Transcript (United States). - hardeeamericanhistory

U.S. History
North Carolina SCOS
Presentation
Unit 5
“Expansion and
Reform”
Objective Analysis:

Unit 5: “Expansion and Reform”

Time: 1801 – 1850

Objective: The learner will assess the
competing forces of expansionism,
nationalism, and sectionalism
Unit 5.1: Analyze the effects of territorial expansion
and the admission of new states to the Union
(United States).

Most people moving west were motivated by
economic reasons or they were seeking a new way
of life.
– The west offered a chance to live with less
distinction between social, political, and
cultural classes. In some cases the frontier
was almost “lawless”.
– The discovery of gold (1) in California in 1848,
and subsequent “Gold Rush” in 1849, caused
a dramatic increase in the desire to uproot
one’s life and move west.
Unit 5.1: Analyze the effects of territorial expansion
and the admission of new states to the Union
(United States).

The main routes for western travel were:
–
The Oregon Trail (2) used by settlers hoping to cash in
on the rich fur trade in the Oregon Territory.
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
–
The Fur Trade became so important that many Oregon
settlers were willing to wage war with the British over
ownership of the entire territory.
“54 40 or Fight” (3) became their rallying cry.
The Mormon Trail (4), used by the Mormons to travel to
the Utah Territory.

The Mormons were led to Utah by their leader, Brigham
Young (5).
Unit 5.1: Analyze the effects of territorial expansion
and the admission of new states to the Union
(United States).

New Technologies increase the desire to move west:
– In order for people to pick up and move to the west
there had to be the expectation of making a living.
 John Deere (6) invented the Steel Plow, which made
cultivation much more efficient in the tough terrain
of the Great Plains.
 Cyrus McCormick (7) invented the Mechanical
Reaper, which dramatically improved wheat harvest.
– There also needed to be a reasonable and affordable
means to travel there.
 The Transcontinental Railroad (8) provided the
means for families to uproot and move west.
The Steel Plow and McCormick’s
Reaper settle the Plains.
These inventions provided greater food
supplies to feed the growing number of
urban dwellers (people living in cities).
“without it, we never could
have farmed this land. The
ground was just too darn
hard. We never would have
been able to plant anything.”
Unit 5.1: Analyze the effects of territorial expansion
and the admission of new states to the Union
(United States).

The primary motivation for westward expansion was
provided by the idea of Manifest Destiny (9).
– Manifest Destiny was the belief that it was the destiny
of the United States to expand from the Atlantic to the
Pacific and dominate North America.
 Economic Motivation – New Markets, New sources
of raw materials, Access to the Pacific (China
Market).
 Cultural Motivation – Spread Christianity to the
Native American cultures of the Great West.
 Political Motivation – American nationalism required
the expansion of territory, wealth, and power.
Unit 5.1: Analyze the effects of territorial expansion
and the admission of new states to the Union
(United States).

Manifest Destiny becomes a “Campaign
Promise”
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–
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James K. Polk (10) was elected President in 1844 based
on his campaign promise to fulfill Manifest Destiny.
He would lay the ground work for the annexation of
Texas.
He signed a Treaty that acquired Oregon from the
British.
He instigated the Mexican war, which resulted in the
acquisition of the Mexican Cession (most of the
Southwest United States today)
James K. Polk fulfills Manifest Destiny
"The world has nothing to
fear from military ambition in
our Government. While the
Chief Magistrate and the
popular branch of Congress
are elected for short terms by
the suffrages of those
millions who must in their
own persons bear all the
burdens and miseries of war,
our Government can not be
otherwise than pacific."
Unit 5.1: Analyze the effects of territorial expansion
and the admission of new states to the Union
(United States).

Manifest Destiny takes root in Texas
–
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–
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The Mexican government opened Texas to American
settlement and got more than it bargained for.
American settlers were led into Texas by Stephen Austin (11).
When Mexico tried to close Texas, the American settlers
began talking secession.
Santa Anna (12), the Dictator that ruled Mexico, personally led
an army north and slaughtered Americans at the Alamo.
Rallying around the cry of “remember the Alamo”, the
Americans defeated Santa Anna at the Battle of San Jacinto
(13) and formed the Independent Republic of Texas (The Lone
Star Republic)
Sam Houston (14) became the first President of the Lone Star
Republic.
Texas was later annexed as the 28th state in the United States.
Stephen Austin leads American settlers into
Texas, Sam Houston leads Texans into War.
Unit 5.1: Analyze the effects of territorial expansion
and the admission of new states to the Union
(United States).

The event that is most associated with the concept of
Manifest Destiny was the Mexican War.
– James K. Polk sent a U.S. Army group to the Rio
Grande River to perform military exercises under the
command of Zachary Taylor.
– Polk knew that the territory was in a disputed zone,
claimed by both the U.S. and Mexico (15).
– Mexico viewed the action as an invasion of their
territory and sent forces to oppose them.
– The United State declared war on Mexico and won a
decisive victory.
– The Treaty of Guadalupe Hidalgo (16) ended the war
and ceded the “Mexican Cession” (17) to the United
States.
Filling out the borders
Unit 5.1: Analyze the effects of territorial expansion
and the admission of new states to the Union
(United States).


The Gadsden Purchase (18) completed
Manifest Destiny by filling out the borders
of what is today the mainland United
States.
All that was left to acquire was Alaska and
Hawaii.
Unit 5.2: Distinguish between the economic
and social issues that led to sectionalism.

Three main areas of American life were
effected by Manifest Destiny
–
–
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The Economy
The Slavery Issue
The fate of Native Americans
Unit 5.2: Distinguish between the economic
and social issues that led to sectionalism.

As the nation continued to grow, it was
becoming more and more divided economically.
–
–
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The Northern economy featured foreign trade, industry,
production of food crops (corn, wheat, cattle, etc.), and
development of transportation systems (Railroad,
canals, steamboats, etc.).
The Economy of the north (19) was much more diverse
than that of the south and depended much less on
slave labor.
Most cheap labor in the north was generated by
immigrant workers.
Unit 5.2: Distinguish between the economic
and social issues that led to sectionalism.



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The economy of the South (20) was much less
diverse.
The Southern economy was based primarily on
Plantation agriculture and the production of cotton.
Plantation Agriculture depended heavily on slave
labor.
Ironically, most southerners were subsistence
farmers, running small, family farms and employing
very few slaves.
Most Southern wealth and power lay with the Planter
Class, which also owned the vast majority of slaves.
Unit 5.2: Distinguish between the economic
and social issues that led to sectionalism.

In order to make the diverse regions of the nation
more interdependent and foster a greater selfsufficiency amongst the states, Henry Clay (21)
proposed the American System.
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The American System featured the Tariff of 1816, later
nicknamed the Tariff of Abominations, a “protective
tariff” designed to protect Northern industry.
Clay revived the Bank of the United States in order to
stabilize national currency.
The American System included various transportation
projects to build commerce and trade such as the Erie
Canal (22) and the National Highway.
Unit 5.2: Distinguish between the economic
and social issues that led to sectionalism.

The Protective Tariff caused a tremendous division within
national politics.
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As it became clear that the Tariff was devastating the
profitability of southern cotton, many southerners began to
protest the tariff.
The Economy of the South (25) was clearly hurt, while the
economy of the North benefited from the Tariff.
John C. Calhoun (23) became the voice of this protest, calling
the Tariff the “Tariff of Abominations” (24) and rallying his
home state of South Carolina to revive the Nullification (26)
Theory.
Andrew Jackson pushed Congress to pass the Force Bill,
which authorized Jackson to use Federal Troops to enforce
the Tariff if necessary.
Eventually Henry Clay brokered a Compromise that ended the
talk of secession and nullification.
Unit 5.2: Distinguish between the economic
and social issues that led to sectionalism.

The Second Bank of the U.S. also created great
division.
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Andrew Jackson believed that a National Bank was
dangerous and unconstitutional.
Although the Supreme Court ruled in McCullough v.
Maryland that the National Bank was Constitutional,
Jackson believed his reelection was a cry by the
American people for him to take out the Bank.
Jackson withdrew Federal money from the Bank of the
U.S. and deposited it, along with all future Federal
Revenue, into specially selected “Pet Banks” (27).
The move nearly ruined the economy and caused the
“Panic of 1837”.
Unit 5.2: Distinguish between the economic
and social issues that led to sectionalism.

Manifest Destiny did not work out very well for Native
Americans.
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When Andrew Jackson became President in 1828 he initiated
a policy called “Forced Removal” (28), which required that
Native Americans leave their ancestral lands to be relocated
on Reservations west of the Mississippi River.
Congress passed the Indian Removal Act (29) to put the law
in place.
The Cherokee sued to stay on their lands in Georgia and won
the Supreme Court decision in Worchester v. Georgia (30),
but were forced off their land anyway.
The deadly journey of the Cherokee from Georgia to
Oklahoma became known as the “Trail of Tears” (31).
The Trail of Tears
Unit 5.2: Distinguish between the economic
and social issues that led to sectionalism.

Manifest Destiny created the most divisive issue of the
1800s by raising the question of whether or not slavery
would move west as the nation expanded west.
– The issue came to a head when Missouri applied for
statehood as a slave state.
– This threatened to throw off the balance of power in
Congress and raging debate began.
– Congress passed the Missouri Compromise (32) hoping
it had settle the debate on slavery.
– It was ultimately decided that Missouri would be
admitted as a slave state, that Maine would enter as a
free state, and that a dividing line (36 30 N. Latitude) for
slavery in the Louisiana Territory would be created.
North of the line being free, South of the line being
slave.
Unit 5.2: Distinguish between the economic
and social issues that led to sectionalism.

Despite the principles espoused in the
Declaration of Independence (“All men are
created equal”), many Americans still
subscribed to the view of slavery as a
“necessary evil” and did not support policies
related to abolition.
Why do you think the southern states were
unhappy with the Missouri Compromise?
Unit 5.2: Distinguish between the economic
and social issues that led to sectionalism.

The outcome of the Mexican War only
served to intensify the slavery issue’s
impact on manifest destiny.
–
–
David Wilmot proposed the “Wilmot Proviso”
(33), which would ban slavery from all of the
territory gained from Mexico.
The debate over slavery in the Territories
would eventually lead to the secession of the
Southern States and the beginning of the Civil
War.
Unit 5.3: Evaluate the role of religion in the debate
over slavery and other social movements and
issues.

As the nation began to experience the divisive
effects of sectionalism, a religious revival
movement began to spread that encouraged
people to become involved in social reform.
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–
The Second Great Awakening (34) made people aware
that employing their faith to work for the common good
was essential to salvation.
The Second Great Awakening spawned the Abolition
Movement, the Women’s Rights Movement, Reforms in
Public Education, Reforms in the treatment of the
mentally ill, and prison reform.
Unit 5.3: Evaluate the role of religion in the debate
over slavery and other social movements and
issues.

The American Abolition Movement was founded by William
Lloyd Garrison (35) who wrote articles in his newspaper,
The Liberator, calling for the immediate end of all slavery
in the United States.
– Other Key members of the American Abolition
Movement included:
 Frederick Douglass (36), published articles in his
newspaper The North Star.
 David Walker (37) wrote An Appeal to the Colored
Citizens of the World.
 Nat Turner (39) led a bloody slave revolt in Virginia.
 Sojourner Truth (40) became a powerful speaker for
both abolition and women’s rights.
“It brands your Democracy a fraud, your
Christianity a lie….” Frederick Douglass
"No man can put a chain
about the ankle of his fellow
man without at last finding
the other end fastened about
his own neck."
Unit 5.3: Evaluate the role of religion in the debate
over slavery and other social movements and
issues.

Many women who worked in the Abolition
Movement began to question why there was not
a more intense Women’s Rights Movement.
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Prior to the 1830s many women joined clubs and
church groups to push for greater rights for women and
break women free of the “Cult of Domesticity” (43) (the
idea that a woman’s only place was in the home).
Early leaders of the Women’s Rights Movement
included the Grimke sisters (44), Sarah and Angelina.
The Women’s Christian Temperance Union (45) worked
to ban alcohol, citing that many tragedies had befallen
women as the result of alcoholism.
Unit 5.3: Evaluate the role of religion in the debate
over slavery and other social movements and
issues.

The Women’s Rights Movement kicked into high gear when
Elizabeth Cady Stanton (41) organized the Seneca Falls
Convention in New York in 1848.
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The Convention resulted in the drafting of the Declaration of
Sentiments (42), which outlined the grievances of women.
Although Stanton and Lucretia Mott (co-organizer) supported
women gaining the right to vote, it was left out of the
Declaration of Sentiments.
Susan B. Anthony would take up the torch for women’s
suffrage (right to vote) in the 1880s.
Carrie Chapman Catt helped get the 19th Amendment ratified
in 1919, which granted women the right to vote in Federal
elections.
Elizabeth Cady Stanton, Susan B.
Anthony, and Carrie Chapman Catt
Unit 5.3: Evaluate the role of religion in the debate
over slavery and other social movements and
issues.

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Women still faced many challenges as they
moved out into the workforce. The shift from
American industry from being a “Cottage
Industry” to the Factory System increased the
number of women working outside the home.
The Lowell Mill in Massachusetts was a prime
example of a Factory that hired single women so
they could pay lower wages then forced the
women to work in harsh conditions.
Unit 5.3: Evaluate the role of religion in the debate
over slavery and other social movements and
issues.

Other areas of social reform:
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Dorothea Dix (47) worked to improve the treatment of
the mentally ill in American society.
William Channing worked to transform the treatment of
prisoners from a focus on punishment and retribution
to a focus on rehabilitation.
Some reformers chose to abandon society altogether
by forming utopian communities (46) such as Brook
Farm. These were to be “perfect” communities free of
competition and crime.
Unit 5.3: Evaluate the role of religion in the debate
over slavery and other social movements and
issues.

Another major area of social reform was those
made in the public education system.
– Noah Webster (48) was regarded as the
“Schoolmaster of the Republic” because he
authored numerous textbooks used in the
public education system.
– Webster also authored a dictionary that
featured “American English”.
– Horace Mann (49) was a key component in
reforming the Public Education System by
helping to improve teacher training.
Unit 5.4: Assess political events, issues, and
personalities that contributed to nationalism.

The end of the War of 1812 and the great victory in the
Battle of New Orleans created a tremendous swell in
national pride and patriotism that led to a period of intense
nationalism (53) known as the “Era of Good Feelings” (50).
– James Monroe cashed in on this patriotism and was
elected President in 1816.
– Monroe’s Secretary of State was John Quincy Adams
(son of President John Adams), the two of them began
to build a foreign policy based on American
nationalism.
– In 1823 President Monroe issued the Monroe Doctrine
(51), stating that European intervention and
colonization in Latin America would no longer be
tolerated (meant little in 1823, meant a lot more in 1898).
President James Monroe
"The American continents ...
are henceforth not to be
considered as subjects for
future colonization by any
European powers."
Unit 5.4: Assess political events, issues, and
personalities that contributed to nationalism.

The popularity of James Monroe, the only U.S. President to run
for reelection unopposed, led to the election of John Quincy
Adams (his Secretary of State) in 1824. The election was
highly controversial and led to an undermining of American
national spirit.
– John Quincy Adams defeated Andrew Jackson in the
1824 election.
– Election results were so close that the election went to
the House of Representatives to decide.
– In exchange for support of the American System, Henry
Clay persuaded his supporters to vote for Adams for
President.
– Andrew Jackson labeled the election a “corrupt
bargain” (52) and vowed to do all he could to
undermine John Quincy Adams’ administration.
Unit 5.4: Assess political events, issues, and
personalities that contributed to nationalism.


Andrew Jackson initiated a new brand of “democracy” in
the United States. As President he would vow to increase
voting rights. It was not, however, completely democratic.
Jackson believed in “white man’s suffrage”, still excluding
African Americans, women, and immigrants.
Jackson was also a champion of the “Spoils System”. The
term Spoils System describes Jackson’s brand of
patronage. He came into office and fired many who had
been appointed by the previous administration, replacing
them with political allies without regards to their actual
qualifications.
Unit 5.5: Describe how the growth of nationalism
and sectionalism were reflected in art, literature,
and language.

American authors portray a distinctly “American” style in their
writing.
– James Fennimore Cooper authored The Pathfinder and The
Last of the Mohicans romanticizing the American frontier.
– Washington Irving introduced the world to the American
common man through characters like Ichabod Crane and Rip
Van Winkle.
– Irving also created the Knickerbocker School, which
celebrated life in the American Northeast.
– Nathaniel Hawthorne authored The Scarlet Letter focusing on
problems related human nature, sin, and punishment for sins.
– Edgar Allen Poe featured American forms of speech and
created new “American” forms of literature. Poe created the
mystery story and authored works such as The Raven and
The Telltale Heart.
James Fennimore Cooper, Irving
Washington, and Edgar Allen Poe
Unit 5.5: Assess political events, issues, and
personalities that contributed to nationalism.

American artists of the Hudson River School
focused on showing the beauty of the
American landscape.
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Thomas Cole
Frederick Church
They chose American subjects and displayed a
spiritual feeling for nature.
Unit 5.5: Assess political events, issues, and
personalities that contributed to nationalism.

The Transcendentalist Movement (54) began in
America with the found of the Transcendental
Club by Ralph Waldo Emerson.
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Emerson’s publication of Nature was the first major
work associated with the movement.
Emerson focused on the power of imagination and the
individual. He expressed an almost religious feeling
toward nature and stressed that the individual should
be self-reliant.
Unit 5.5: Assess political events, issues, and
personalities that contributed to nationalism.

Henry David Thoreau (55) put the Movements
ideas into action by secluding himself in a hut by
Walden pond for two years.
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Thoreau published Walden celebrating nature and
individualism, Thoreau believed that happiness lied in
going one’s own way (“taking the road less traveled”).
Thoreau became an important political activist by
refusing to pay his taxes, believing that they would go
to fund the Mexican War and extend the power of
slavery.
His essay Civil Disobedience would later influence the
work of Dr. Martin Luther King Jr.
Henry David Thoreau
Goal Summary
During this period the United States struggled
with internal conflict and expansion to develop
a uniquely American identity and begin to
and assert itself in the world.