Call to Freedom Lecture Notes - Slide 56
Source: http://teachpol.tcnj.edu/amer_pol_hist/fi/00000080.jpg
C. President Jackson
1. Rewarded supporters with
government jobs – practice
known as the spoils system
2. Appointed Martin Van Buren as
secretary of state
3. Relied upon an informal group of
advisers called the kitchen
cabinet
© Holt Call to Freedom Lecture Notes - Slide 58
Source: http://www.sonofthesouth.net/leefoundation/civil-war/1862/martin-van-buren-death.jpg
III. Conflict over Tariffs
© Holt Call to Freedom Lecture Notes - Slide 60
III. Conflict over Tariffs
A. Northern manufacturers wanted
high tariffs to protect industry.
B. Southerners, with little industry to
protect, favored low tariffs.
C. In 1828 Congress passed a tariff
with high rates, which
southerners condemned as the
Tariff of Abominations.
© Holt Call to Freedom Lecture Notes - Slide 61
IV. The Nullification Crisis
© Holt Call to Freedom Lecture Notes - Slide 62
A. South Carolina and the Tariff
1. Vice President John C. Calhoun
opposed the new tariff.
2. Calhoun supported states’ rights,
or the belief that the federal
government’s powers are strictly
limited by U.S. Constitution.
© Holt Call to Freedom Lecture Notes - Slide 63
A. South Carolina and the Tariff
3. Argued that states had the right to
nullify, or cancel, any federal law
that they considered
unconstitutional
4. This dispute led to the
nullification crisis.
© Holt Call to Freedom Lecture Notes - Slide 64
Cartoon
Andrew Jackson prevents nullification by South Carolina
http://www.cyberlearning-world.com/lessons/ushistory/19thcentury/nullify4.htm
A. South Carolina and the Tariff
5. Massachusetts senator Daniel
Webster opposed nullification and
state rebellion.
6. South Carolina legislature tried to
nullify the 1828 and 1832 tariffs.
© Holt Call to Freedom Lecture Notes - Slide 66
Source: http://www.jimpoz.com/quotes/speaker.php?speakerid=99
B. Jackson’s Response
1. Jackson threatened to send
troops to South Carolina to
enforce federal law.
2. In a compromise, South Carolina
agreed to enforce the tariffs, and
Congress agreed to lower tariff
rates over time.
© Holt Call to Freedom Lecture Notes - Slide 68
Flow Chart:
The Nullification Crisis of 1832
Source: http://www.cyberlearning-world.com/lessons/ushistory/19thcentury/nullify6.htm
V. The Second Bank of the United
States
© Holt Call to Freedom Lecture Notes - Slide 70
V. The Second Bank of the United
States
A. Jackson opposed the Second Bank of
the United States, created in 1816.
B. In the case of McCulloch v. Maryland,
the U.S. Supreme Court ruled that the
bank was constitutional and that
federal law was superior to state law.
C. Jackson convinced Congress not to
recharter the Second Bank and moved
most of the bank’s funds into state
banks.
© Holt Call to Freedom Lecture Notes - Slide 71
Source: http://www.occ.treas.gov/exhibits/histor2.htm
VI. Van Buren’s Presidency
© Holt Call to Freedom Lecture Notes - Slide 73
VI. Van Buren’s Presidency
A. Opponents of Jackson formed the
Whig Party in 1834.
B. Four Whig candidates opposed
Democratic Martin Van Buren in the
1836 presidential election; Van Buren
won.
C. A financial crisis called the Panic of
1837, mostly the result of Jackson’s
economic policies, damaged Van
Buren’s reputation.
© Holt Call to Freedom Lecture Notes - Slide 74
Source: http://www.umich.edu/~bhl/bhl/mhchome/parties/whig.htm
This cartoon shows the problems of a tradesman
during the Panic of 1837.
Source: http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/presidents/buren/panic_3_e.html
VI. Van Buren’s Presidency
D. Whig candidate William Henry
Harrison easily defeated Van Buren in
1840.
© Holt Call to Freedom Lecture Notes - Slide 77
Source: http://www.historyplace.com/specials/calendar/docs-pix/whharrison.jpg
12.4 Indian Removal
Objectives:
• Explain why the federal and state
governments began an American Indian
removal policy.
• Examine how American Indians such
as the Cherokee resisted removal.
• Describe how American Indians were
affected by the removal from their
lands.
© Holt Call to Freedom Lecture Notes - Slide 79
I. The Black Hawk War
© Holt Call to Freedom Lecture Notes - Slide 80
I. The Black Hawk War
A. Black Hawk was a leader of the Sauk
Indians.
B. Refused to leave Illinois after U.S.
officials ordered the Sauk there to
move
C. U.S. soldiers attacked and later
defeated the Sauk.
D. By 1850 the U.S. Army had removed all
American Indians from the old
Northwest Territory.
© Holt Call to Freedom Lecture Notes - Slide 81
Source: http://www.pittsfieldhistory.org/images/black_hawk_lg.jpg
II. The Indian Removal Act
© Holt Call to Freedom Lecture Notes - Slide 83
II. The Indian Removal Act
A. President Jackson wanted to open
lands in the American Southeast to
U.S. settlers.
B. In 1830 the U.S. Congress passed the
Indian Removal Act, authorizing the
removal of American Indians who lived
east of the Mississippi River.
C. Congress created the Indian Territory,
in most of what is now Oklahoma, as a
new Indian homeland.
© Holt Call to Freedom Lecture Notes - Slide 84
Source: http://www.historicaldocuments.com/IndianRemovalActmaplg.jpg
II. The Indian Removal Act
D. The Bureau of Indian Affairs was
created to oversee federal policy
toward American Indians.
E. Some Choctaw leaders signed the
Treaty of Dancing Rabbit Creek, which
gave more than 7.5 million acres of
Choctaw land to the state of
Mississippi.
© Holt Call to Freedom Lecture Notes - Slide 86
II. The Indian Removal Act
F. About one fourth of the Choctaw died
during their winter journey to Indian
Territory because federal officials had
not provided enough food or supplies.
G. Followed by forced removal of Creek
from lands mainly in Alabama and
removal of Chickasaw from lands
mainly in Mississippi
© Holt Call to Freedom Lecture Notes - Slide 87
Source: http://www.usgennet.org/usa/topic/historical/ok/indian_territory_1856.jpg
III. The Cherokee Nation
© Holt Call to Freedom Lecture Notes - Slide 89
III. The Cherokee Nation
A. Cherokee hoped to avoid removal in
part by adopting the culture of white
settlers.
B. A Cherokee named Sequoya invented
a writing system for the Cherokee
language.
C. Cherokee created a government
inspired by the U.S. Constitution and
elected John Ross, a Cherokee
plantation owner, as the first principal
chief.
© Holt Call to Freedom Lecture Notes - Slide 90
Source: http://www.greatdreams.com/sequoya.jpg
Source: http://www.tngenweb.org/bios/firstpeople/john-ross.jpg
IV. The Trail of Tears
© Holt Call to Freedom Lecture Notes - Slide 93
A. Worcester v. Georgia
1. Georgia state leaders tried to
force the Cherokee to leave,
particularly after gold was found
on Cherokee lands.
2. The Cherokee sued, claiming that
they were an independent nation
and that the laws of Georgia did
not apply within their lands.
© Holt Call to Freedom Lecture Notes - Slide 94
Source: http://history.grand-forks.k12.nd.us/ndhistory/LessonImages/modified%20pics/trail%20of%20tears.jpg
A. Worcester v. Georgia
3. In Worcester v. Georgia, the U.S.
Supreme Court ruled that only the
federal government, not the
states, had authority over the
independent Cherokee nation.
4. Georgia ignored the ruling, and
President Jackson did not attempt
to enforce it.
© Holt Call to Freedom Lecture Notes - Slide 96
B. The Removal of the Cherokee
1. In 1838, U.S. troops began
removing the Cherokee to Indian
Territory.
2. Almost one fourth of the 18,000
Cherokee died during the 800-mile
forced march, which became
known as the Trail of Tears.
© Holt Call to Freedom Lecture Notes - Slide 97
Source: http://www.twinterritories.com/images/trail_of_tears_map.jpg
V. The Second Seminole War
© Holt Call to Freedom Lecture Notes - Slide 99
V. The Second Seminole War
A. Seminole leader Osceola urged his
people to fight removal from Florida.
B. In Second Seminole War, Seminole
won many battles, but Osceola was
captured.
C. U.S. officials eventually gave up; many
Seminole still live in Florida today.
© Holt Call to Freedom Lecture Notes - Slide 100
Source: http://www.osceola.org/Files/Department/AboutOsceola/CheifOsceola.jpg
12.5 American Culture
Objectives:
• Examine the favorite writers of the
early 1800s and what they wrote about.
• Describe the focus of the Hudson
River school.
© Holt Call to Freedom Lecture Notes - Slide 102
I. American Tales
© Holt Call to Freedom Lecture Notes - Slide 103
A. Washington Irving
1. Washington Irving was one of the
first American writers to gain
respect in Europe and
international fame.
2. Was born in 1783, and named
after George Washington
© Holt Call to Freedom Lecture Notes - Slide 104
Source: http://www.probertencyclopaedia.com/j/Washington%20Irving.jpg
B. Irving’s Work
1. Irving was interested in historical
themes and often wrote humorous
stories, using a style of writing
called satire.
2. Used satire to warn Americans to
learn from the past and be
cautious about the future
© Holt Call to Freedom Lecture Notes - Slide 106
B. Irving’s Work
3. Short stories include “Rip Van
Winkle” and “The Legend of
Sleepy Hollow”
4. European writers helped shape
Irving’s humorous style, and
Irving believed the United States
should not give up all European
traditions.
© Holt Call to Freedom Lecture Notes - Slide 107
II. James Fenimore Cooper
Source: http://www.underthesun.cc/pictures/Cooper,James.jpg
© Holt Call to Freedom Lecture Notes - Slide 108
A. Biography
1. James Fenimore Cooper was born
into a wealth family in New Jersey
in 1789.
2. Never visited the frontier but
wrote many books about the
American West and the American
Indians who lived there
© Holt Call to Freedom Lecture Notes - Slide 109
B. His Work
1. Published The Pioneers in 1823
2. It was the first of a series of five
books called the Leatherstocking
Tales, which featured a heroic
character named Natty Bumppo.
3. Many of his novels, such as The
Last of the Mohicans, included
historical events.
© Holt Call to Freedom Lecture Notes - Slide 110
B. His Work
4. These works popularized writing
called historical fiction, in which
an author places fictional
characters in the middle of a real
historical event.
© Holt Call to Freedom Lecture Notes - Slide 111
III. Catharine Maria Sedgwick
Source: http://content.answers.com/main/content/wp/en/thumb/d/d1/180px-CatharineSedgwick.jpg
© Holt Call to Freedom Lecture Notes - Slide 112
III. Catharine Maria Sedgwick
A. Wrote novels with interesting heroines
© Holt Call to Freedom Lecture Notes - Slide 113
B. Sedgwick’s Work
1. For 1827 novel Hope Leslie, set in
1600s, researched culture of
Mohawk Indians
2. The novel’s depiction of the
Pilgrims received criticism
because Sedgwick portrayed
unpleasant aspects of Pilgrim life,
such as religious intolerance.
3. Sedgwick became the most
successful female author of her
time. © Holt Call to Freedom Lecture Notes - Slide
114
B. Sedgwick’s Work
4. Challenged commonly held ideas
about the role of women, such as
the notion that all women should
marry
© Holt Call to Freedom Lecture Notes - Slide 115
IV. A New Style of Art
© Holt Call to Freedom Lecture Notes - Slide 116
A. The Hudson River school
1. Early American artists, such as
John Singleton Copley, painted
portraits.
2. By the 1830s though, a group of
artists called the Hudson River
school were painting primarily
landscapes depicting America’s
history and beauty.
© Holt Call to Freedom Lecture Notes - Slide 117
A. The Hudson River school
3. Thomas Cole was the leader of
the Hudson River school.
© Holt Call to Freedom Lecture Notes - Slide 118
IV. A New Style of Art
B. By 1840s American artists such as
George Caleb Bingham were
combining scenes of rugged
landscapes with scenes of American
frontier life.
Source: http://www.mo-river.net/Arts/binghambust.gif
© Holt Call to Freedom Lecture Notes - Slide 119