Transcript Era of Good Feelings

James Monroe
Era of Good Feelings
 After the War of 1812, Americans had a sense of
national pride.
 Americans felt more loyalty toward the United States
than toward their state or region. (Nationalism)
Following the War of 1812, Americans
had a sense of national pride
Era of Good Feelings
James Monroe:
5th President
Political & Economic Nationalism Develops
Nationalism: Love for one’s country
Sectionalism:
Love for one’s region or
section of a country
Economic Nationalism
 American leaders worked to bind the nation together
by creating a new national bank, protecting American
manufacturers and improving transportation in order
to link the country together.(American System)
 Earlier, revenue tariffs provided income for the federal
government.
 The Tariff of 1816 was a protective tariff that helped
American manufacturers by taxing imports to drive up
their prices.
Economic Nationalism: Henry Clay: “American
System”
Goal: To strengthen the
American economy
How?
National
Bank
Protective
Tariffs
Improved
Transportation
Provide low interest
loans to expand
business & industry
Re-chartered in 1816:
By Republicans
National Bank
Protective Tariff
Allows
American
businesses to
grow
Tax on
imports
Economic Nationalism
 Why did American leaders want to create the Second
Bank of the United States, impose a protective tariff,
and improve the nation’s transportation system?
 They wanted to unify the nation.
American System
Developed by Congressman Henry Clay
It helped to spread
Nationalism
How it worked
Goal= eliminate foreign
competition
Plan to protect business by:
1. Reinstating a national bank
2. Protective tariffs- taxes on
foreign goods
3. Build roads and canals and
improve transportation
How- Wanted the North,
West, and South to trade
with
Judicial Nationalism
 The decision in Martin v. Hunter’s Lessee helped
establish the Supreme Court as the nation’s court of
final appeal.
 The decision in McCulloch v. Maryland upheld the
constitutionality of the Bank of the US; doctrine of
“implied powers” provided Congress more flexibility to
enact legislation.(necessary and proper clause)
 The decision in Gibbons v. Ogden, defined interstate
commerce to mean that anything crossing state
boundaries came under federal control
Marshall Court Decisions
McCulloch v. Maryland: Can States tax
National Programs?
1) States cannot tax the
national government
National Government
over State Governments
2) National Bank was legal
Reinforced the doctrine of
implied powers
National Bank
Gibbons v. Ogden
Q: Who has the power
to regulate navigation?
NY State gives steamboat
ferry monopoly to Ogden
A: National government
controls interstate
commerce (trade)
Adams – Onis Treaty
Spain agreed to
give up Florida to
the United States
Nationalism
 Nationalism in the United States influenced the
nation to expand its borders and assert itself in world
affairs.
 Spain ceded all of Florida to the US in the AdamsOnis Treaty.
 The Monroe Doctrine declared that the United
States would prevent other countries from interfering
in Latin American political affairs.
Monroe Doctrine
America warns Europe to stay out of
the Western Hemisphere
Improved Transportation:
Allows people and goods to move throughout
the country faster
Canals
Roads
Internal Improvements Bill vetoed by James
Madison & James Monroe
Revolution in Transportation
 In the early 1800’s, a transportation revolution,
including the construction of the
Erie Canal, occurred in the Northern states.
 This led to great social and economic changes.
 In 1807 the steamboat called the Clermont, designed
by Robert Fulton, traveled upstream on the Hudson
River.
 Steamboats made river travel more reliable and
upstream travel possible.
Robert Fulton
& the Steamboat
The Clermont
Revolution in Transportation
 Railroads were built in America in the early 1800’s and
helped settle the West and expand trade among the
nation’s regions.
 Why were railroads the most influential method of
transportation in America in the 1800’s?
 Trains traveled faster than stagecoaches or wagons and
they could go anywhere that track was laid.
Demands of the National Economy
promotes the “Transportation Revolution”
Roads
Canals
Steamboats
Trains
Turnpikes (Toll Roads):
- Built by private companies from 1800 -1825
- Cumberland Road: Allowed wagon traffic
from the seaboard to the Ohio River Valley
Example of an Old Road
Erie Canal
“Clinton’s Big Ditch”
Opened in 1825
- Linked New York City with New Orleans
Erie Canal
Describe the Event
It helped to spread
Nationalism
A waterway was built
that connected the
Great Lakes to New
York City
•Connected the west to the
east
•Made trade and travel
easier
•Greatest invention of that
time. It allowed Americans
to brag
•Helped increase western
settlement
Erie Canal – 363 Miles long; 4 feet deep
Buffalo to New York – 10 Days
Steamboats: Faster river travel
Most important change
of the Transportation
Revolution
Fast, Reliable, and
cheaper than canals
Trains:
Changes in Transportation
It helped to spread Nationalism
•
•
•
•
Helped to connect the east to the west.
Helped with westward expansion
Led to economic growth
Brought the county closer together
Industrialization Northeast
Factory System
expands:
Samuel Slater: “Father of the Factory System”
Machine: “Spinning Jenny”
Factors that lead to industrialization:
A New System of Production
 The Industrial Revolution began in Britain in the
1700’s.
 Industry developed quickly in the United States in the
early 1800’s.
 Important factors included free enterprise and the
passage of general incorporation laws. The most
important reason was private property rights.
 Industrialization began in the Northeast, where there
were swift-flowing streams used to power the factories.
- Rivers and streams
- Large labor supply
- Capital resources
- Poor agricultural
conditions
Lowell System
All in one
production facility
“Factory Girls”
New England becomes the center of textile
production
A New System of Production
 In 1814 Francis C. Lowell opened several textile mills
in northeastern Massachusetts. He started mass
production of cotton cloth in the United States.
 Eli Whitney developed the idea of interchangeable
parts in the gun-making industry.
 Machines were able to produce large amounts of
identical pieces that workers assembled into finished
good.
A New System of Production
 Samuel F. B. Morse perfected the telegraph in 1832.
 He developed the Morse code for sending messages.
 Spurred by journalists, more than 50,000 miles of
telegraph wire crossed the country by 1860.
Samuel F. B. Morse
1840 – Telegraph
The Rise of Large Cities
 Industrialization in the US in the early to mid-1800’s
caused many people to move from farms and villages
to cities in search of factory jobs and higher wages.
 Many city populations doubled or tripled.
 During the early 1800’s, agriculture was the country’s
leading economic activity.
 Most people were employed in farming until the late
1800’s.
Family Farm
 Farming was more important in the South than in the
North because there was little manufacturing there.
 As the North began to focus on manufacturing, the
South’s economy continued to depend on agriculture
and slavery.
 Farming employed more people and produced more
wealth than any other kind of work.
Small farms give way to specialized farms
Wheat:
- Northern Plains
Corn and Livestock:
-Ohio River Valley
Tobacco:
- Kentucky
Northeastern Needs:
Southern Cotton
Western food
Southern Needs:
Northern
Manufactured Goods
Western Food
Western Needs:
Northern Manufactured Goods
The Transportation Revolution led to the
development of the National Economy
North
West
South
Plantation Agriculture
South
The Cotton Gin
 Increased
 Productivity
 # of Plantations
 Cash-Crop Economy
 “King Cotton”
Inventions
Eli Whitney:
Cotton Gin: removed seeds from cotton fiber
Provides the mills with large quantities
of cotton to turn into cloth
Interchangeable Parts:
Mass production of
machine equipment
John Deere & the Steel Plow
Cyrus McCormick
& the Mechanical Reaper
Southern Economy
 In 1793 Eli Whitney invented the cotton gin, which
combed the seeds out of cotton bolls.
 This invention greatly increased the production of
cotton in the South and made cotton the major cash
crop.
 At the same time the cotton gin was invented, textile
mills in Europe wanted more and more cotton.
Southern Economy
 The cotton gin made southern planters rich, but it
created a huge demand for slave labor.
 Between 1820 and 1860, the number of enslaved people
in the South almost tripled.
 The South did not industrialize as quickly as the North
and relied mostly on imported goods.
Society in the South
 A class structure developed in the South with the top
class being planters – or plantation owners. This
group dominated the political and legal systems.
 Yeoman Farmers, or ordinary farmers who usually
worked the land themselves, made up most of the
white population of the South.
 Near the bottom were the rural poor followed by the
African Americans, most of whom were enslaved.
Slavery
 There were two basic labor systems for the slaves.
 The task system was used on farms and small
plantations. Workers were given specific jobs to finish
every day.
 Slaves worked until their tasks were done, and then
they were allowed to do other things.
 Some earned money as artisans, or they gardened or
hunted for extra food.
Slavery
 Large plantations used the gang system. Slaves were
put in work gangs that labored in the fields from
sunup to sundown.
 The director of the work gang was called the driver.
 Frederick Douglass was a former slave who became a
leader of the antislavery movement.
Slavery
 State slave codes forbade enslaved persons from
owning property or from leaving their owner’s land
without permission.
 They could not own firearms or testify in court against
a white person.
 They could not learn to read and write.
 Free African Americans lived in both the South and
the North.
Slavery
 A few were descendants of Africans brought to the US
as indentured servants in the 1700s.
 Some earned their freedom from fighting in the
American Revolution.
 Others were half-white children of slaveholders, who
had given them freedom.
 Others had bought their freedom or been freed by
their slaveholders.
Coping with Enslavement
 African Americans developed a culture that provided
them with a sense of unity, pride, and support.
 Songs helped field workers pass the long workday and
enjoy their leisure time.
 Songs were important to African American religion,
which was one of the most important parts of
African American culture.
 Many believed in Christianity, which sometimes
included some African religious traditions.
Coping with Enslavement
 Many slaves rebelled against their forced lifestyle.
 They held work slowdowns, broke tools, set fires, or
ran away.
 Some killed their slaveholders.
 Nat Turner, an enslaved minister who believed that
God chose him to free his people, led a group of
African Americans in an uprising killing 50 white
people before he was hanged.
The Missouri Compromise
 Nat Turner’s Rebellion led to harsher and more




repressive slave laws
In 1819 Missouri applied for statehood as a slave
state.
This set off the divisive issue as to whether slavery
should expand westward.
The Union had 11 free states and 11 slave states.
Admitting any new state, either slave or free, would
upset the balance of political power in the Senate.
Missouri Compromise
(1820)
 Missouri applies for
statehood in 1819
 Senate: 11 free states &
11 slave states
The Missouri Compromise
 The Missouri Compromise called for admitting
Maine as a free state and Missouri as a slave state.
 An amendment was added to the compromise that
prohibited slavery in the Louisiana Purchase territory
north of Missouri’s southern border.
The Compromise
 Missouri enters Union
as a slave state
 Maine enters Union as
a free state
 A line is drawn at 36/30
 Above it = Free
 Below it = Slave
 Compromise Created
by Henry Clay
The Missouri Compromise
 Why did many leaders believe that the Missouri
Compromise was only a temporary solution?
 They knew that as soon as other territories applied for
admission to the Union, the issue of the balance of
political power between the free states and the slave
states would reemerge.
The Election of 1824
 Four candidates ran for president in 1824.
 Henry Clay and Andrew Jackson represented the West.
John Quincy Adams represented the North and
William Crawford had support of the South.
 Adams favored internal improvements but not a tariff
and Jackson ran on his heroism at the Battle of New
Orleans.
Election of 1824
 Jackson won the popular vote, but no candidate won a
majority in the Electoral College.
 The election then went to the House of
Representatives to select the president from the three
candidates with the highest number of electoral votes.
 Clay was eliminated, so he threw his support to John
Quincy Adams.
Election of 1824
 Adams won the House vote.
 Jackson’s nephew accused Clay of winning votes for
Adams in return for the cabinet post of secretary of
state.
 Jackson’s supporters accused Adams and Clay of a
“corrupt bargain.”
 They took the name Democratic-Republicans to
point out their differences with Adams’s party, the
National Republicans.
Results of the 1824 Election
A
“Corrupt
Bargain?”
The Election of 1824
 The Democratic-Republicans later shortened their
name to Democrats.
 What was the “corrupt bargain”?
 Jackson’s nephew accused Clay of winning votes for
Adams in return for the cabinet post of secretary of
state. Jackson’s supporters accused Adams and Clay of
a “corrupt bargain”.
The Election of 1828
 The candidates were John Quincy Adams and Andrew
Jackson.
 The campaign turned into mudslinging. The
candidates criticized each other’s personalities and
morals.
 Adams claimed Jackson was incompetent.
 Jackson portrayed himself as the candidate of the
common man and said Adams was an out-of-touch
aristocrat.
The Election of 1828
 Jackson won the election of 1828.
 Many voters who supported him were from the West
and South, rural and small-town men who thought
Jackson would represent their interests.
Voting Requirements in the
Early 19c
Impact of
decreasing
property
ownership
requirements?
More “common
people” can
vote