Transcript File

Phase III National Growing Pains
1820-1850
”
A Review of Foreign Policy
Treaties
 XYZ Affair / Alien Sedition Acts
 Louisiana Purchase
 Embargo Act of 1807
 Non Intercourse Act of 1809
 War of 1812

Nationalism
Nationalism
A belief that it was God’s will for the U.S.
to expand and possess territory all the
way to the Pacific Ocean
Western settlement seen as civic duty
A New American Culture
• In 1823, there were fewer than 10 million Americans.
• The majority of the population still lived in rural areas along
or near the East Coast.
• The largest city, New York, was home to only about 120,000
people.
• Philadelphia and Baltimore were about half that size.
Unique American culture slowly develops
• Culture: the ways of life of a particular group of people
(language, art, music, clothing, food, and other aspects of
daily life)
• Instead of imitating European cultures, as they had done
for generations, Americans began doing things in a
distinctly American way.
Nationalism Influences Domestic Policy
• As a unique American culture developed, so did a sense of
nationalism.
• Nationalism replaced the tendency toward sectionalism.
• These feelings were soon reflected in government policies.
John Marshall, Chief Justice of the Supreme Court (1801–
1835)
– His court made two key rulings that reflected growing
feelings of nationalism and strengthened the national
government.
McCulloch v. Maryland: This case pitted the state of Maryland
against the national government. In his ruling, Marshall
made it clear that national interests were to be put above
state interests.
Gibbons v. Ogden: Marshall ruled that national law was
superior to state law.
Westward Growth
Northwest territory
 Northwest Ordinance (1787)
 Louisiana Purchase (1803)
 Lewis and Clark (1804)
 Impact of the War of 1812
 Monroe Doctrine (1823)

The Monroe Doctrine
The United States would regard as a
threat to its own peace and safety any
attempt by European powers to impose
their system on any independent state in
the Western Hemisphere.
 The United States would not interfere in
European affairs.

The Industrial Revolution
• The Industrial Revolution was the birth of modern
industry and the social changes that accompanied it.
• The Industrial Revolution began in Great Britain’s textile
industry.
• In the late 1700s, a series of inventions mechanized both
spinning and weaving, radically transforming the
industry.
• British inventors created machines that used power from
running water and steam engines to spin and weave
cloth.
• By 1800 textile companies had built hundreds of mills to
produced volumes of cloth that could only have been
dreamed of a few decades earlier.
The North Industrializes
• In 1793 Samuel Slater and Moses Brown built a waterpowered spinning mill on the Blackstone River in Rhode
Island.
• It marked the beginning of the Industrial Revolution in
the United States.
• The Industrial Revolution spread rapidly throughout New
England.
• Lowell, Massachusetts, became the center of textile
production with 40 mill buildings and 10,000 looms.
• The majority of the workers in the Lowell mills were
young women, recruited from local farms.
• They made relatively good wages but worked long
hours—often as long as 14 hours a day, 6 days a week.
• The young women came to be known as the Lowell girls.
The North Industrializes
The revolution spreads
• Throughout the early and mid-1800s,
industrialization spread slowly from the textile
industry to other industries in the North.
• In the 1830s steam engines became better and
more widely available.
• Their power helped make industry the fastestgrowing part of the U.S. economy.
Transportation and Communication
Businesses needed ways to transport raw materials to their
growing number of factories and mills and to ship their
finished goods to market.
Roads
In 1811 construction began on the National Road.
• It was completed in 1841.
• Stretched 800 miles west from Cumberland, Maryland, to
Vandalia, Illinois
• Most roads were much shorter and crudely made.
• By 1840 a network of roads connected most of the cities
and towns throughout the United States, promoting
travel and trade.
Transportation and Communication
Canals
• In 1825 the 363-mile-long Erie Canal opened,
connecting the Great Lakes with the Hudson
River—and with the Atlantic Ocean.
• The canal provided a quick and economical way
to ship manufactured goods to the West and
farm products to the East.
• Within 15 years after the success of the Erie
Canal, more than 3,000 miles of canals formed
a dense network in the northeast.
Transportation and Communication
The steamboat
• The first successful steamboat service was run by Robert
Fulton on the Hudson River with his boat, the Clermont.
• Within a decade, dozens of steamboats were puffing up
and down the Ohio, the Mississippi, and other rivers.
The railroad
• The first steam-powered train ran in the United States
and made its first trip in 1830.
• By 1840 there were about 3,000 miles of track in the
country.
• The speed, power, reliability, and carrying capacity of the
railroad quickly made it a preferred means of travel and
transport.
Transportation and Communication
Printing press
• Steam-powered presses enabled publishers to print
material much faster and in much greater volume than
ever before.
Postal service
• With the growing use of steamboats and the railroad,
mail delivery was faster and more widely available.
The telegraph
• Considered the greatest advancement in communication
• Samuel F. B. Morse patented the first practical telegraph
in 1840.
• Communication by telegraph was instantaneous.
• Newspapers, railroads, and other businesses were quick
to grasp its advantages.
“King Cotton”
• The combination of the new cotton gin and the huge
demand for cotton encouraged many American farmers to
begin growing cotton.
• Beginning in the 1820s, the number of acres devoted to
cotton cultivation soared.
• Cotton Belt: A nearly uninterrupted band of cotton farms
that stretched across the South, all the way from Virginia
in the East to Texas in the West
• Cotton became so important to the economy of the South
that people called it King Cotton.
The Spread of Slavery
• By 1840 the number of enslaved African Americans had
risen to nearly 2.5 million.
• As cotton farms spread, so too did slavery.
• Enslaved African Americans accounted for about onethird of the population of the South.
• About one-fourth of the white families in the South
owned slaves (most had fewer than 20).
Differences between the North and the South
North
• Trade and industry encouraged urbanization, and so
cities grew in the North much more than in the South.
• The Industrial Revolution and the revolutions in
transportation and communication had the greatest
impact on the North.
• Northern businesses seized new technology in pursuit of
efficiency and growth.
South
• There was relatively little in the way of technological
progress.
• Many southerners saw little need for labor-saving devices
when they had an ample supply of enslaved people to do
their work.
Differences between the North and the South
Different points of view
• In the North, urban dwellers were exposed to many
different types of people and tended to view change as
progress.
• In the South, where the landscape was less prone to
change and where the population was less diverse,
people tended to place a higher value on tradition.
Physical distance
• Relatively few southerners had the means or motivation
to travel extensively in the North, and relatively few
northerners had ever visited the South.
Nationalism Influences Domestic Policy
The American System
• Nationalistic domestic policy of the early 1800s championed by
Henry Clay included:
– a tariff to protect American industries
– the sale of government lands to raise money for the
national government
– the maintenance of a national bank
– government funding of internal improvements or public
projects such as roads and canals
• The American System was never implemented as a unified
policy, although the national government did establish tariffs
and a bank.
• It demonstrated the nationalist feelings of Americans of the
early 1800s.
Growing Conflict
Henry Clay’s American System:
 Designed to unite country
 A protective tariff
 Internal improvements
 Strong national bank
 Northerners will support
 Southerners will oppose, see it as growing
federal power
 Westerners feel it benefits the east
Sectionalism
Political Differences:
 Northerners supported a stronger federal
govt. / favored business
 Southerners supported a weaker federal
govt. / favored agriculture and slavery
 Differences on tariffs
 Slavery became a central political issue
 Opposition to slavery: economic, political,
and moral
The Missouri Compromise
 There
were 22 states in the
Union in 1819.
 In half of the states—the
“slave states” of the
South—slavery was legal.
 In half of the states—the
“free states” of the North—
slavery was illegal.
 This exact balance between
slave states and free states
gave them equal
representation in the U.S.
Senate.
 If Missouri were admitted as
a slave state, the balance
would be upset.
• Missouri Compromise of
1820: agreement under
which Missouri was
admitted to the Union as a
slave state and Maine was
to be admitted as a free
state
• The agreement also
banned slavery in the
northern part of the
Louisiana Territory.
• The Missouri Compromise
kept the balance between
slave and free states.
Reform Movements

Temperance
 Moderate use of alcohol/total absitnence

Women's Rights
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Lucretia Mott, Elizabeth Stanton
Seneca falls Conference 1848,
Call for women’s suffrage(Stanton)
Susan B Anthony both a supporter of abolition/temperance
Frederick Douglas and Sojourner truth were involved
Education
 Horace Mann, promoted education for men and women
 Essential to the success of democracy
 Helps further public education in the north
Abolition
Gained moment in the 1830’s
 Orig. supported by white middle class, educated and
religious
 Many black abolitionists were former slaves
 William Lloyd garrison, Grimke sisters (Sarah, Angelina)
 the Liberator- anti-slavery newspaper
 Est. the American Anti-Slavery Society
 David Walker (NC) wrote Appeal to the Colored Citizens
of the World
 Frederick Douglas, after escaping slavery, became most
prominent speaker
 Harriet Tubman – an escaped slave, helped w/ the
Underground Railroad
 Harriet Beecher Stowe – wrote Uncle Tom’s Cabin
Slavery: Conflict and Compromise
Slavery in America:
 Colonial beginnings
 A higher economic need in the south
 Cotton gin / “king cotton”
 Slavery became an institution
 Two type of labor systems: task system and gang system
 Hierarchical structure within slavery
 Some slaves will be used in factories, blacksmith’s,
carpenters, and coopers
 Some slaves were allowed to earn money, grow gardens
 Free Africans Americans also became slave holders:
Cecee McCarthy of New Orleans owned more than 32
slaves; Kingsley Plantation
Election
of
1824
Elections of 1824 and 1828
1824:
 John Q. Adams,
Andrew Jackson,
Henry Clay, William
Crawford
 Adams vs. Jackson
 Clay threw support
behind Adams
 Corrupt Bargain
1828:
 Adams vs. Jackson
 Growing
sectionalism
 Adams policies were
seen as benefiting
the north
 West and South will
help Jackson win
election
Election
of
1828
Path to the Presidency
• Jackson and his supporters created a new political party
that became the Democratic Party.
• Adams and his supporters became the National
Republicans.
• Many thought Adams was out of touch with the people.
• Jackson was a popular war hero—“a man of the people.”
• In the 1820s voting restrictions in many states—such as
the requirement for property ownership—were being
lifted, allowing poor people to become voters.
Election of 1828
• These ordinary, working Americans were strong Jackson
supporters. He easily defeated the unpopular President
Adams.
• Such political power exercised by ordinary Americans
became known as Jacksonian Democracy.
• Spoils system: rewarding supporters by giving them
positions in the government.
-
It
Began
Like This
It Ended
LikeThis!
Essential Understandings
The Age of Jackson ushered in a
new democratic spirit in American
politics. The election of Andrew
Jackson came in a time when the
mass of American people, who
had previously been content with
rule by the “aristocracy,”
participated in the electoral
process.
Essential Understandings
The distinction between “aristocrat”
and common man was
disappearing as new states
provided for universal manhood
suffrage, while the older states
were lowering property
requirements for voting.
Expansion of Democracy
The number of eligible voters increased
as previous property qualifications were
eliminated.
 Prior to the election of 1828, the majority
of the American people had been satisfied
to have “aristocrats” select their President.
 By 1828, Americans began to see
Americans as equals and were more
eager to participate in the electoral
process.

Expansion of Democracy
Delegates from states chose candidates
for President at nominating conventions.
 Once elected, President Andrew
Jackson employed the spoils system
(rewarding supporters with government
jobs).

Jackson’s Presidency
Egalitarian impulse
 Extending democracy
 Indian Removal Act

 Pressure to remove native tribes
 Incident in Georgia
 Affected tribes
The Indian Removal Act
• Five major Native American groups lived in the southeastern
United States: the Cherokee, Choctaw, Chickasaw, Seminole,
and Creek.
• White Americans called them the “five civilized tribes” because
many of them had adopted aspects of European and American
culture.
• Many white Americans viewed them as inferior.
• Farmland was becoming scarce in the East, and white settlers
coveted the Indians’ lands.
• Indian Removal Act (1830): called for the relocation of the
five nations to an area west of the Mississippi River called
Indian Territory, now present-day Oklahoma.
• The U.S. Army marched the Choctaw, the Creek, and the
Chickasaw west, hundreds of miles, to Indian Territory.
• Many died on the long trek due to exposure, malnutrition, and
disease.
The Indian Removal Act
The Trail of Tears
•The Cherokee fought their removal in the
American court system. They sued the federal
government, claiming that they had the right to
be respected as a foreign country.
•The Supreme Court in 1831 ruled against the
Cherokee.
•The state of Georgia, carrying out the Indian
Removal Act, ordered Samuel Austin Worcester,
a white man and a friend to the Cherokee, to
leave Cherokee land.
•Worcester brought suit on behalf of himself and
the Cherokee.
Indian Removal
Trail of Tears (1838-1839)
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Van Buren ordered 20,000
Cherokees removed west.
Rounded them up into
camps
2000 died in camps, 2000
on 800 mile journey from
Georgia to Indian Territory.
¼ people died.
Land they did get was
inferior to land they had
before.
The National Bank
 In
1832, an election year,
Jackson vetoed a bill to
extend the bank’s
charter.
 When
Henry Clay
challenged Jackson for
the presidency, the
controversy over the
bank became a major
campaign issue.
 Jackson
won re-election,
defeating Clay in a
landslide.
• After his re-election,
Jackson ordered the
money taken out of the
bank and deposited in
select state banks.
• In 1836 the Second
Bank of the United
States was reduced to
just another state bank.
Conflict over States’ Rights
The
issue of nullification and
states’ rights was the focus
of one of the most famous
debates in Senate history in
1830.
Nullification Crisis
When Congress passed
another tariff in 1832, South
Carolina declared the tariff
law “null and void” and
threatened to secede from
the Union if the federal
government tried to enforce
the tariff.
• Jackson received the
Force Bill from
Congress, but South
Carolina declared the
Force Bill null and void
as well.
• Compromise worked out
by Henry Clay
– Tariffs would be
reduced over a period
of 10 years.
– Issues of nullification
and of states’ rights
would be raised
again.
Social and Cultural Differences
Differences:
 Culture of who settled
 Economic specialties
 Regional pride
*Growth of the West increased these problems
The North:
 Affected by Puritans, Quakers, and diversity
 Towns developed around congregational
churches / as commercial centers
 Education was established early
 Immigrants mostly attracted to the north
 Focused on political issues: national bank
and high tariffs
The West
The South:
 Influenced strongly by colonial beginnings
 Affected by Anglican values
 Egalitarianism / Gentry
 Plantation life dominated politics, society, culture
 Developed few towns / cities
 Wealthy educated children privately
 Region did not attract immigrants
 African Americans contributed to culture and society
 However, most southerners lived on family farms and did not
own slaves
 Focused on political issues: low tariffs, and slavery
The West
 Developed as settlers moved into the west bringing cultural
values with them
 Manifest Destiny developed a strong sense of individualism
 Focused on political issues: cheap land, internal improvements,
and unregulated banking
African Americans
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Lived in all regions
North emancipated slaves following DOI
Slavery was prohibited in the Northwest Territory
Free blacks were unable to have all rights
Disenfranchised by law; difficult to find work
De facto segregation was practiced in the North
In the south, most were slaves
Their lives depended on the benevolence of their owner
Free blacks in the south mostly lived in cities as artisans
and craftsman
Job opportunities were better in the south due to demand
Not granted political or civil rights
West – allowed more freedom
Further Growth
Panic of 1837 (renewed manifest Destiny)
 Rise of the Whigs
 The Texas Issue
 Mexican War

 Border issues
 Summer of 1845
 California
 Treaty of Guadalupe
What is Manifest Destiny?
American Progress Color Lithograph
by George A. Crofutt and John Gast
51
Manifest Destiny
Sense of mission or national destiny.
 Believed US had mission to extend
boundaries of freedom to others by
sharing idealism and democratic
institutions—to those capable of selfgovernment (not Native Americans or
Mexicans)
 Idea God had determined America
should stretch from East Coast to
Pacific.

Reasons behind Manifest Destiny
Population Increase
 Economic depressions—
1818 and 1839
 Abundance of cheap (or
free) land in West.
 Expansion offered
opportunities for new
commerce.
 People began moving
over new trails like Santa
Fe Trail and Oregon
Trail.

Mexican-American War
It all starts with Texas.
 At first Mexicans encourage American
settlement.
 Conflicts over cultural issues, including
slavery
 Americans who live there a rebellious
bunch—start to clamor for
independence.

Key Figures in Texas Independence, 1836
Sam Houston
(1793-1863)
Steven Austin
(1793-1836)
The Battle of the Alamo
General Antonio Lopez de Santa Anna Recaptures the Alamo
Texas Declaration of Independence
The Republic of Texas
Texas Independence
Texans again defeated at Battle of Goliad
 March 1, 1836 declared Independence

 Elected Sam Houston as President
Houston’s troops attacked Santa Ana at San
Jacinto in April 1836. Routed Santa Ana.
 Under duress, Santa Ana signs Treaty of
Velasco
 Mexican government repudiated treaty and
never recognized Texas Independence

U.S. Annexation of Texas
Houston and Texas immediately ask for
annexation by U.S.
 Northern liberals oppose because they
fear spread of slavery.
 Texas remains independent nation until
March 1, 1845.
 Mexico sees annexation as a declaration
of War and diplomatically leaves
Washington

Other Foreign Policy Problems
Tension with Britain—memories of previous
wars, criticisms by Britain, creditor of US
 “Aroostook War” over Maine compromise
over boundaries.
 Conflicts over Oregon
 49th or 54,40?
 More Americans living in territory than
British
 Compromised at 49th parallel despite
anger of expansionists.

The Road to War
Polk elected in 1844, many see as
mandate for manifest destiny.
 Desire to acquire California—American
settlers already living there.
 Conflicts with Mexico over American
claims and boundary disputes.

The Slidell Mission: Nov., 1845
 Mexican recognition of the Rio
Grande River as the TX-US border.
 US would forgive American citizens’
claims against the Mexican govt.
 US would purchase the New Mexico
area for $5,000,000.
 US would buy California at any price.
REFUSED!
John Slidell
The Mexican War (1846-1848)
•1846: Polk orders troops to
march from the Nueces to
the Rio Grande.
•Provoked Mexican Army
into firing first
•Declaration of war despite
those who asked for “spot
resolutions” (Lincoln)
Divisions over War
Southerners want war—will expand
slavery
Northerners oppose it for exact same
reason
--Anti-slavery groups take the lead
The Bear Flag Republic
The Revolt  June 14, 1845
John C. Frémont
The Bombardment of Vera Cruz
Treaty of Guadalupe-Hidalgo, 1848
The Treaty was basically forced on Mexico!
 Mexico gave up claims to Texas
above the Rio
Grande River.
 Mexico gave the U. S. California
and New Mexico.
 U. S. gave Mexico $15,000,000
and agreed to pay
the claims of American citizens
against Mexico
(over $3,500,000).
MEXICO LOST HALF OF ITS
TERRITORY IN ALL!
Legacies of Mexican-American War
“Small war”—not many lives lost
 Gained a ton of land (increased size of
US by 1/3)
 Prepared military and soldiers for Civil
War
 Led to Mexican resentment
 Rearoused issue of slavery which would
lead to Civil War

 WILMOT PROVISO