U.S. History I



U.S. History I Class Notes: Mr. LaFortune

Unit I: Colonization & Revolution

Lesson 1 Objectives

▪ Students will be able to:

▪ Explain the goals of the course;

▪ Describe the expectations established by the instructor;

▪ Explain the course methodology that will be used throughout the semester; and

▪ Explain the theories on how the first Americans came to inhabit the Americas.

Problem 1. The Beringian Standstill Hypothesis

“The First People Who Populated the Americas,” Melissa Hogenboom (March 30, 2017).



1. What is the hypothesis made by researchers according to the author?

2. How did the travelers become genetically distinct from Asians according to the article?

3. Did all of the migrants come into North America in one group or in smaller groups from Beringia? Explain.

4. Are there any weaknesses in the standstill hypothesis?

5. Given what you have learned, when do you believe the first Americans arrived in the

6. Americas and how did they get here? What evidence can you use to support your conclusion?

Lesson 2 Objectives

▪ Students will be able to:

▪ Explain the types of people that inhabited the Americas before European contact;

▪ Identify where the major state-level sedentary societies developed;

▪ Explain the types of people who lived in the West African kingdoms prior to the 1500s;

▪ Explain the societies, cultures, political structures, and economies of the indigenous Americans and West African peoples;

▪ Explain where, why, and how African kingdoms grew powerful;

▪ Explain what African slavery was like and contrast it to the Portuguese slavery model; and

▪ Describe the developments in exploration begun by the Portuguese in the 1400s.

Arrival of the Paleo-Indians

▪ Land Bridge Theory:

▪ Paleo-Indians- hunter-gatherers who arrived in the Americas 15,000 years ago during the last ice age.

▪ Followed large migratory animals (mammoths, mastodons, and giant bison) from Asia by crossing the Beringian land bridge, which was exposed because sea levels were 360 feet lower than today.

▪ The tip of South America was reached 11,000 years ago.

▪ Coastal Route Theory:

▪ The first Americans were coastal hunter-gatherers who arrived 40,000 years ago in small boats, eventually inhabiting coastal regions of the Americas.

▪ The climate warmed 12,000 to 10,000 years ago.

▪ Large animals were killed off and native peoples hunted, gathered, & fished. This allowed populations to grow.

▪ Expansion:

▪ Eventually indigenous people spread throughout North and South America and became diverse.

▪ By 1492 there were 375 distinct language groups in the Americas.

▪ Permanent civilizations developed due to the domestication of wild plants and the establishment of complex agriculture.

▪ Most cultivated the “Three Sisters” (corn, squash, and beans).

Sedentary State-Level Civilizations

▪ Andes Mountains:

▪ Inca (Ecuadorian & Peruvian Andes).

▪ Mesoamerica:

▪ Olmec (Central America);

▪ Maya (Yucatan and Central America);

▪ Aztec (Central Valley of Mexico); and

▪ Mixtec (Oaxaca region of Mexico).

▪ American Southwest:

▪ Hohokam (arid Arizona) known as canal-builders;

▪ Pueblo such as the Hopi and Zuni (arid Northeastern Arizona); and

▪ Anasazi (Four Corners region) known as cliff-dwellers.

▪ Mississippi Valley:

▪ Mississippian (mound builders)- largest city was Cahokia at the confluence of the Missouri, Tennessee, Ohio, and Mississippi Rivers.

▪ Great Plains:

▪ Great Plains natives lived in grasslands and hunted bison.

▪ Eastern Woodlands (from Texas to the Atlantic):

▪ Cherokee, Choctaw, Chickasaw, Creek, Seminole, and Natchez (Southeast);

▪ Algonquian (Northeast, Great Lakes Region & Canada) lived in wigwams; and

▪ Iroquois (Northeast) lived in longhouses and included the Iroquois Confederacy (living under the Great League of Peace Alliance): Mohawk, Oneida, Onondaga, Cayuga, and Seneca.

Indigenous Cultural Similarities

▪ Politically:

▪ Lacking a central political leader, power was often shared.

▪ Religiously:

▪ Spirits were all around them, in most living, and inanimate things; spirits could help or hinder humans. Ceremonies were held to influence farming or hunting; there was a single Creator.

▪ Land Ownership:

▪ Common resource to be shared and not owned by individuals.

▪ Social Status:

▪ Social standing was important. Generosity and gifting were important traits.

▪ Tools:

▪ By 1492, they had not yet developed metal tools, machines, gunpowder, and long-distance navigational capability.

▪ Communication & Information:

▪ Oral tradition as opposed to written language (Aztec & Maya- written languages and glyphs).

▪ Gender Relations:

▪ Matrilineal societies; women could own property, took care of the house, children, and farming.

▪ Europeans- seen as just another group among many in their lives.

Indigenous Cultural Differences

▪ Politically:

▪ Lacking a central political leader, power was often shared.

▪ Religiously:

▪ Spirits were all around them, in most living, and inanimate things; spirits could help or hinder humans. Ceremonies were held to influence farming or hunting; there was a single Creator.

▪ Land Ownership:

▪ Common resource to be shared and not owned by individuals.

▪ Social Status:

▪ Social standing was important. Generosity and gifting were important traits.

▪ Tools:

▪ By 1492, they had not yet developed metal tools, machines, gunpowder, and long-distance navigational capability.

▪ Communication & Information:

▪ Oral tradition as opposed to written language (Aztec & Maya- written languages and glyphs).

▪ Gender Relations:

▪ Matrilineal societies; women could own property, took care of the house, children, and farming.

▪ Europeans- seen as just another group among many in their lives.

Quick Check

▪ Groups A & C: List as many traits as you can which Native American civilizations shared with Europeans.

▪ Groups B & D: List as many traits as you can in which Native American civilizations differed from Europeans.

Wealthy West African Kingdoms

▪ Along the Niger and Senegal Rivers, rich trading kingdoms developed to trade in Saharan salt and gold found along the Atlantic coast.

▪ Ghana: 300-1200:

▪ Ghana supplied much of the gold found in the Mediterranean region.

▪ It had large towns, advanced architecture, complex trade, and was political stability.

▪ Mali: 1200-1400:

▪ Invasions weakened Ghana and a new and larger kingdom resulted.

▪ Mansa Musa- most famous ruler of Mali and increased the role of Islam (Muslim faith), which helped establish the University at Timbuktu.

▪ Songhai: 1400-1500:

▪ Mali weakened after the death of Mansa Musa and in 1468 Songhai conquered Mali.

▪ Songhai continued the Muslim faith, grew rich in trade, and became the largest, richest, and most powerful West African kingdom.

▪ Other Smaller West African Kingdoms:

▪ Benin (tropical forest along the Gulf of Guinea); and

▪ Hausa (seven cities in Nigeria & Niger).

Cultural Characteristics of African Kingdoms

▪ Like the indigenous peoples of the Americas, there was no sense that all African peoples were united as one. They saw themselves as distinct and separate groups.

▪ Religion:

▪ Traditional beliefs varied, but most included a Supreme Creator, the idea that spirits were all around and in most living and inanimate objects, and when a person died, he would also become one of the spirits that could intervene in human affairs.

▪ Over time, Islam was adopted in many parts of Africa. In many other places, what resulted was a mixture of Islam and traditional beliefs.

▪ Land Ownership:

▪ Land belonged to extended family networks dating back to ancient ancestors.

▪ Peasants worked the land for an official loyal to the king who received tribute/taxes but peasants could not be removed or sold away from the land.

▪ Land was worked in common for the benefit of the whole village and the harvest was shared.

▪ Wealth:

▪ Wealth- based on how many slaves or wives a man owned and not individual property.

West African Slave Trade

▪ Slavery was important to West African economy.

▪ Slaves were traded just like gold, salt, ivory, and other valuables.

▪ West African rulers combined to sell approximately 1,000 slaves per year to Arab traders (who brought them to the Mediterranean) prior to the 1400s.

▪ Who Became Slaves?

▪ Conquered or captured in war;

▪ Criminals or undesirables;

▪ Owed a debt; or

▪ Sold themselves into slavery.

▪ Traditional Features of West African Slavery:

▪ Slaves were adopted into the family of their masters.

▪ Slaves could marry and their children were not automatically slaves.

▪ Slaves could become important officials or soldiers.

▪ Slaves could accumulate wealth, purchase slaves of their own, or buy their own freedom back. Slavery was not based on racial superiority or inferiority.

Quick Check

▪ Groups 1 & 3: List as many traits as you can which African civilizations shared with Europeans.

▪ Groups 2 & 4: List as many traits as you can in which African civilizations differed from Europeans.

Portuguese Exploration of Africa

▪ With advances in maritime technology (compass, astrolabe, & quadrant), Portugal began exploring the islands off the coast of Africa in the early 1400s:

▪ Canary Islands (controlled by Castile but conquered by Portugal in 1402 (ceded back to Castile in 1418));

▪ Madeira (uninhabited) 1420;

▪ Azores 1431 (inhabited for only 150 years at that time); and

▪ Cape Verde Islands (uninhabited) 1455-1456.

▪ 1443- Portuguese fortress on island of Arguin (Mauritania) as a base for African exploration.

▪ 1469- the Portuguese Fernão Gomes received the exclusive right to explore Africa for 5 years. 1471- Gomes reached the gold rich West African kingdoms (re-named the “Gold Coast”).

▪ Portuguese Trade Networks in West Africa:

▪ Goods: pepper, salt, ivory, gold, copper, and African slaves.

▪ West African kings allowed Portuguese to establish fortified Atlantic trading posts & fortresses to keep out other Europeans. 1482- first major European trading fort, which traded in slaves.

▪ By 1500, Europeans purchased an average of 1,800 slaves per year. At first, most worked on sugar plantations on Madeira, in the Azores, or in the Canaries (these plantations became the models for America).

Problem 2. Olaudah Equiano

The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African. Written by Himself. Vol. I, Ch. II (pp. 46-71) (1789).



1. Who captured Equiano and how?

2. Describe Equiano’s journey from his village to the coast.

3. When did Equiano first realize his fate?

Lesson 3 Objectives

▪ Students will be able to:

▪ Explain how the Crusades and Renaissance led to the Age of Exploration;

▪ Describe the Portuguese efforts to establish trade in Africa and to discover an oceanic trade route to Asia around the tip of Africa;

▪ Describe the Spanish efforts in finding a western oceanic trade route to Asia;

▪ Describe Columbus’s four voyages to the “New” World;

▪ Explain how the Conquistadors were able to defeat great native empires in the “New” World such as the Aztec and Incan Empires;

▪ Compare the Reconquista to the conquest of the Americas; and

▪ Define and describe the Columbian Exchange and explain how it changed the world on both sides of the Atlantic.

Middle Ages

▪ The Fall of the Roman Empire:

▪ 476 A.D. the Western Roman Empire fell and Western Europe descended into the Middle Ages, a time of constant war, famine, disease, poverty, and instability.

▪ One-third of Europeans died from Black Death.

▪ Feudalism developed when the poor turned to the rich for protection and land in exchange for loyalty and labor.

▪ The wealthy lords and knights controlled fiefs granted to them by upper lords (who in turn received fiefs from the king). On their fiefs, lords and knights built large castles as defensive structures in order to protect the local people in times of attack or war. The rest of the time, the serfs (peasants who accepted feudal obligations in exchange for protection and land to work) provided their lords with labor and a portion of their crops.

▪ People were devoted to the Church in the hopes of going to heaven after a life of suffering on Earth.

▪ Crusades:

▪ In 1095, Pope Urban II called for the Christian knights of Europe to assemble and engage in holy wars against the Muslims for control of the Holy Land (Jerusalem), called the Crusades.

▪ By 1291, Crusaders lost all the land they gained. Nevertheless, their exposure to Middle Eastern and Asian goods and ideas during the Crusades peaked their interest.

▪ European demand for Eastern spices, silks, & gems rose and trade began between the Middle East & Europe.

▪ The Silk Road:

▪ The problem was that until the late 1400s the only way to get Eastern products was to use a network of Muslim tradesmen who traveled over the long and dangerous distance known as the Silk Road. They needed a way to get Eastern products faster, quicker, & cheaper.

Renaissance

▪ Renaissance was a period in European history between the 14th and 16th centuries that was a secular age and encouraged freedom of thought, importance of the individual, & renewed interest in classics.

▪ The Renaissance included interest in:

▪ Arts and sciences;

▪ Foreign lands;

▪ Printing press invented by Johannes Gutenberg in 1430s. Information and knowledge about the world, science, and religion was now available to more people.

▪ Reading the Bible on their own for the first time, many began to question Church authority leading to Reformation;

▪ Others read about mysterious lands and fortunes, books like The Travels of Marco Polo (1298); and

▪ Others read about science, technology, engineering, astronomy, navigation, and sailing.

▪ Individualism and experimentation.

▪ Reconquista (Re-Conquest):

▪ In 1492, the Portuguese & Spanish (King Ferdinand (of Aragon) and Queen Isabella (of Castile)) finally expelled the Muslims out of the Iberian Peninsula by seizing Grenada.

▪ Inspired a new zeal in spreading the Catholic faith.

Portuguese Exploration

▪ Prince Henry the Navigator: in 1419 founded a school of navigation and exploration and sponsored several expeditions along the West African coast.

▪ New Maritime Technology:

▪ Navigation tools: compass, astrolabe, and quadrant.

▪ Caravel: smaller and sturdier ship with a stern rudder & three masts (square and triangular lateen sails).

▪ African Trade:

▪ Mid-1400s- Portuguese wanted to trade for African gold, ivory, and slaves.

▪ Portuguese wanted to find a direct trade route to Asia by rounding the tip of Africa.

▪ 1488- Bartolomeu Dias- rounded the tip of Africa but returned home after facing a mutiny attempt, severe storms, and a lack of supplies (he renamed the tip of Africa, the Cape of Good Hope).

▪ 1498- Vasco da Gama- first European to reach Asia by sea. He rounded the tip of Africa, reached Mozambique, & with Chinese traders and an Arab pilot, sailed across the Indian Ocean to reach Calicut, India.

▪ 1500- Pedro Álvares Cabral- led 13 merchant ships on da Gama’s route but went so far west into the Atlantic that he landed in modern-day Brazil and claimed the land for Portugal. Cabral completed the voyage to Asia and set up peaceful trade in India.

Quick Check

▪ Group A: List the reasons Europeans suddenly became interested in Asia.

▪ Group B: List the reasons why Europeans became interested in sea travel.

▪ Group C: List the obstacles Europeans faced in traveling to Asia prior to the Renaissance.

▪ Group D: List the ways the printing press change life in Europe in the early 1400s.

Spanish Exploration & Columbus

▪ Western Trade Route:

▪ Spanish hoped that other islands might lie further to the west and that eventually the islands would lead to China.

▪ King Ferdinand and Queen Isabella finally sponsored Christopher Columbus’s voyage westward in 1492.

▪ Columbus:

▪ A mariner from Genoa & trained by the Portuguese.

▪ A Catholic who wanted to convert the Chinese to Christianity and to recruit them in another Crusade against the Muslims.

▪ Influenced by Viking stories and knew the world was round, though he underestimated the size of the Earth.

▪ Columbus’s First Voyage:

▪ 3 ships (Niña, Pinta, & Santa Maria) & 90 men and set sail August 3, 1492;

▪ Reached the Bahamas on October 12, 1492 and named the first island San Salvador (33 days from the Canaries);

▪ Columbus landed, gave thanks to God, and claimed the land for Spain and also explored the coasts of Cuba and Hispaniola;

▪ He left 38 men at La Navidad on Hispaniola to form a settlement and brought back 10 natives to convert to Christianity.

▪ Columbus justified claiming land because the people were not Christians.

▪ Division of the “New” World:

▪ 1493, Pope divided the new world between Portugal and Spain and established the Line of Demarcation.

▪ 1494 Treaty of Tordesillas- Portugal and Spain changed the division and gave Portugal part of eastern Brazil.

Columbus’s Later Expeditions

▪ 1493- Columbus made a second voyage (exploration, colonization of La Isabella, & search for gold- 17 ships & 1,000 men).

▪ Dominica, Guadeloupe, Montserrat, Antigua, St. Martin, St. Croix, the Virgin Islands, Puerto Rico, Hispaniola (discovered the settlers were killed), Cuba, and Jamaica. Then he returned to Spain.

▪ 1498- Columbus made a third voyage (exploration of Portuguese claims- 6 ships).

▪ Trinidad, Venezuela, Margarita Island, Tobago, Grenada, Hispaniola. Then he returned to Spain in chains, charged with mismanagement (acquitted of these charges by King Ferdinand).

▪ 1502- Columbus made a fourth voyage to the “New World” (exploration for a westward passage to Asia- 4 ships).

▪ Martinique, Honduras, Nicaragua, Costa Rica, Panama.

▪ Columbus heard of a strait to the “other ocean” and sailed up the Río Belén in Panama but it was a trap and Columbus’s crew was attacked by natives. Most of his men died and his ships were damaged. Columbus and a small group fled, hit a storm that destroyed their only ship, and were beached in Jamaica for over a year. Finally, one of Columbus’s men rowed a canoe to Hispaniola and a rescue vessel finally picked up the sickly Columbus, who returned to Spain in 1504.

▪ Columbus died in 1506 believing he reached Asia. He never realized he discovered a new continent.

Quick Check

▪ Groups 1 & 3: Why did the Spanish have reason to believe that they could reach Asia by sailing west? Why did they want to reach Asia? Do you think Columbus was a devout Catholic or just used Catholicism to justify his actions? Explain.

▪ Groups 2 & 4: Was Columbus a hero or villain? Why? Should we celebrate him today?

Other Spanish Expeditions

▪ The reasons future Europeans explored after Columbus fell into three general categories known as “the three G’s”: Gold- to obtain wealth; Glory- for national glory and fame; and God- to spread Christianity.

▪ John Cabot- sailing for England, reached Newfoundland in 1497. He set up England’s land claim in North America.

▪ Amerigo Vespucci- exploring for Portugal 1499-1502 and later for Spain, announced the land was not an Asian island, but rather a new continent, inhabited by new people; the Americas were named after him.

▪ Vasco Núñez de Balboa- exploring for Spain, the first to cross the isthmus of Panama and see the Pacific in 1513.

▪ Ferdinand Magellan- sailing for Spain, the first to circumnavigate the globe 1519-1522 (his crew did, since he was killed by natives in the Philippines during the Battle of Mactan in 1521).

▪ Juan Ponce de León- exploring for Spain, conquered Puerto Rico. In 1513, searched for the mythical “Fountain of Youth” in modern-day Florida and the Southeastern U. S.

▪ Juan Rodriguez Cabrillo- exploring for Spain, explored the Pacific coast to present-day Oregon in 1530s and 1540s.

▪ Álvar Núñez Cabeza de Vaca, Hernando de Soto, and Francisco Vásquez de Coronado- each explored for Spain, looked for the fabled “Seven Cities of Gold,” and explored the Gulf region and modern-day Southwestern U.S.

Spanish Empire in the Americas

▪ Aztecs:

▪ 1519, Spanish conquistadors (conquerors), led by Hernán Cortés learned of the Aztec capital of Tenochtitlán and the gold it contained.

▪ Cortés gained native allies, kidnapped the Aztec emperor Montezuma, and demanded gold.

▪ Cortés and his 200,000 native allies defeated Montezuma and gained vast Aztec gold, which only encouraged more conquistadors.

▪ Inca:

▪ 1530s Spanish conquistadors under Francisco Pizarro defeated the Incan Empire in the Peruvian Andes using a similar model to Cortés. He arrived during a civil conflict for the throne between Atahualpa and his brother Huáscar. He then kidnapped Atahualpa at Cajamarca, paralyzing the Inca. Pizarro demanded large quantities of gold. Once 24 tons of Incan gold was supplied he assassinated Atahualpa.

▪ Spanish Justification:

▪ The Spanish argued that they were there to convert the natives to Christianity. Upon arriving in an area they read the requiermiento. Any native resistance was grounds to justify war, plunder, and confiscate native property and lands.

▪ Mirror image of the Reconquista over the Muslims in Iberia.

▪ Spanish Advantages: Guns, Germs, and Steel (Jared Diamond book).

▪ Weapons (steel-edged swords, pikes, crossbows, & guns);

▪ Horses and War Dogs (Bull Mastiffs);

▪ Native Allies; and Disease (smallpox, diphtheria, bubonic plague, & cholera).

Quick Check

▪ Groups A & C: List the Spanish advantages in conquests against Native Americans. How so few Spanish were able to conquer so many natives?

▪ Groups B & D: What was the typical Spanish “game plan” in conquering Native American groups? How did the Spanish justify plundering and making war against Native American groups?

Columbian Exchange

▪ Columbian Exchange- exchange of plants, animals, diseases, people, and ideas between the Americas and “Old” World.

▪ Introduced into the “Old” World from the Americas:

▪ Plants: corn, potato, tomato, sweet potato, pepper, cacao, avocado, cashew, cotton, cranberries, peanut, pineapple, pumpkin, quinoa, strawberry, sunflower, tobacco, vanilla, zucchini…

▪ Animals: guinea pig, alpaca, llama, & turkey…

▪ Disease: syphilis…

▪ Introduced into the Americas from the Old World:

▪ Plants: sugar cane, coffee, banana, orange, grapes, apple, peach, pear, mango, watermelon, asparagus, carrot, broccoli, cabbage, cauliflower, spinach, kale, eggplant, garlic, onion, pea, rice, barley, rye, oats, millet, wheat, turnip..

▪ Animals: horses, donkeys, mules, pigs, cattle, sheep, goats, chickens…

▪ Disease: measles, chicken pox, smallpox, diphtheria, influenza, leprosy, malaria, yellow fever, bubonic plague, typhoid, typhus, cholera, whooping cough…

▪ New animals roamed the American landscape, rooted up native fields, ate, and destroyed crops.

▪ New crops introduced into Europe enriched and improved their diets and overall health.

▪ European population growth from 80-million in 1492 to 180-million by 1800.

▪ New diseases introduced into the Americas from the “Old” World devastated the native populations.

▪ 1492, native populations were estimated to have been about 90 million people.

▪ 1650, native populations were under 20 million people, mostly due to exposure to disease for which they had no immunity.

Problem 3. Columbus’s Discovery Letter

Letter of Christopher Columbus to Sant Ángel (King Ferdinand’s Minister of Finance) (1493).



1. Why did Columbus write a letter to Luis de Sant Ángel?

2. How did Columbus describe the people that he encountered? Why do you think he portrayed them as he did?

3. How did Columbus use Christianity in his letter? Was he a religious man?

4. Where did Columbus think he was according to the letter?

5. Was Columbus’s encouraging enough to warrant a second expedition?

Lesson 4 Objectives

▪ Students will be able to:

▪ Describe the structure of the Spanish colonial government and its division into viceroyalties;

▪ Describe the social caste system established by the Spanish to clearly define people into different social classes;

▪ Describe the different types of Spanish settlements and how towns were organized;

▪ Explain the economic goals of Spanish colonization;

▪ Describe the role of missionaries in the “New” World and explain why the Pueblo Revolt of 1680 took place;

▪ Describe the structure of the French colonial government;

▪ Explain how the French interacted with the natives and how that differed from the Spanish;

▪ Describe the economic goals of French colonization; and

▪ Formulate historical arguments in favor of and against the humanity and rights of Native Americans in the 1500s using primary sources from the era as evidence.

The Spanish Empire

▪ Spanish Empire:

▪ Spain, the Philippines, South America (except for Brazil), Central America, Southern North America, and several Caribbean Islands.

▪ Spanish galleons transported large quantities of gold and silver from the “New” World back to Spain.

▪ Cities and towns were set out in a grid pattern with a great central plaza. The highest social classes lived closest to the central plaza. Each town included: churches, hospitals, monasteries, government buildings, and schools.

▪ Governing the Empire:

▪ Encomiendas- large tracts of land and the natives who lived on it, granted to Spaniards to entice them to settle in Americas.

▪ Three Types of Settlements: Pueblos- towns with central marketplaces; Misiones- religious settlements for conversion and education; Presidios- forts (often established near misiones).

▪ Spanish Empire divided into two Viceroyalties, each ruled by the Council of the Indies, a Viceroy, and an Archbishop.

▪ Nueva España (New Spain)- in México City (México, North & Central America, and the Caribbean).

▪ Perú- in Lima (all of South America except for Brazil).

▪ The Spanish developed a complex system of racial hierarchy (the Spanish social caste system (castas)):

▪ Peninsulares- 100% Spanish born in Spain;

▪ Criollos- 100% Spanish born in the “New” World;

▪ Mestizos- born of mixed Spanish and Native American parents;

▪ Indios- Native American; and

▪ Esclavos- Slaves.

Spanish Settlements in North America

▪ Florida:

▪ The Spanish settlement to counter foreign pirates attacking Spanish treasure ships and the French Huguenots (Protestants), who were attempting to colonize the coast. Fort Caroline (present-day Jacksonville) was destroyed in 1562, and in 1565, St. Augustine became a Spanish presidio to prevent further settlement attempts by the French.

▪ St. Augustine became the first permanent Spanish settlement in North America but few settlers arrived until friars established misiones nearby. By 1763, Florida had only 4,000 Spanish residents.

▪ New Mexico:

▪ 1590s- Juan de Oñate established the New Mexico colony and the misión settlement of Santa Fe became its capital in 1610. 50 misiones were established in New Mexico. The friars required that natives abandon and destroy idols, dress, cook, eat, and speak like Spaniards but many natives privately held onto their traditional beliefs or mixed their beliefs with Christian beliefs (syncretism).

▪ In the 1660s and 1670s, the friars discovered the Pueblo secrets, brought the violators before a branch of the Inquisition, and ordered harsh punishments against them.

▪ Pueblo Revolt of 1680- fed up with their treatment, a shaman named Popé led the Pueblo and Apache natives in a war against the Spanish, killing 400 colonists, destroying many misiones in the most complete and successful victory of natives over Europeans ever in North America.

▪ Internal conflict continued with the Pueblo and Apache and soon after Popé died in 1690, the Spanish reclaimed New Mexico in 1692.

Quick Check

▪ Groups 1 & 3: List the typical physical and geographical characteristics of Spanish colonization.

▪ Groups 2 & 4: List the typical social ordering and organization of Spanish colonization.

▪ All Groups: Did the Spanish goals in the “New” World change over time from their initial goals?

French Settlements in North America

▪ French Exploration:

▪ 1534- Jacques Cartier explored coastal North America for France, looking for a Northwest Passage to Asia.

▪ Because of Cartier the French claimed land in North America along the St. Lawrence River, into Canada, along the Great Lakes, and down the Mississippi River, called Nouvelle France (New France).

▪ Trade in Nouvelle France:

▪ French did not look to establish large permanent settlements and never had a significant population of settlers. Instead, they traded with Native Americans in fish, whales, seals, & animal furs (especially beaver).

▪ Trade with natives:.

▪ Most native groups wanted French metal arrowheads, tools, knives, hatchets, kettles and to keep the French away from rivals.

▪ The French had little incentive to take native lands, capture, enslave, or fight against the natives.

▪ Québec:

▪ 1608, Samuel de Champlain (under orders from a French trading company) built a fortified trading post at Québec- the first permanent European settlement in Canada.

▪ French were sometimes brought into native conflicts. 1609, the French were brought into a Montagnais, Algonquin, and Huron attack against the Iroquois near Lake Champlain. After, the Iroquois attacked French settlements for nearly 150 years.

▪ Jesuit Missionaries in Nouvelle France: Jesuits converted many natives in Nouvelle France but allowed a high degree of freedoms and allowed natives to maintain their traditional social structures.

Living in Nouvelle France

▪ Government:

▪ The French king appointed a military-governor general, Intendant civil administrator), and a Catholic bishop.

▪ Settlement was slow. 1700, there were only 19,000 French colonists (life was difficult with hard work clearing land, cold winters, and native raids).

▪ Coureurs de bois (woodsman or fur traders) married native women and had mixed children- métis.

▪ Alliance: 1701, the French formed an alliance with the Algonquian peoples of the Great Lakes Region.

▪ Réne-Robert Cavelier, Sieur de La Salle & Louisiana:

▪ 1673, Jesuit priest Jacques Marquette and fur trader Louis Joliet located the Mississippi River.

▪ 1682, La Salle tried to find a Northwest Passage to Asia; he headed south along the Mississippi River all the way to the Gulf of Mexico, claiming land for France, and naming it Louisiana to honor King Louis XIV.

▪ 1718, the French founded New Orleans, which became the most important trading town in Nouvelle France.

▪ 1731, only 2,000 French settlers and 4,000 African slaves lived in the Louisiana Territory.

▪ Rival England: French maintained the Great Lakes, St. Lawrence River, Mississippi River, and New Orleans mainly to prevent England, from further expanding.

Quick Check

▪ Groups A & C: List the ways that French settlements in North America physically and geographically differed from Spanish settlements.

▪ Groups B & D: List the ways French treatment of Native Americans differed from Spanish treatment of Native Americans.

Problem 4. Bartolomé De Las Casas



1. Was Bartolomé de Las Casas a hero or a villain? Explain.

Bartolomé de Las Casas:

▪ New Laws in the Spanish Empire:

▪ Passed in 1542, the New Laws prevented native enslavement.

▪ Native slavery was replaced by the Repartimiento System- natives were free and entitled to wages but still had to complete a fixed amount of labor each year (many abuses remained).

▪ Importation of African Slaves Began.

▪ Black Legend:

▪ Las Casas’s book, A Very Brief Account of the Destruction of the Indies, painted the Spanish and Catholics in a horrendous light throughout Europe. The Black Legend portrayed the image of Spain as a uniquely brutal and exploitative colonizer.

▪ The Black Legend persisted, became one of the motivations for Protestant settlement of the “New” World, and the Protestant effort to convert the natives.

▪ Increased tensions between Catholics and Protestants in the years following the Reformation.

▪ Martin Luther’s 95 theses were nailed on the door of the Castle Church in Wittenberg, Germany on October 31, 1517.

Problem 5. Bartolomé De Las Casas v. Juan Ginés De Sepúlveda Debate

Bartolomé De Las Casas v. Juan Ginés de Sepúlveda Debate.

Debate Questions:

1. What arguments did Las Casas use to argue that Native Americans were human beings, with souls, and capable of Christianity?

2. What arguments did Sepúlveda use to argue that Native Americans were savages and justly enslaved?

Lesson 5 Objectives

▪ Students will be able to:

▪ Describe the goals of the first English settlements in North America;

▪ Hypothesize as to what happened to the Roanoke settlers;

▪ Describe the Jamestown settlement, its failures and successes;

▪ Describe the causes and effects of Bacon’s Rebellion; and

▪ Describe the settlement of the other Southern Colonies by England.

English Motives for Settlement & the First Attempts

▪ Problems in England (Push Factors):

▪ Financial Issues: Growing population; Stagnant economy; and Increased poverty.

▪ Protestant Reformation: 1534, King Henry VIII broke with the Catholic Church when the Pope refused to grant him a divorce from Catherine of Aragon and established the Church of England, but many in England claimed that it was still far too Catholic and needed to be purified and made more Protestant-like.

▪ Anti-Catholic sentiment continued as a result of the Black Legend; English-Protestant America would be an improvement over the brutal Catholic Spanish.

▪ Irish containment (mid-1500s to 1600s) & attempt to conquer Ireland (beginning with Henry VIII’s Tudor Conquest in 1536) which was expensive and rather unsuccessful. The “wild” Irish were compared to the “wild.”

▪ Nationalism & Glory: England’s attempt to start colonies in the “New” World.

▪ Wealth: Business opportunity; Individual opportunity; and Vast territories of land for the taking.

▪ American Solution:

▪ Send the surplus population of poor workers to America to make money for private businesses in mining and plantation crops.

▪ Sir Humphrey Gilbert (Newfoundland in 1582) & Sir Walter Raleigh (Roanoke in 1584) each led failed attempts at colonization in 1580s.

Lost Colony of Roanoke

▪ England’s Solution to Financial Problems: Send poor workers to America to make money.

▪ Sir Walter Raleigh & the Lost Colony of Roanoke:

▪ Queen Elizabeth I, permitted Raleigh to colonize in America.

▪ 1584- the first expedition arrived at Roanoke. The ship returned to England in 1585 to obtain more supplies, leaving 117 men at the settlement.

▪ 1587- 115 men and women arrived at Roanoke determined to establish a permanent settlement there. Unfortunately, they were undersupplied because not all of their ships completed the journey. As a result, Governor John White returned to England for supplies.

▪ White’s return to Roanoke was delayed. When he returned in 1590 there was no sign of the colonists. Only two clues were found: the word “CROATOAN” was carved onto a fence post and the letters “CRO” were found on a tree. Everything on the island was dismantled, including the buildings, and no signs of struggle were detected. Croatoan was a nearby island (modern-day Cape Hatteras) and it was also a neighboring native group. After a brief investigation the colonists could not be located.

▪ Hypotheses on what could have happened:

▪ Integration into nearby native groups;

▪ Spanish attack or kidnapping;

▪ Native attack or kidnapping; and

▪ Moved to more fertile or better land.

Jamestown Settlement

▪ 1606, King James I granted a charter (promised by Elizabeth I in 1603) to the Virginia Company of London (Joint Stock Company of wealthy Englishmen who invested money in the business).

▪ Jamestown (named after King James I): located on the James River on the Chesapeake Bay and served two important purposes for the English:

▪ (1) Earn a profit for the Virginia Company; and

▪ (2) Privateering port to raid Spanish treasure galleons on their way from Cuba to Spain.

▪ Local natives- Powhatans who wanted to trade with the English but constantly fought over land (Pocahontas assisted in maintaining peace).

▪ Captain John Smith saved the colony from destruction, ordering the men to plant food crops instead of searching for gold and enforcing the policy “you don’t work, you don’t eat!” (There was no gold and business was initially a failure until John Rolfe illegally brought Spanish tobacco seeds and tobacco or “Green Gold” saved the colony.)

▪ Headright System: 50 acres of land to anyone who paid for a person’s ocean passage. Wealthy men often paid for many people’s passages (poor, indentured servants, and slaves), resulting in the accumulation of vast tracts of land.

▪ Virginia House of Burgesses- America’s first elected assembly (average men selected 2 seats).

▪ Powhatan Problem- eventually the colonists took virtually all of the Powhatan lands and the two sides went to war again in 1622. By 1632, the Powhatan warriors were badly defeated, sick, and starving and reluctantly gave up their lands to established peace. War raged on and off for 50-years.

Quick Check

▪ Groups 1 & 3: List the ways that the English goals for settling in North America were similar and different compared to the Spanish.

▪ Groups 2 & 4: List the ways that English treatment of Native Americans was similar and different compared to Spanish treatment of Native Americans.

Bacon’s Rebellion

▪ Colonial Virginia:

▪ Over time the fertile land in the tidewater region was all claimed and cultivated so new settlers moved into the interior (less fertile land).

▪ Royal Governor William Berkeley raised taxes on planters and gave breaks to his wealthy politician friends.

▪ 1675- war again raged against natives near the Potomac River and the settlers wanted to annihilate all of the natives. Berkeley did not agree and the colonists rebelled.

▪ Bacon’s Rebellion:

▪ Nathaniel Bacon and colonists rebelled against Governor Berkeley for his failure to solve their native problems and went around killing all natives that they could (hostile and peaceful alike).

▪ Next, Bacon’s followers marched to Jamestown, drove Berkeley out, and burned the town.

▪ Bacon died unexpectedly of disease one month later; the rebellion collapsed and Berkeley returned but his reputation and credibility were ruined so the king appointed a new governor to replace him.

▪ Bacon’s Rebellion proved that poor farmers needed to be taken seriously and would not tolerate a government catering only to the wealthy elite.

Settlement of the Other Southern Colonies

▪ Two Types of English Colonies Emerged:

▪ Royal Colonies- belonged to the crown.

▪ Proprietary Colonies- belonged to powerful individuals or companies (often through charters).

▪ Maryland (named after King Charles I’s wife Mary):

▪ 1632, Maryland became a Proprietary Colony given to Lord Baltimore (the Calvert family) by the king as a refuge for persecuted English Catholics.

▪ Carolina (named after King Charles II):

▪ 1670, the Carolina Colony was established as a Proprietary Colony given to 8 wealthy aristocrats known as the “Lords Proprietor,” none of whom actually settled in Carolina.

▪ 1691, the Carolina Colony split into North Carolina and South Carolina and in 1729, the king took over.

▪ Georgia (named after King George II):

▪ 1732, James Oglethorpe and a group of trustees established Georgia as a debtor’s colony and a buffer zone between Spanish Florida and South Carolina. It was set up under very strict rules (no drinking, no gambling, no prostitutes, no slaves) to provide debtors with a way to pay back their debts as an alternative to serving jail sentences in England.

▪ 1752, colonists protested the strict rules, Georgia became a Royal Colony, and the regulations were lifted.

Problem 6. A Discourse Concerning Western Planning

Richard Hakluyt, A Discourse Concerning Western Planting (1584). Summary by Elizabeth Wambold (Lehigh University).



1. Who was the intended audience of Hakluyt’s work?

2. What were his most compelling reasons for English settlement of America?

3. What misconceptions about natives did Hakluyt perpetuate?

Problem 7. Captain John Smith

Captain John Smith, Generall Historie of Virginia, Book III (1612).



1. Who was the intended audience of Smith’s work?

2. What challenges does Smith describe?

Lesson 6 Objectives

▪ Students will be able to:

▪ Explain who the Puritans and Separatists were, the differences between them, and the issues that they each had with the Church of England;

▪ Explain how Plymouth was founded and the role of the Mayflower Compact;

▪ Explain the motivations of the English settlers to emigrate to New England; and

▪ Describe how each of the New England Colonies were founded.

Religious Unrest in England

▪ 1534, King Henry VIII of England broke away from the Catholic Church when the Pope refused to grant him a divorce from his wife, Catherine of Aragon. Henry needed a male heir so he started his own church, the Church of England (or Anglican Church) that was identical to the Catholic Church except: (1) king would be in charge, & (2) divorce was allowed.

▪ Henry went through a total of 6 wives before his son Edward VI was born:

▪ Catherine of Aragon (divorced);

▪ Anne Boleyn (beheaded);

▪ Jane Seymour (died);

▪ Anne of Cleves (divorced);

▪ Catherine Howard (beheaded); and

▪ Catherine Parr (survived and was widowed; she gave birth to a son, Edward who reigned for 6 years after Henry’s death).

▪ There were many Protestants who thought the Church of England was too Catholic and should be more Protestant-like.

▪ Puritans- wanted to purify and improve the Church of England to make it more Protestant-like.

▪ Separatists- wanted to separate or break away from the Church of England and didn’t believe it was possible to change it enough.

▪ Separatists and Puritans are often considered under the title of “Puritans” despite this distinction.

▪ Calvinists- believed in predestination. They had a duty to live moral lives but only God knew where they were destined to go.

▪ 1600s- Puritans had to worship secretly because the only legal religion was the Church of England.

Pilgrims

▪ Liden, Netherlands:

▪ Elizabeth I, James I, and later his son Charles I, persecuted the Puritans and other dissenting religious groups.

▪ Puritans from Boston and Scrooby left England for Liden in the Netherlands to practice their faith freely (Republic of the Seven United Netherlands).

▪ Eventually their children were becoming too Dutch a voyage and colony in America seemed worth the risk.

▪ Pilgrimage:

▪ They considered the voyage a pilgrimage (a journey to a holy place) and history named them the “Pilgrims.”

▪ Left Southampton Harbor on August 15, 1620 on board the Mayflower, a cargo vessel with other non-Puritans, and a smaller ship called the Speedwell. Forced to stop at Plymouth Harbor because the Speedwell was taking on water. On September 15, 1620, 102 passengers boarded the Mayflower and set out for the northernmost border of the Virginia Colony.

▪ Mayflower ended up too far north at Cape Cod. With the winter, the Pilgrims stayed at Cape Cod.

▪ After faced the hostile Nauset natives near the tip of Cape Cod they continued sailing until they reached the place that appeared ideal to them.

▪ Being outside of the Virginia Colony, the Pilgrims held a meeting on the ship and drafted an agreement as to how to govern their new colony; the document was called the Mayflower Compact.

Quick Check

▪ Groups A & C: List the ways that the motivations of the Pilgrims differed from those of the Jamestown settlers.

▪ Groups B & D: List the reasons why the Pilgrims were so upset living in England and in the Netherlands.

Plymouth Plantation

▪ December 21, 1620, Pilgrims chose a location on a high hill overlooking the harbor and called it Plymouth.

▪ Ashore they encountered Samoset who greeted them in broken English.

▪ A Pawtuxet native named Squanto arrived to help (he knew English better because he was kidnapped by Captain Thomas Hunt, sold into slavery in Spain, escaped to England, and purchased his passage back home).

▪ Building a Town- 1621:

▪ January of 1621- the first house was built and served as a hospital. The men continued to build additional houses.

▪ End of the first winter, only 47 of the 102 original passengers survived.

▪ Without food, the Pilgrims relied on the local natives for assistance.

▪ Spring- Squanto taught the Pilgrims how to plant in Plymouth’s sandy soil (using dead fish as fertilizer).

▪ Fall- the settlers and local Wampanoag had a 3-day harvest celebration that would later become known as the first Thanksgiving (waterfowl, venison, fish, lobster, clams, berries, fruit, pumpkins, and squash were on the menu).

▪ When John Carver died in April of 1621, William Bradford became the second governor of Plymouth Colony. Together, with the sachem of the Wampanoag people, Massasoit, the Pilgrims had a relatively peaceful coexistence. When Massasoit died, the peace did not last.

▪ Second generation of settlers and natives was not as devoted to peace as the first generation. Natives continued to lose their land to the settlers and lost many people to European diseases. Survivors were expected to adopt English ways.

▪ Pilgrims were intolerant of religious differences or political opposition- not welcome in Plymouth.

New England Colonies

▪ Massachusetts Bay Colony:

▪ 1630- a large group of Puritans led by Rev. John Winthrop arrived in Boston Harbor with a mission to establish a new religious colony to serve as an example for the rest of the world, as a “City upon a hill.”

▪ Massachusetts Bay Puritans spread to Maine & New Hampshire, founding the New Hampshire Colony in 1622.

▪ No Catholics, Baptists, or Quakers were allowed. On October 9, 1635, Roger Williams was banished for stating that civil authorities should not be allowed to punish religious crimes and for speaking out against the confiscation of native land. On March 22, 1638, Anne Hutchinson was banished for holding prayer meetings, criticizing certain ministers, and for suggesting that individuals could know God’s will directly.

▪ Rhode Island Colony:

▪ Roger Williams founded Providence Plantation in 1636, and purchased the land directly from the natives.

▪ Rhode Island and Providence Plantations adopted a policy of Separation of Church and State and became a colony accepting of various religions; it attracted Baptists, Quakers, and Jews, among others.

▪ Connecticut & New Haven Colonies:

▪ Puritans from Massachusetts searched for fertile farmland, which they found in the Connecticut River Valley.

▪ Rev. Thomas Hooker took a group of parishioners and founded Hartford in 1636.

▪ Rev. John Davenport took a wealthy parishioners from London in 1637 and founded the New Haven Colony.

▪ 1665- Connecticut and New Haven Colonies merged.

Quick Check

▪ Groups 1 & 3: Why do you believe the Puritans were so unwelcoming of people with different religious or political beliefs given the persecution that they faced in England?

▪ Groups 2 & 4: List the differences between the New England Colonies and the Southern Colonies.

Problem 8. Mayflower Compact

William Bradford, Of Plymouth Plantation, ed. S. Morison, 75-6. Mayflower Compact (1620).



1. What was the Mayflower Compact and why was it written?

2. Who were the parties to the document?

3. What did the Mayflower Compact say as to how Plymouth Colony would be governed?

4. Was the Mayflower Compact necessary? Explain.

Problem 9. City Upon A Hill

1. John Winthrop, “City upon a Hill” (1630).

2.

3. Who was the intended audience of Winthrop’s speech?

4. How does Winthrop suggest that the people should act?

5. Explain the use of Winthrop’s metaphor “A City Upon A Hill.”

6. Ultimately, what type of settlement will Winthrop’s people create?

Lesson 7 Objectives

▪ Students will be able to:

▪ Explain the colonial reactions to those who the religious hegemony deemed outsiders to their Puritan beliefs; and

▪ Describe the events that led to the Salem Witch Trials and explain how the hysteria in Salem spiraled out of control.

Puritan Superstition and Religion

▪ Puritan Paranoia:

▪ Puritans punished dissenters to their religion, whom they considered to be heretics.

▪ They were also extremely superstitious- anything bad had to be due to magic or witchcraft.

▪ Witchcraft- A Worldwide Threat:

▪ 1600s- Catholics and Protestants in Europe and the Americas believed witchcraft was real and witches received magical powers from entering a contract with the devil. 30,000-40,000 suspected witches were executed.

▪ Exodus, Chapter 22: Verse 18 states: “Thou shalt not suffer a witch to live,” the Bible supported witch hunts.

▪ Malleus Maleficarum was used as a guide for finding and punishing witches & Massachusetts, Puritans also used a book called Memorable Providences written by Rev. Cotton Mather to find witches.

▪ Religious Devotion:

▪ It was expected that all Puritans attended church services on a weekly basis and on required holy days.

▪ Everything the Puritans did had to be according to the Bible. If they strayed they acted against God.

▪ Puritans believed in evil and thought the devil appeared and tempted people to act against God.

▪ Anything strange or different from the ordinary was questioned as the work of the devil.

Witchcraft in Salem

▪ Life in Salem:

▪ 1600s- 500 people lived in Salem Village (now Danvers) a farming village near the forest & outskirts of Salem Town.

▪ Typical Puritan town that viewed women as inferior to men who should be submissive and obedient to men.

▪ 1692- minister in Salem Village was Reverend Samuel Parris (likely to be replaced soon- many were not pleased).

▪ Discovery of Witchcraft:

▪ One day, Rev. Parris caught his daughter Elizabeth Parris and her cousin Abigail Williams behaving strangely.

▪ Parris soon learned his slave Tituba, Elizabeth, Abigail, and several village girls were listening to stories about witchcraft, playing games, and trying to tell the future with magic and voodoo learned from Tituba.

▪ The guilt-stricken girls began to display bizarre behaviors and act strangely- the community couldn’t explain it.

▪ Doctors could not explain the girls’ symptoms and believed it was the work of Satan and witches. Eventually, three women were named as witches (all easy targets):

• Tituba: a slave from Barbados;

• Sarah Good: town beggar; and

• Sarah Osborne: bed-ridden and elderly.

▪ Girls received attention and fame in the town and accused more people of signing the devil’s book.

▪ Later accusations were more surprising and included respected and church-going Puritans.

▪ Literally everyone was a suspect. The girls had all of the power. Anyone who crossed them the wrong way was likely to get accused of witchcraft, their reputations ruined, their property confiscated and sold at auction.

Salem Witchcraft Trials

▪ Judges: John Hawthorne & John Corwin.

▪ Evidence that would not be allowed in other types of trials was allowed in witchcraft proceedings:

▪ Spectral evidence: evidence of a specter of a person (only seen by an afflicted person)- ghost, bird, cat, etc.

▪ Courtroom antics, screaming, pointing, and convulsing were considered strong evidence.

▪ 9 people in the village signed the Devil’s Book according to Tituba (Tituba, Sarah Good, Sarah Osborn, and six others that she could not read). This was evidence that witches were among them, leading to hysteria.

▪ January to September 1692, 20 men and women were accused, tried, and executed for witchcraft.

▪ Bridget Bishop was the first to be tried and hanged on Gallows Hill on June 10, 1692.

▪ The End of the Hysteria:

▪ January, 1693- only after the girls planned to accuse Governor Phips’s wife of witchcraft, he closed the court at Salem and transferred the remaining cases to Superior Court. Spectral evidence was not allowed. 49 of the 52 people awaiting trial or punishment were released (held based purely on spectral evidence).

▪ 1697- Rev. Samuel Parris was removed as minister of Salem Village.

▪ 1711- Massachusetts passed a law giving 600 pounds of restitution and restoring the rights and good names.

▪ 1957- Massachusetts formally apologized for the events of 1692.

Quick Check

▪ Group A: How did religion play a role in the Salem Witch trials?

▪ Group B: Why did the teenage girls act the way that they did?

▪ Group C: What is hysteria and how did it occur in Salem?

▪ Group D: How did the Salem Witch Trials come to an end?

Problem 10. Trial of Bridget Bishop

Examination of Bridget Bishop, as Recorded by Samuel Parris &

Examination of Bridget Bishop, as Recorded by Ezekiel Cheever (April 19, 1692).



1. What is Bridget Bishop accused of doing to the afflicted girls?

2. Does Bishop confess to anything?

3. How are the afflicted girls influencing the trial?

4. Does religion enter into the courtroom examination of Bishop? When and how?

5. Did Bridget Bishop get a fair trail?

6. Why are primary sources important to historians? Why not simply read a textbook to find out what happened?

Lesson 8 Objectives

▪ Students will be able to:

▪ Explain the efforts that the English made to Christianize the natives and describe the goals of “Praying Towns”;

▪ Describe the causes and effects of the Pequot War; and

▪ Describe the causes and effects of the King Philip’s War.

Pequot War

▪ 1630s- trade and land disputes led to war between New England Colonists and the natives.

▪ Pequot War:

▪ Puritans accused the Pequots of murdering a white fur trader.

▪ Pequot denied the accusations but the Puritans allied themselves with native enemies of the Pequots: Narraganset and Mohegan.

▪ The War:

▪ July 1636- Colonists, Narraganset, and Mohegan peoples attacked the Pequot.

▪ In one Pequot Village, the Colonists set fire to the entire village, killing 600-700 (mostly women and children). This shocked the native allies.

▪ September 21,1638- the fighting ended and peace was re-established, but at a high cost to the natives.

▪ Results of the Pequot War:

▪ Virtually eliminated the Pequot from existence and the war methods of the English served as an example of their viciousness to the other native peoples of New England.

Praying Indians

▪ 1646- Massachusetts legislature passed “An Act for the Propagation of the Gospel Amongst the Indians.”

▪ Gave Rev. John Eliot financial aid for missionary schools to convert natives to Christianity and teach them English ways.

▪ October 28, 1646- Eliot preached his first sermon in the Massachusett language in the wigwam of Waban the first convert in Nonantum (present-day Newton). 1663- Eliot translated the Bible into the Massachusett language.

▪ By 1675, 20% of the New England natives lived in Praying Towns.

▪ Praying Towns: Newton, Littleton, Chelmsford, Grafton, Marlborough, Hopkinton, Canton, Uxbridge, Natick, Deer Island, Martha’s Vineyard, and Woodstock CT.

▪ Many criticized Praying Towns because acculturation was imposed on the natives:

▪ Christianity;

▪ Clothing;

▪ Manners and customs;

▪ Gender roles;

▪ Farming methods (women forced into the home and no longer allowed to farm);

▪ Literacy; and

▪ Property ownership.

King Philip’s War

▪ King Philip’s War- major uprising of New England native peoples against English settlements from 1675-1678.

▪ Deadliest war in the history of European settlement of North America in proportion to the population.

▪ Cause of King Philip’s War:

▪ Metacomet (second son of Massasoit whose English name was King Philip) became the Sachem of the Pokanoket peoples and Grand Sachem of the Wampanoag Confederacy in 1662 after the death of his older brother Wamsutta (first son of Massasoit who was sachem after Massasoit died in 1661 and was called Alexander by the English).

▪ After the death of his father and mysterious death of his brother, Metacomet met with leaders of several Algonquian groups.

▪ A “Praying Indian” John Sassamon told the governor of the Plymouth Colony that Metacomet was gathering native allies to attack.

▪ Metacomet went to court and the Colonial officials admitted that they didn’t have any evidence but shortly after the trial Sassamon’s dead body was found in a frozen pond.

▪ Plymouth officials arrested three natives for the murder of Sassamon. A trial was held and the three were executed on June 8, 1675.

▪ The War:

▪ June 20, 1675- Raid at Swansea; August 1675- Siege of Brookfield; September 12, 1675- Battle of Bloody Brook; November 2, 1675- The Great Swamp Fight; February 1676- Lancaster Raid; March 12, 1676- Plymouth Plantation Campaign; April 21, 1676- Attack at Sudbury; & May 8, 1676- Battle at Turner’s Falls.

▪ The Results of the King Philip’s War

▪ On August 12, 1676, Metacomet was shot and killed by a native named John Alderman at Mount Hope in Bristol, Rhode Island. His body was beheaded, drawn, and quartered and his head was on display at Plymouth for the next 20 years. Alderman was given Metacomet’s right hand as a reward.

▪ Natives destroyed 12 towns and killed over 1,000 Colonists.

▪ 1676 because the natives ran out of ammunition and the defeated natives lost much of their remaining land.

▪ By 1700, the 92,000 Colonists in New England outnumbered the mere 9,000 natives still living there.

Quick Check

▪ Groups 1 & 3: List the causes and results of the wars between colonists and natives in New England in the 1600s.

▪ Groups 2 & 4: List the successes and failures of the Praying Towns in colonial New England?

Problem 11. The Capture of Mary Rowlandson

Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson

By Mrs. Mary Rowlandson (1675).

Full Version:

1. How did the Natives overtake Mary Rowlandson’s family? What tactics did they use?

2. What role did religion play in her life? What evidence from her narrative can you provide to support your conclusion?

3. Did Mary Rowlandson survive her captivity? How do you know?

4. How do you suppose she had the will to survive given her fearfulness of what might happen to her?

Lesson 9 Objectives

▪ Students will be able to:

▪ Describe the Dutch and Swedish Colonies in North America;

▪ Explain how the Middle Colonies were founded and for what purposes;

▪ Describe the different waves of immigrants to North America;

▪ Describe the role of slavery in the different regions;

▪ Explain how the Transatlantic Slave Trade worked, including the Middle Passage;

▪ Describe the Triangle Trade and its different parts; and

▪ List the relatively few slave revolts that occurred in the colonial period.

New Netherlands

▪ Between the English Chesapeake Colonies and New England, Dutch and Swedish trading companies began to arrive in the early 1600s.

▪ The Dutch West India Company:

▪ 1609- Dutch West India Company arrived to trade in America and established New Netherlands.

▪ Government of New Netherlands consisted of a governor and advisory council, all appointed by the Company.

▪ New Netherlands tolerated various religions including Jews and made no attempt to convert natives.

▪ Fort Orange (Albany) was founded in 1624 and New Amsterdam (Manhattan) was founded in 1626.

▪ Dutch population in America remained low up to the 1660s.

▪ English & Dutch became bitter trade rivals and resented each other in North America.

▪ 1664, the English navy forced the Dutch Governor Peter Stuyvesant to surrender New Netherlands, the colony transferred to the English, and was re-named New York (after the Duke of York).

New Sweden

▪ In Delaware, the Swedes also looked to set up a trading colony in North America in the early 1600s.

▪ New Sweden Company:

▪ 1638, the New Sweden Company established a colony in Delaware and built Fort Christina (Wilmington).

▪ The economy of the Swedish Colony focused on farming grain and on the fur trade with natives.

▪ Many settlers were actually from Finland and introduced the log cabin to North America.

▪ At its largest, New Sweden extended into present-day Delaware, New Jersey, Pennsylvania, and Maryland.

▪ 1655- after a violent confrontation with the Dutch, the Dutch took over the Colony of New Sweden and the colony was absorbed into New Netherlands.

▪ 1664- when the English forced the Dutch out of New Netherlands, the English took over all of the land formerly known as New Sweden.

Other Middle Colonies

▪ New Jersey

▪ When the English took over New Netherlands in 1664, the Duke of York removed a portion of the Colony and named it New Jersey (it had 2 sections).

▪ East New Jersey- settled by English Puritans and Scots.

▪ West New Jersey- settled by English Quakers.

▪ Pennsylvania

▪ Colony of Pennsylvania began as repayment of a debt that King Charles II owed to aristocrat William Penn. Instead of paying him money, he gave Penn a colony.

▪ William Penn was a Quaker and he was despised by his fellow gentlemen in England.

▪ Colony became a Quaker refuge and in 1682 Penn arrived with 2,000 colonists (mostly Quakers).

▪ Fertile farmland was a major “pull factor” that attracted 18,000 settlers by 1700.

▪ Quakers- type of Protestant religion that believed:

▪ Each person should follow his “inner light” to understand the Bible and God;

▪ Women and men should be equal; and

▪ War was wrong (pacifism).

▪ Middle Colonies were generally welcoming to diverse people and diverse religious beliefs.

Quick Check

▪ Groups A & C: List the ways that the Dutch and Swedish Colonies in North America were similar to the English colonies.

▪ Groups B & D: List the ways that the Dutch and Swedish Colonies in North America were similar to the French colonies.

Immigrants to the Colonies

▪ Early Immigration (1600s):

▪ 90% were from England.

▪ Half arrived as indentured servants (worked 4-7 years to pay off their initial voyage to America).

▪ After 1660 immigration from England slowed due to better political, religious, and economic conditions in England.

▪ Immigration in the 1700s:

▪ Scottish Immigrants came in three waves: (1) From the Scottish Lowlands; (2) From the Scottish Highlands; and (3) From Ulster (Northern Ireland).

▪ Ulster immigrants were Protestants known as the Scots-Irish (or Scotch-Irish) and many moved to the Piedmont (back country) areas of Virginia and Pennsylvania.

▪ German Immigrants: came mainly from the Rhine River Valley and northern Switzerland.

▪ German immigrants had a number of “push factors” such as: war, taxes, religious persecution, and political instability.

▪ Labor- initially indentured servants performed labor, but later, planters turned to African slavery.

▪ Early slavery was just like indentured servitude.

▪ By 1650, race-based slavery was seen as a permanent condition.

Slave Trade

▪ British Slaves: 1700s- the British Colonies (Thirteen Colonies, Canada, & Caribbean) imported 1,500,000 African slaves (250,000) of whom were sent to the Thirteen Colonies.

▪ African Slave Trade:

▪ African slaves were purchased by Europeans in African ports from African people (they were captured by other Africans);

▪ The Middle Passage (ocean journey from Africa to America) was part of the Triangle Trade.

▪ Triangle Trade:

▪ Europeans sailed to Africa buying slaves in exchange for manufactured goods and rum;

▪ They sailed to the Americas selling the slaves in exchange for American goods, rum, and raw materials;

▪ They sailed to Europe selling the American goods and raw materials from which they could make manufactured products; and the cycle started all over again.

▪ 10% of all slaves died in the Middle Passage and others caught diseases, were malnourished, or psychologically distraught.

Slavery in America

▪ Slavery varied greatly by location, type of labor, and individual slave master.

▪ Challenges: new lands, new languages, new religions, and no family or friends from home. The only thing that bonded slaves who were forced to work together was skin color.

▪ New slave culture emerged, which blended the music, customs, food, and religion of Africa, the Caribbean, and America.

▪ Regional Differences:

▪ Societies With Slavery: New England & the Middle Colonies- limited number of slaves (economy & society would function without them). Most were employed as household slaves, dock workers, or farm hands.

▪ Slave Societies: Chesapeake & the Deep South- large number of slaves (economy and social structure depended upon slavery).

▪ Chesapeake slaves raised labor-intensive tobacco, rice, indigo, and sugar (40% of the population).

▪ Deep South plantation slaves who worked long hours in the fields growing cash crops such as rice, sugar, & cotton (1800- cotton).

▪ Slaves raised their own crops/animals, cooked, made clothing, and worked for their masters 12 hr/day, 6 day/week.

▪ Slave Revolts were rare:

▪ Stono Rebellion (1739);

▪ New York City Conspiracy (1741);

▪ Gabriel’s Conspiracy (1800);

▪ German Coast Uprising (1811); and

▪ Nat Turner’s Rebellion (1831).

▪ Methods of resistance included: breaking tools, pretending to be sick, or running away. Slaves who ran away often hid in native villages, Florida, or in maroon communities (living secretly in swamps or forests).

Quick Check

▪ Groups 1 & 3: Who was to blame for African slavery? Explain.

▪ Groups 2 & 4: Who was to blame for race-based slavery? Why did race-based slavery develop? Explain.

Problem 12. The Confession of Nat Turner

Thomas R. Gray, The Confessions of Nat Turner, 1831



1. Why did Nat Turner plan and execute his revolt?

2. What were the most shocking parts of the confession?

3. Was there any chance that he would be successful in his revolt?

4. What do you suppose were the consequences for Nat and those who took up arms and rebelled with him?

5. What do you suppose were the consequences of Nat Turner’s Revolt for the innocent slaves in Southampton, throughout Virginia, and across America after Nat Turner’s Revolt?

6. Who was Thomas R. Gray?

Lesson 10 Objectives

▪ Students will be able to:

▪ Explain the theory of mercantilism as it applied to the Colonies;

▪ Explain the purpose of the Navigation Acts and list their general requirements;

▪ Describe the Colonial economy in each of the different regions;

▪ Describe the social differences in each of the different regions;

▪ Describe the foundations of English freedoms and government, and how those ideals transferred to the Colonies;

▪ Explain the philosophical beliefs of the Enlightenment, the Scientific Revolution, and Natural Law Theory; and

▪ Explain how the Second Great Awakening changed religion in the Colonies and inspired common people to question authority.

Colonial American Economy

▪ Mercantilism: economic theory that a nation builds wealth and power by developing industries and exporting manufactured goods in exchange for gold and silver.

▪ Colonies exist for the sole economic benefit of the mother country.

▪ England had plenty of labor but few natural resources. The Colonies supplied England with natural resources and then become customers for English finished products.

▪ Navigation Acts:

▪ Series of laws passed by Parliament (English legislative body) to control trade in the Colonies.

▪ Act of 1651: Goods had to be shipped on English ships, with English crews, and English captains and Colonies had to buy goods from England or another English colony.

▪ Act of 1660: Valuable goods like tobacco, indigo, sugar, or cotton could only be shipped to England.

▪ Staple Act of 1663: Colonies had to buy foreign products through England and not on their own.

▪ Violations of Navigation Acts carried stiff penalties like loss of ship, loss of cargo, or heavy fines.

▪ Success of the Navigation Acts: England’s economy improved but Colonists had to pay more.

Regional Economic Differences

▪ Colonial Economy (1700):

▪ Most Colonists were farmers who lived near the coast.

▪ New England: Small subsistence farms (grew only enough for family consumption), growing wheat, rye, corn, and potatoes (similar to England). Exported lumber and fish (key port of Boston).

▪ Middle Colonies: With a better climate and soil conditions, medium-sized farms were possible. These farms grew more than just family consumption and exported the surplus (excellent wheat crop) (key ports of New York City and Philadelphia).

▪ Southern Colonies: With the best climate and soil conditions, large plantation farms grew cash crops for export such as tobacco, rice, sugar, indigo, and cotton by 1800 (key port of Charleston).

▪ Chesapeake- tobacco; NC- cattle and lumber; & SC & GA- rice & indigo.

Regional Social Differences

▪ Population:

▪ New England- middle class families (rapid population growth);

▪ Chesapeake & South- mostly single men (slow population growth).

▪ Cultural, Ethnic Diversity, and Religious Tolerance- Middle Colonies.

▪ Life Expectancy: New England- age 70, Chesapeake- age 45.

▪ Women: All colonies, women were legally restricted from owning land, voting, juries, or politics.

▪ Primogeniture laws- all property owned by a woman became property of husband upon marriage.

▪ Towns:

▪ New England- people were concentrated into towns in order to support the church and schools.

▪ South- people were spread out greater distances and had few schools.

▪ Colonial Universities (most graduates became ministers):

▪ Harvard University in Cambridge, Massachusetts (1636);

▪ College of William & Mary in Williamsburg, Virginia (1693); and

▪ Yale University in New Haven, Connecticut (1700).

Quick Check

▪ Group A: List the characteristics of life in the New England Colonies. Be sure to include social, economic, and farming activities.

▪ Group B: List the characteristics of life in the Middle Colonies. Be sure to include social, economic, and farming activities.

▪ Group C: List the characteristics of life in the Southern Colonies. Be sure to include social, economic, and farming activities.

▪ Group D: Which of the three colonial regions would have been the best to live in? Explain.

Government

▪ English government was a Constitutional Monarchy dating back to the Magna Carta in 1215, which granted key rights to the people and limited the power of the king.

▪ James II: in 1685, he revoked Colonial charters and consolidated the American Colonies. He eliminated self-government and appointed royal governors and councils but in 1689, King James II was overthrown in the Glorious Revolution and replaced by Protestants, William & Mary.

▪ William & Mary: King William and Queen Mary signed the English Bill of Rights, protecting:

▪ Right to Habeas Corpus (charged with a crime after an arrest);

▪ No standing army in times of peace; and

▪ Right to due process (to go through the legal system).

▪ After the Glorious Revolution, England allowed local self-government in the Colonies once again but expected officials to strictly enforce the Navigation Acts and to help in wars fought against France & Spain.

▪ Salutary Neglect: the Navigation Acts and Mercantilism were rarely enforced and Colonists traded freely or smuggled for nearly 100 years. They grew accustomed to broad governmental powers and self-government without interference. England thereby committed salutary neglect.

Enlightenment Thinking

▪ Enlightenment- eighteenth century movement when political philosophers believed all of society’s problems could be solved by reason and science.

▪ Scientific Revolution- Scientists used observation and experimentation to learn about the physical world and challenged the existing power of religion to explain the natural world.

▪ Natural Laws: John Locke challenged the unlimited power of kings and believed that people had natural rights that were derived from God (and thereby could not be taken away).

▪ Idea of natural laws also challenged the authority of the Church as intermediary between people and God.

▪ Altogether- kings and religion lost power as the result of Enlightenment thinking.

Great Awakening

▪ The Great Awakening: religious movement in the British Colonies in the 1730s and 1740s, which was heavily inspired by evangelical preachers who gave emotional sermons.

▪ Sermons inspired listeners to repent their sins, to accept divine grace, and to find their own salvation.

▪ Famous preachers, Jonathan Edwards & George Whitefield, traveled across the Colonies in 1739-1740 holding revivals and giving moving sermons that inspired the people of America in profound religious ways.

▪ New Denominations:

▪ Many new churches branched off of existing ones and new denominations were created.

▪ New acceptance and tolerance for religious diversity began.

▪ Challenging Authority:

▪ The idea that the common person could enjoy the same relationship with God as ministers caused people to believe that the common person should also have similar legal and political rights as the elite in society.

▪ The idea of questioning those in authority led to individualism and a push for equality in society.

Quick Check

▪ Groups 1 & 3: List the ways the Enlightenment changed thinking in Colonial America.

▪ Groups 2 & 4: List the ways the Great Awakening changed thinking in Colonial America.

Problem 13. “Sinners in the Hands of an Angry God”

Johnathan Edwards, “Sinners in the Hands of an Angry God” (1739).



1. If God is so angry with man, why do you suppose he does not send them to hell?

2. Why does Edwards use such strong language throughout his Sermon?

3. What is Edwards’s ultimate message?

Lesson 11 Objectives

▪ Students will be able to:

▪ Explain how Britain and France were frequent rivals in Europe and America;

▪ Explain how conflict over land in the Ohio Country led to war with France and its native allies;

▪ Describe the role of natives in the French & Indian War;

▪ Explain how the war started, how the tides of war changed, and the results of the Treaty of Paris;

▪ Explain why Pontiac’s War occurred and how tensions mounted between British settlers in the frontier;

▪ Summarize the Proclamation of 1763 and its purpose; and

▪ Explain the Albany Plan of Union and why it failed.

Competition for North America

▪ In 1750 British territory went to the Appalachian Mountains (1.5 million).

▪ In 1750 French territory went from Appalachian to Rocky Mountains but was sparsely populated (70,000).

▪ Britain vs. France:

▪ 1689-1748 Britain and France fought several wars in Europe and Britain wanted to push France out of North America.

▪ Native Americans traded and peacefully coexisted with the French (less likely to take land).

▪ Ohio Country:

▪ Between the Great Lakes and the Ohio River Valley. Both Britain and France claimed the land.

▪ France began building forts to prevent against British expansion into the Ohio Country.

▪ French built Fort Duquesne in western Pennsylvania, greatly angering the British Governor of Virginia, Robert Dinwiddie, who ordered George Washington and his Virginia militia to evict the French in 1753.

▪ After failing the first time, Washington was sent a second time to evict the French & built Fort Necessity.

Seven Years War Ignites

▪ French & Indian War- 1754 North American branch of the larger Seven Years War (between France and Britain in Europe).

▪ Prime Minister William Pitt promised that the Colonists would not have to pay the expense of the war.

▪ Assassination:

▪ May 28, 1754- Washington marched to a French encampment and ambushed the sleeping French scouting soldiers. They took 21 prisoners including the French military officer, Jumonville.

▪ Washington’s native ally, Tanacharison (“Half King”) struck down Jumonville with a tomahawk, killing him.

▪ While the British won the battle that day, they ultimately lost the Battle of Fort Necessity in July 1754. In his surrender documents, Washington acknowledged the assassination of Jumonville (which he claimed was translated to him as “the loss of” or “the death of” and not “the assassination of”). This fateful moment started the beginning of the French & Indian War and the larger Seven Years War.

▪ Early British Losses:

▪ British lost nearly every engagement early in the war. British Commander General Edward Braddock was ambushed and killed on his way to Fort Duquesne in 1755.

▪ 1756-1757- French under General Louis-Joseph de Montcalm destroyed British forts at Lake Ontario & Lake George (Fort Oswego, Fort Ticonderoga, & Fort William Henry). Natives allied with the French raided British settlements in Pennsylvania and Virginia.

▪ Tide of the War Changes: 1758, as French supplies were cut off by the British and many natives deserted, the British began to win key battles along the St. Lawrence River, and in Quebec, Montreal, and Fort Duquesne (re-named Pittsburgh).

▪ 1763 Treaty of Paris: Although fighting in America ended with the 1760 British defeat of Montreal, the treaty that ended the Seven Years War was signed in 1763. The British kept Canada, the Great Lakes Region, the Ohio River Valley, Florida, and all the land up to the Mississippi River.

Pontiac’s Rebellion

▪ Pontiac’s Rebellion:

▪ The British victory in the French & Indian War opened up the frontier (and native lands) for British settlers; starting in 1763, natives began fighting over the loss of their lands in the Ohio River Valley & Great Lakes.

▪ Mississauga, Ottawa, Potawatomi, Ojibwa, Wyandot, Miami, Kickapoo, Mascouten, Delaware, Shawnee, and Seneca natives took up arms against British forts and settlers.

▪ Native raids on British settlements were frequent in Pennsylvania, Virginia, and Maryland.

▪ The rebellion was named after Pontiac, the chief who led the attack against Detroit.

▪ In the end, the natives ran out of gunpowder and ammunition and they failed to defeat the British at several key forts: Detroit, Niagara, and Pitt.

▪ Proclamation of 1763:

▪ Despite the British victory in the French & Indian War and against the natives in Pontiac’s Rebellion, the British thought it would be best to keep settlers out of native territories for their own safety and security.

▪ “And whereas it is just and reasonable, and essential to our Interest, and to the security of our Colonies,…the several Nations or Tribes of Indians with whom We are connected, and who live under our Protection, should not be molested or disturbed in the Possession of such Parts of our Dominions and Territories…as are reserved to them, or any of them, as their Hunting Grounds.”

▪ Colonists disregarded the Proclamation and settled the frontier anyways and the Proclamation angered them.

▪ War debt, which amounted to 70 million pounds doubled the national debt to 140 million pounds. It also angered the Colonists as Parliament planned to begin taxation of the Colonies to pay for the war, despite William Pitt’s promise.

▪ Albany Plan of Union- 1754 Benjamin Franklin proposed to set up a Congress of the Colonies to work together in war and peace. Ultimately, the plan failed because none of the colonies wished to give up its autonomy, nor did Britain like the idea of giving more power to the Colonies.

Quick Check

▪ Groups A & C: How did the French and Indian War impact the relationship between Britain and its American Colonies?

▪ Groups B & D: How did the French and Indian War impact the relationship between the British Colonists and Native Americans?

Problem 14. Capitulation of George Washington

▪ George Washington, Articles of Capitulation, July 3, 1754.

▪

1. Why did George Washington give this statement?

2. For what has he taken responsibility?

3. Does history fault Washington for this failure?

Lesson 12 Objectives

▪ Students will be able to:

▪ Explain the structure of the British and Colonial governments;

▪ List and describe the new laws passed by Parliament that taxed the Colonies;

▪ Describe how the Colonists protested against the new laws;

▪ Explain the British response to those protests;

▪ Describe the Boston Massacre;

▪ Describe the Boston Tea Party;

▪ Explain the British response to the Boston Tea Party; and

▪ Explain why the First Continental Congress met and what it resolved to do.

British & Colonial Governments

▪ British Government (three branches):

▪ 1. Executive Branch- Monarch.

▪ 2. Legislative Branch Upper House- House of Lords (nobles with inherited power).

▪ 3. Legislative Branch Lower House- House of Commons (wealthy commoners who were elected).

▪ Constitution- a collection of laws and traditions accumulated over centuries (unwritten).

▪ Colonial Governments (three branches (except for Pennsylvania)):

▪ 1. Executive Branch- Governor (appointed by the king) (only Connecticut and Rhode Island elected the governor).

▪ 2. Legislative Branch Upper House- Council (members were appointed and served for life).

▪ 3. Legislative Branch Lower House- Elected Assembly (wealthy colonists who were elected).

▪ Constitution- official legal document (written).

▪ Wealthy elite in Britain and the Colonies had all of the power- average people had little say.

▪ Royal governors were paid by colonial assemblies (so most tried to get along), but with Britain’s newly planned taxes, governors would soon be paid by the crown to ensure loyalty.

▪ Salutary Neglect- while Britain technically always controlled the colonial governments, the Colonies grew accustomed to local self-government.

▪ Protests began when Parliament, over 3,000 miles away, began to tax them instead of their own elected assemblies.

▪ Colonists argued that this violated the principle of “consent of the governed.”

New Laws & Taxes Cause Conflict

▪ Salutary Neglect also occurred with regards to trade and mercantilism- colonial merchants (like John Hancock) grew rich from free trade, smuggling, and failing to pay the required taxes.

▪ New Laws & Taxes:

▪ 1764 Sugar Act- existing law (newly enforced) which taxed imported molasses into the Colonies.

▪ 1765 Quartering Act- required Colonists to house and supply British troops stationed in the Colonies.

▪ 1765 Stamp Act- new tax on nearly all printed materials in the Colonies, including newspapers, books, playing cards, court documents, contracts, and land deeds. (First direct tax on the Colonies).

▪ Protest of the Stamp Act- Parliament could not tax the Colonies because they did not send representatives to Parliament, thereby violating the principle of “consent of the governed.”

▪ British responded that the Colonists were “virtually represented” because Parliament considered the good of all British subjects when it passed laws. In fact, most British subjects were not represented (only 3% were directly represented by voting for representatives in Parliament).

Protest to British Taxation

▪ Three Types of Protest: intellectual protests, economic boycotts, and violent intimidation.

▪ Intellectual Protests (Enlightenment philosophy): John Locke argued people have natural rights derived from God, such as life, liberty, and property. He also believed that government exists only for the good of the people. Patrick Henry argued only colonial assemblies could directly tax the people.

▪ Economic Boycotts: Nine colonies sent delegates to the Stamp Act Congress in New York City in October, 1765 and agreed to boycott British goods in order to force Britain to back down on its taxation- Non-Importation Agreements and Boycotts hurt British businesses.

▪ Violent Intimidation: Samuel Adams organized the “Sons of Liberty” to violently oppose British taxes and policies and to assault British officials enforcing the laws and collecting the taxes (assaults, tar-and-feathering, arson, burning effigies, mob violence, property damage, intimidation, & threats).

▪ Stamp Act was repealed in 1766, but Parliament also passed the Declaratory Act- stating that Parliament could tax the Colonies whenever it pleased.

▪ 1767 Townshend Acts- were indirect taxes on everyday items imported into the Colonies like glass, lead, paint, paper, and tea. Despite the indirect nature of the taxes- Colonists again protested.

▪ In 1768, John Hancock’s ship, the Liberty, was seized for smuggling.

▪ Riots raged in Massachusetts and the governor requested additional troops.

▪ 4,000 additional troops arrived in Boston, a town of 16,000 inhabitants. The new troops were rude, obnoxious, and competed with Colonists for part-time jobs.

▪ March 5, 1770, violence spilled over onto the streets of Boston at the Boston Massacre.

Quick Check

▪ Group 1 & 3: What was the principle of “consent of the governed”? How could Britain counter the argument that this principle was violated by British taxation?

▪ Groups 2 & 4: List the three types of Colonial protests and provide examples of each. Which protests were most successful and why?

Boston Massacre

▪ An altercation between dock workers and soldiers at Gray’s Ropewalks occurred on March 4, 1770.

▪ March 5, 1770, a British guard, Private Hugh Wight, stationed at the Custom’s House on King Street (now State Street) in Boston assaulted a wigmaker’s apprentice named Edward Garrick.

▪ Colonists assembled near the Custom’s House. The crowd began shouting at and harassing the British sentry.

▪ Fire bells sounded and the crowd grew larger, louder, more hostile, & started throwing snow and ice.

▪ A small group of British soldiers under Captain Thomas Preston came to his aid. The crowd began taunting them all and Preston ordered a crowd of about 300 to disperse, but it refused.

▪ An object struck Private Hugh Montgomery, his weapon fired into the crowd, several shots rang out.

▪ British soldiers fired on an unarmed crowd. Runaway slave, Crispus Attucks died instantly. In total, 11 civilians were shot (3 died instantly and 2 later died of their injuries).

▪ Massacre Trials were defended by Attorney John Adams. Preston was acquitted. Two of his men were convicted of manslaughter, pled “Benefit of the Clergy,” and had their thumbs branded.

▪ A silversmith named Paul Revere made the famous engraving called The Bloody Massacre and propaganda spread.

Boston Tea Party

▪ 1770- Parliament repealed the Townshend Acts but kept a tax on tea in place.

▪ 1773- Tea Act- aimed to help the struggling British East India Company (giving an license to sell surplus tea in the Colonies). Company tea was even less expensive than smuggled tea.

▪ The Boston Tea Party:

▪ December 16, 1773, thousands of Colonists met at the Old South Meetinghouse to hear Samuel Adams speak against the Royal Governor in Massachusetts, who closed Boston Harbor until the tea was unloaded.

▪ At the end of his speech, he said “there is nothing more we can do to save the country,” which was a signal for 50 Colonists dressed as Mohawk Indians to board three ships and dump 90,000 pounds of tea into the harbor.

▪ Sons of Liberty harassed and threatened officials of the Company and British Tea Agents throughout the Colonies.

▪ Early 1774- British responded with the Coercive Acts (known as Intolerable Acts in the Colonies):

▪ 1. Boston Port Act (closed the Port of Boston);

▪ 2. Massachusetts Government Act (removed right to elect officials and limited local Town Meetings);

▪ 3. Administration of Justice Act (trials of royal officials could be moved out of Boston); and

▪ 4. Second Quartering Act (expanded the prior act).

First Continental Congress

▪ 1774- at the same time Parliament passed the Coercive Acts, it also passed the Quebec Act, which expanded the southern border of the Province of Quebec and gave Catholics the right to practice their religion freely.

▪ First Continental Congress: Meeting held in Philadelphia in 1774 and attended by 12 of the 13 Colonies (not Georgia).

▪ Called to discuss how to respond to the British following the Coercive Acts.

▪ Only thing agreed upon was a non-importation agreement (boycott on British imports).

▪ Delegates decided to establish local committees of correspondence and enforce the boycotts and then to meet again in one year to assess their progress.

Quick Check

▪ Groups A & C: Why was the Boston Massacre called the “Bloody Massacre” or the “Boston Massacre”? How did the event change feelings towards Britain in the Colonies?

▪ Groups B & D: How did the British react to the Boston Tea Party? Was the British reaction successful?

Lesson 13 Objectives

▪ Students will be able to:

▪ Explain how the American Revolution began at Lexington & Concord;

▪ Discuss the early battles of the Revolution in Massachusetts at Bunker Hill and Dorchester Heights;

▪ Explain why the Second Continental Congress was called to session and the issues that it faced;

▪ Explain how Congress created a Continental Army and put George Washington in command;

▪ Discuss the challenges Washington faced in terms of financing, training, and organizing the troops;

▪ Discuss the impact of Thomas Paine’s book Common Sense; and

▪ Explain the significance of the Declaration of Independence.

Lexington

▪ Early Warning System:

▪ April 18, 1775- British Commander General Thomas Gage, received orders to march to Concord to confiscate ammunition and capture Samuel Adams & John Hancock.

▪ Men such as Dr. Joseph Warren, William Dawes, Paul Revere, & Dr. Samuel Prescott were part of an early warning system to alert colonial leaders and militias of British activity.

▪ Word was spread to Hancock and Adams that the “Redcoats Are Out!” or the “Regulars Are Out!” and the Lexington militia assembled within a few minutes- minutemen.

▪ Lexington Green:

▪ 1:00 a.m. on April 19, 1775, 130 civilians gathered on Lexington Green to face off against the British.

▪ 2:00 a.m. there was no sign of the Redcoats, so Captain John Parker’s Lexington militia waited in a nearby tavern.

▪ 4:30 a.m. they heard the British drums and quickly assembled on Lexington Green. There, they faced off against 700 British soldiers under Lt. Col. Francis Smith.

▪ Each side stood firm, aiming at one another, though neither seemed eager to fight. Suddenly shot rang out- “the shot heard ‘round the world.” Nobody knows who fired the shot that started the American Revolution.

▪ In less than 2 minutes, 8 colonists were dead and 10 were wounded. Patriots retreated and the British continued to march towards Concord. It took 6 weeks for word to reach London, but when it did, it was clear that the war had begun.

Concord

▪ The March to Concord: From Lexington to Concord, Patriot militia shot at the British from behind trees and stonewalls. When British finally arrived at Concord, they found the storehouses empty.

▪ Skirmish broke out at Old North Bridge near Concord, where 400 Patriots defended the bridge against the British.

▪ Patriot militia fired on the redcoats all along their 16-mile march back to Boston.

▪ In the end, out of 700 men, the British recorded (273 casualties): 73 dead; 174 wounded; and 26 missing.

▪ The Patriots recorded (94 casualties): 49 dead; 40 wounded; and 5 missing.

▪ Loyalists- Colonists who remained loyal to the King.

▪ Targeted and abused by Patriots. Property was burned, vandalized, and looted.

▪ Most loyalists opposed British taxation but believed that they were bound to follow the laws of Great Britain and that resistance would only lead to war they were certain to lose.

▪ Early on: 1/3 were Patriots, 1/3 were Loyalists, and 1/3 were Neutral and wanted to be left alone.

▪ Many Native Americans sided with British because they promised not to take more land.

▪ Patriot John Adams said, “Swim or sink, live or die, survive or perish with my country- that is my unalterable determination.”

Quick Check

▪ Groups 1 & 3: Was there any turning back after the Battles of Lexington & Concord? Explain.

▪ Groups 2 & 4: Who started the American Revolutionary War? Explain.

Fort Ticonderoga

▪ Benedict Arnold:

▪ Served in the French & Indian War for the British. After the war became wealthy as a merchant, but also a bitter and arrogant man.

▪ Wanted to gain fame and glory for himself as a war hero for the Patriots and convinced Massachusetts officials to send him to Fort Ticonderoga to get munitions for the Patriots.

▪ Green Mountain Boys & Fort Ticonderoga:

▪ 30-miles from Fort Ticonderoga, Arnold met Ethan Allen, who had been fighting a 5-year civil war between his Green Mountain Boys from Vermont and New York settlers over disputed land.

▪ Assuming he would command the mission, Arnold gave Allen his orders, but the Green Mountain Boys refused to follow Arnold. Allen took control and Arnold became second in command.

▪ May 10, 1775- overtook 50 sleeping redcoats without firing a shot and controlled the fort’s artillery.

▪ Ethan Allen wrote back and never mentioned Arnold, thus deeply wounding and disrespecting Arnold.

▪ Colonial Militias Unite in Boston:

▪ Militias began to converge on Boston. At the same time, the Second Continental Congress met in Philadelphia to discuss war and the formation of a Continental Army.

▪ The rag tag group that assembled in Boston were hardly a military force. They were mostly farmers and few had any military experience. Their mission to support Boston was one of honor and duty.

Battle of Bunker Hill

▪ British Triumvirate of Reputation: Gage was from command and replaced with three of the best and brightest generals in the British Empire:

▪ Henry Clinton- American-born, competent, but socially awkward.

▪ John Burgoyne- conceited and ambitious.

▪ William Howe- experienced officer who fought alongside the Colonists in the French & Indian War. Ironically, he fundamentally disagreed with war against the Colonists.

▪ Battle of Bunker Hill:

▪ After Lexington & Concord, the Colonists began a siege of Boston.

▪ Patriot spies learned the British planned to take Bunker Hill (above Boston). All night Patriots under Col. William Prescott dug in on Bunker Hill and Breed’s Hill, preparing trenches and defenses.

▪ In the morning, General William Howe ordered his men to affix bayonets and charge up the hill. They climbed and retreated twice. On the third time, the Patriots ran out of ammunition.

▪ The British won the battle, but at a very high cost in casualties. The Results:

▪ British: 1,000 of 2,300 were dead or wounded.

▪ Patriots: 271 of 1,600 were dead or wounded.

▪ Patriots gained a great deal of confidence from the battle despite the defeat.

Second Continental Congress

▪ Second Continental Congress:

▪ With conflict in Massachusetts, the Second Continental Congress met again in Philadelphia. Congress created a Continental Army and unanimously made George Washington its Commander. Being a wealthy Virginian planter (a non-New Englander) and an officer made him the obvious choice to unite all of the Colonies.

▪ Continental Army:

▪ In the summer of 1775, Washington headed for Cambridge and found a rag tag force of untrained militia, filthy, and poorly equipped. He had to begin from scratch: administrative tasks and training.

▪ Washington called for more guns and ammunition but his requests were not met. To make matters worse, most men enlisted for 1-year, so as soon as they were trained, their enlistments were up.

▪ Olive Branch Petition

▪ After Bunker Hill Congress sent a final offer of peace to King George, III- the Olive Branch Petition. The Petition called for American autonomy within the British Empire.

▪ October 26, 1775- the king rejected the Olive Branch Petition and called for a military solution.

▪ He sent thousands of additional troops to Boston to reinforce new commander General William Howe.

Quick Check

▪ Groups A & C: List the Patriot problems in 1775.

▪ Groups B & D: List the British problems in 1775.

Dorchester Heights

▪ Lord Dunmore’s Proclamation:

▪ Southern delegates to Congress urged Washington not to arm blacks. In the end Washington agreed despite having Billy Lee, his personal slave and friend, beside him everywhere he went.

▪ The British welcomed blacks and Royal Governor of Virginia, Lord Dunmore, issued a proclamation that any slaves that joined the British army would get freedom after the war. Thousands fled their masters.

▪ Dorchester Heights:

▪ Winter of 1775- the Patriots had little food, money, munitions, or clothing.

▪ January 25, 1776- Henry Knox returned to Cambridge with cannons & supplies from Fort Ticonderoga.

▪ Washington made Knox the Commander of Artillery and used the cannons at Dorchester Heights.

▪ March 4, 1776- Patriots fired on the British from Cobble Hill, Lechmere, and Roxbury (just a decoy) while his men hauled Ticonderoga’s cannons up Dorchester Heights.

▪ March 5, 1776- (6th anniversary of Boston Massacre) British awoke to 20 cannons aimed down at them- and began to evacuate Boston.

▪ By March 17, 1776, 120 ships with 9,000 redcoats and 2,000 loyalists left Boston.

Empire Strikes Back & Common Sense

▪ The Empire Strikes Back:

▪ April, 1776- Continental Army marched to New York City as the British returned with a large armada.

▪ 130 warships and 25,000 British troops arrived in an attempt to quickly end the rebellion.

▪ British plan was to take the Hudson River, thereby dividing New England from the other colonies.

▪ Common Sense:

▪ December 1775- Thomas Paine wrote his pamphlet, Common Sense, which denounced the King and called for the establishment of a independent republic. It criticized Britain’s rigid social class structure and said a republic could best protect liberties.

▪ January 1776- it became an instant best seller with over 100,000 pamphlets sold. Word of Common Sense spread rapidly throughout the Colonies. It would later inspire revolutions around the world in the overthrow of absolute monarchs.

▪ Enlistments into the Continental Army exploded after Common Sense, though Washington would have his work cut out for him in training the new recruits.

Declaration of Independence

▪ Debate in Congress:

▪ With the British evacuation of Boston, Virginian Richard Henry Lee called for Congress to vote for independence.

▪ A committee was appointed with the task of drafting the document: John Adams, Benjamin Franklin, Thomas Jefferson, Robert R. Livingston, and Roger Sherman.

▪ Thomas Jefferson was the primary drafter of the Declaration of Independence. Jefferson was a slave holder but knew that slavery was wrong. He knew that every word in the Declaration was critical and radical but the question remained- who would to be a free American? Who would to be “in” and who would be “out”?

▪ Declaration of Independence:

▪ July 1, 1776, after several drafts, Thomas Jefferson delivered the Declaration of Independence to Congress.

▪ Congress tore it apart and took out 89 different things, including anything related to slavery. Congress knew slavery was wrong but if slavery was abolished, half of the colonies would have left.

▪ July 2, 1776, the Declaration was put to a vote and passed- John Adams announced that forever July 2, 1776, would be a day of celebration- he was off by 2 days as the final changes were completed on July 4, 1776.

▪ Copies were set to print and spread throughout the Colonies. Those who signed it knew they committed treason and would be hanged if the revolution failed.

▪ In New York, a statue of King George was torn down and the lead melted to make 42,000 musket balls.

Quick Check

▪ Groups 1 & 3: What was the significance of Common Sense? Explain.

▪ Groups 2 & 4: Was Thomas Jefferson a hypocrite? Explain.

Problem 15. Declaration of Independence

▪ Declaration of Independence, 1776.

▪

1. In terms of format, how would you describe the first paragraph of the Declaration of Independence?

2. What is the purpose of the second paragraph and the list that follows?

3. What is the main point of the third and fourth paragraphs (the two immediately following the list of grievances)?

4. Who is the intended audience of the last paragraph? Explain.

Lesson 14 Objectives

▪ Students will be able to:

▪ Explain the how the British won the Battle of New York but Washington escaped through the fog to keep the Revolution alive;

▪ Describe the British allies in the American Revolution and how they both helped and hurt the British war effort;

▪ Describe the problems facing the Patriots early in the American Revolution;

▪ Explain what each side did to handle the surge of prisoners of war; and

▪ Explain how the Battle of Trenton, and American Crisis, and Washington’s offer of $10 saved the American Revolution at the end of 1776.

Battle of New York

▪ Preparations in New York:

▪ Summer of 1776- Continental Army dug in on the bluffs of Brooklyn Heights, overlooking New York Harbor and waited as the British brought more troops into their base at Staten Island but didn’t attack.

▪ In July, Washington released the first combat submarine, called the “Turtle,” a one-man sub that snuck up to an enemy ship, drilled into the side of the boat, and attached an explosive. The Turtle failed at its only mission and was spotted by the British.

▪ The Battle of New York:

▪ July 12, 1776, at 3:00 p.m., the British began firing their cannons then just as suddenly as they started, the British stopped.

▪ General Howe sent a message to General Washington to discuss peace, but because he failed to properly address Washington as the Commander of the Continental Army, Washington never read it.

▪ Late August- 15,000 British marched towards the Patriots in a frontal assault. Americans struggled; little did they know they were actually fighting a decoy as the bulk of Howe’s army attempted to flank them.

▪ The rebels retreated and staggered back to Brooklyn Heights; they were now surrounded.

▪ The Foggy Escape:

▪ Washington ordered a dangerous nighttime retreat across a narrow waterway separating them from Manhattan.

▪ An eerie dense fog rolled in that night, blanketing the area, making visibility nearly non-existent, and hiding the Patriots as they escaped.

▪ The next morning as the British stormed into the Patriot camp, they found it empty. This failure of the British to end the war in 1776 was a critical error. At the same time, it was clear to Washington that he had to abandon New York City if the Continental Army was to live to fight another day.

Problems in 1776

▪ Battle of Fort Washington:

▪ Only one outpost remained in Patriot hands outside of New York City, Fort Washington. Washington’s inner circle of generals advised him to abandon the fort and order his 3,000 men to retreat except Nathaniel Greene. He believed the fort could be saved and convinced Washington not to abandon it; he was wrong.

▪ Within a few hours, Fort Washington fell. When the smoke cleared a woman was found manning one of the Patriot cannons- Molly Corbin who took over after her husband was killed (the British sent her home).

▪ The Hessians:

▪ Along with 8,000 redcoats, the British used thousands of Hessian soldiers in New York and New Jersey

▪ Hessians were highly trained mercenary soldiers from an area in modern-day Germany, known for their distinctive oval metallic hats, bright uniforms, and mustaches, as well as brutality, pillaging, and assaults.

▪ Prisoners of War:

▪ November 1776- Washington retreated into New Jersey to re-group but dozens of Patriot prisoners of war died every day on British prisoner of war ships docked in New York Harbor.

▪ British were not prepared to take so many prisoners so they used abandoned buildings, sugar houses, and decommissioned warships as jails.

▪ Prisoners received terrible treatment; sickness and starvation were everywhere; and the British treated the rebels as traitors, essentially leaving them to rot on the ships.

▪ Most who died as prisoners of war were buried in shallow graves on the beaches of Long Island or in the ocean.

Quick Check

▪ Groups A & C: How did George Washington save the Revolution after the defeat at New York?

▪ Groups B & D: Was the failure of the British to end the war in New York excusable?

Washington’s Challenges

▪ Questions of Leadership: Throughout the war Washington’s judgment and leadership was constantly questioned. Even his own generals, like General Charles Lee, betrayed him.

▪ General Lee and Joseph Reed exchanged letters about Lee’s plan to get Congress to remove Washington. He intercepted the letter but elected to do nothing about it. Ironically, around the same time, Lee was captured at a tavern.

▪ American Low Point:

▪ Winter of 1776 was a trying time for the Patriots who lacked clothes, food, and supplies.

▪ Hessians occupied New Jersey and upset locals including loyalists by simply taking what they wanted and assaulting people.

▪ With support dwindling and troops deserting, Thomas Paine (who traveled with Washington), took action.

▪ American Crisis:

▪ As people began fleeing from Philadelphia in fear of a British attack, Thomas Paine went into the city to print his new pamphlet, American Crisis.

▪ Paine revived the passion of the movement and explained that “these are the times that try men’s souls.”

▪ His book was read to the troops and spread everywhere; confidence was restored but Washington knew he needed a victory to rally his men.

Battle of Trenton

▪ Battle of Trenton:

▪ Howe positioned Hessian regiments along the Delaware River for the winter of 1776 but they were spread thin. Washington knew that a surprise attack could greatly boost morale.

▪ On Christmas Day 1776, Washington took his 5,000 troops and crossed the Delaware River under cover of night. By 5:00 a.m. on December 26, 1776, his men began marching towards Trenton.

▪ Hessians under Colonel Johann Rall were awaiting reinforcements under Dunlop but they never came. Patriots caught the Hessians off guard and unprepared. The battle lasted only one-hour. Rall was killed and Washington had an offensive victory.

▪ Washington’s new strategy was to wear down the enemy, make surprise attacks, and retreat before losing too many men.

▪ December 31, 1776- Washington offered his men $10 (month’s salary) to keep fighting. Most of his men re-enlisted.

▪ 1776- Benjamin Franklin was in France looking for French support in the American Revolution.

▪ France, and specifically the Comte de Vergennes had been secretly giving rifles, uniforms, gunpowder, and ammunition to the Americans, but they wanted money, troops, and France’s navy.

▪ Capture of Fort Ticonderoga:

▪ The British plan was to divide the Colonies by taking the Hudson River. General Burgoyne would march south from Montreal to New York City and meet up with General Howe along the way.

▪ Burgoyne and 8,000 redcoats faced off against 2,500 Patriots at Fort Ticonderoga. Skirmishing occurred and with several large cannons on Mount Defiance overlooking the fort, the Patriots surrenderd Ticonderoga without a fight.

Quick Check

▪ Groups 1 & 3: List the things that saved the American Revolution at the end of 1776.

▪ Groups 2 & 4: List the things that the Patriots needed from France.

Problem 16. Jefferson’s Draft on Slavery

▪ Thomas Jefferson, Draft of the Declaration of Independence, 1776.



1. What does Jefferson say in order to accuse the king for the existence of slavery?

2. Is his argument valid?

3. Is Jefferson a hypocrite?

Problem 17. Events in Massachusetts: George Washington to William Fairfax

▪ Letter of George Washington to William Fairfax (1775).



1. How does Washington describe the events that took place in Massachusetts in April?

2. Based on the letter, how would you describe Washington's attitude toward the events?

Lesson 15-16 Objectives

▪ Students will be able to:

▪ Use primary sources to write an essay explaining whether or not the colonists were justified in waging war and breaking away from Britain.

▪ Clearly integrate evidence from the primary sources in writing a cohesive and well-constructed essay on the topic.

Lesson 17 Objectives

▪ Students will be able to:

▪ Explain how and why the Battle of Saratoga was the turning point in the war;

▪ Explain what the French alliance meant to the Patriot war effort;

▪ Describe the challenges facing the Patriots at Valley Forge and how they improved training even in the worst of conditions;

▪ Explain what happened at the Battle of Monmouth Courthouse and the fall of Charles Lee as the second in command; and

▪ Explain why and how Benedict Arnold betrayed the Patriots and switched to the British side midway through the American Revolution.

Battle of Saratoga

▪ Battle of Brandywine Creek:

▪ Despite the British plan, Howe couldn’t pass up the opportunity to capture Philadelphia. His 13,000 redcoats boarded 260 ships and set sail for Philadelphia, abandoning Burgoyne in upstate New York.

▪ Washington heard about the British movement towards Philadelphia and positioned his forces on the banks of Brandywine Creek.

▪ September 11, 1777, a bloody battle raged outside Philadelphia at Brandywine Creek, but by 4:00 p.m., the Continental Army began to break. Once again, the Patriots were fighting only half of the British forces while the other half was attempting to flank them.

▪ The Patriots retreated and gave up Philadelphia to the British.

▪ Freeman’s Farm:

▪ General Burgoyne had no idea that Howe abandoned him or the plan to take the Hudson River and continued on.

▪ Burgoyne ordered the Colonists to surrender or his natives would attack. A girl named Jane McCray was scalped leading to anti-British propaganda.

▪ Patriot Daniel Morgan fought using guerilla warfare and picked off every British officer except for one.

▪ Battle of Saratoga:

▪ Patriot Generals Horatio Gates and Benedict Arnold met to discuss war plans but an argument broke out. The next day Arnold disobeyed orders, led a charge, and organized snipers. He ordered one of those snipers to shoot British General Simon Frasier. Upon his death, the British were disorganized and fell apart.

▪ Horatio Gates took all of the credit for the victory at Saratoga despite the actions of Benedict Arnold.

▪ After a 7-month campaign, General Burgoyne surrendered his 6,000 men. Those in Britain blamed Howe for abandoning him and the victory solidified French support of the Americans.

Battle of Monmouth

▪ Valley Forge:

▪ After losing Philadelphia, Washington’s Army set up camp for the winter 23 miles north of Philadelphia at Valley Forge, Pennsylvania.

▪ It was a bad winter and supplies and morale were low. Some wanted Horatio Gates to replace Washington. 2,500 men died of disease, cold, and starvation.

▪ Frederick Wilhelm Augustus Heinrich Ferdinand Baron von Steuben arrived. He was a Prussian officer and knight who trained 100 Continental Officers in European drills (they would in turn train men).

▪ British Retreat to New York:

▪ After Saratoga, Franklin convinced King Louis XVI of France to support the Americans. The British decided to abandon Philadelphia and move to New York City to defend against a French naval attack.

▪ Battle of Monmouth Courthouse:

▪ June 28, 1778- Washington ordered newly released General Charles Lee to attack near Monmouth Courthouse.

▪ Lee didn’t attack and instead retreated (104˚ day). Furious, Washington rode ahead and led an attack.

▪ 20,000 soldiers fought an intense battle but sunstroke was the biggest killer.

▪ Women like Mary Hayes McCauley, later named Molly Pitcher, brought water to the dehydrated Patriots.

▪ The battle was a draw but the Americans gained confidence that they could hold their own.

Quick Check

▪ Groups A & C: Why was the Battle of Saratoga the turning point in the American Revolution?

▪ Groups B & D: Why didn’t the British victory at Philadelphia (the Patriot capital) cause celebration in Great Britain?

Benedict Arnold’s Treason

▪ John Paul Jones: Scottish-born sailor John Paul Jones, raided British coastal villages, burned British ships, and surprise attacked merchant ships. Jones hoped to wear down the British desire to fight the war. In one expedition, he attacked the British warship, the HMS Drake. After an hour, the Drake surrendered. Jones quickly boarded it, fled to France, and renamed it the Bon Homme Richard.

▪ Benedict Arnold:

▪ Injured at the Battle of Saratoga, George Washington appointed Benedict Arnold the military governor of Philadelphia, which was poor, starving, and regularly engaged in violent protests.

▪ As military governor, Arnold closed stores to take an inventory of goods in order to supply the military, angering elected governor of Pennsylvania Joseph Reed. Reed accused Arnold of abuse of power.

▪ Arnold went before the Congress, which cleared him, but secretly Reed gave Washington an ultimatum. Either punish Arnold or Pennsylvania would withdraw its troops from the army. Washington publicly reprimanded Arnold. Unaware of the ultimatum, Arnold was crushed.

▪ Treason: The blows to his honor by (1) Washington, (2) Ethan Allen, and (3) Horatio Gates sent Arnold over the edge. Arnold contacted British head of intelligence, John Andre, and made a deal. Arnold would give information about the Continental Army and surrender Fort Arnold (West Point) to the British. The British would give him 20,000 pounds and the title of Brigadier General.

▪ John Andre was caught by the Patriots, taken prisoner, and hanged. Benedict Arnold was able to escape to the British camp and served out the rest of the war as a general in the British army.

Quick Check

▪ Groups 1 & 3: Was Benedict Arnold’s treason understandable?

▪ Groups 2 & 4: Can we forgive him for betraying the Patriots?

Problem 18. Benedict Arnold’s Proclamation

▪ Proclamation by Brigadier-General Benedict Arnold (October 20, 1780).



1. In the proclamation, how does Benedict Arnold try to recruit American soldiers to the British side?

2. How does he play on religious prejudices and distrust of the French?

3. In what ways are his arguments effective and in what ways are they ineffective?

Lesson 18 Objectives

▪ Students will be able to:

▪ Describe the British siege of Charleston and why the Patriots lost the city;

▪ Describe the fighting in the Southern theater and how both sides divided their forces and fought several smaller battles in the South;

▪ Explain how the Patriots and French converged at Yorktown, Virginia and essentially ended the war; and

▪ Summarize the key points of the Treaty of Paris, ending the American Revolution.

Siege of Charleston

▪ Winter of 1779-1780- worst in recorded history with 26 snowstorms, 6 blizzards, and 2 days above freezing.

▪ Patriots were camped in Morristown, New Jersey, only 30 miles west of New York City.

▪ British new war strategy- the southern strategy- win in the wealthy South where with more loyalists and more exports under new commander Sir Henry Clinton.

▪ Siege of Charleston:

▪ 1779 Clinton was ordered to take Charleston. He loaded 100 ships and 8,700 men and left New York City.

▪ Washington could do nothing to stop them- he was buried in snow in Morristown. Defense of Charleston was left to a Massachusetts farmer, Major General Benjamin Lincoln.

▪ Lincoln readied the city with earthen walls, trenches, and obstacles but they were useless without more troops.

▪ Clinton arrived 20-miles from Charleston on February 11, 1780, and began to build parallel circles around the city to carry out a siege. Each day the circles would tighten around the city like a noose. On May 12, 1780, Lincoln had no choice but to surrender Charleston and his 5,000 men.

▪ The Waxhaw Massacre:

▪ 300 Patriots fled Charleston British Lt. Col. Banastre Tarleton and his cavalry caught up with them and the Americans flew the white flag in surrender. Despite this, Tarleton butchered the surrendering Colonials earning the nickname the “Waxhaw Massacre,” and adding more negative propaganda against the British.

▪ British gave a final ultimatum: pledge allegiance to the king or be considered a rebel, which backfired.

British Divide Forces

▪ Battle of Camden:

▪ Sir Henry Clinton returned to New York City leaving General Charles Cornwallis in command of the South.

▪ July of 1780- Horatio Gates commanded the southern Continental Army and fought Cornwallis at Camden, S.C. (5,000 British vs. 3,000 Patriots). Gates made a tactical error facing his weakest militia against the strongest British. Militia quickly lost and Gates and his men, fled for their lives. Gates’s cowardly ride destroyed his honor.

▪ Battle of Cowpens:

▪ Nathaniel Greene took over the southern forces and learned Cornwallis was on the march. Greene divided his forces. Half went with Daniel Morgan and led the British on a wild goose chase in the backcountry. Half remained with Greene’s, a quicker regiment.

▪ British also divided forces. January 17, 1781- Daniel Morgan faced off against Banastre Tarleton and his men, putting his lesser-trained militia in the front and ordering them to fire two volleys and then fall back. When British charged, his well-trained regular army and cavalry attacked. Within an hour, Tarleton surrendered.

▪ Battle of Guilford Courthouse:

▪ Cornwallis was obsessed with following Greene throughout the southern backcountry. Greene’s goal was to wear down Cornwallis

▪ After Cornwallis burned extra supplies in a bonfire to burn the unnecessary supplies he caught up with Greene faced off at Guilford Courthouse on February 22, 1781. It was a bloody melee, in close quarters, and in hand-to-hand combat. Cornwallis had his men fire a cannon into the chaos, killing as many of his own men as Patriots. The Patriots retreated and Cornwallis won the skirmish but it proved nothing.

Battle of Yorktown

▪ Money Problems:

▪ Though Spain and France financially supported the Americans, the Continental Congress did not have the right to tax the people and couldn’t raise the money it needed for war.

▪ January 1, 1781- 200 New Jersey militiamen rebelled. and Washington ordered the six ringleaders executed by firing squad (closest friends).

▪ March 1781- Admiral François Joseph Paul Comte de Grasse headed for the Caribbean. After unloading he headed to America with his fleet of ships.

▪ Convergence at Yorktown:

▪ 1781- Clinton ordered Cornwallis to build a base at Yorktown, V.A.. The French wanted to strike at Yorktown; Washington agreed.

▪ Washington marched his Continental Army as well as 5,000 French ground troops under Marquis de Lafayette to Yorktown.

▪ Cornwallis begged Clinton for reinforcements and supplies, but Clinton did not respond quickly enough.

▪ The End Game:

▪ September 5, 1781- Admiral de Grasse defeated the British navy in the Chesapeake.

▪ One by one Cornwallis’s escape routes were blocked: French controlled York River; Washington took south; and French ground troops took north and west.

▪ October 6, 1781- 17,000 French-Americans began siege of Yorktown. October 19, 1781- the British surrendered.

Quick Check

▪ Groups A & C: Draw the siege of Yorktown.

▪ Groups B & D: Was Sir Henry Clinton to blame for the British defeat in the American Revolution?

Treaty of Paris

▪ British Surrender:

▪ King George, III did not plan to give up, but 6 months after Yorktown, Parliament voted to end the war.

▪ In April, 1782, peace negotiations began in Paris (Franklin, Adams, and Jay).

▪ Treaty of Paris: preliminary peace treaty was reached on November 30, 1782.

▪ Recognized the United States of America;

▪ Gave American fishing rights off of Nova Scotia;

▪ Western boundary was set at the Mississippi River but both could use the river; and

▪ Treaty left out France and Spain.

▪ 1783- the official Treaty of Paris was signed and the nations of Europe recognized the U.S.

▪ By November 1783, the British, most of the loyalists, and freed slaves left the United States (many of the former slaves were brought to Canada as freedmen or brought to the West Indies as slaves).

▪ December 23, 1783, Washington gave his farewell address to Congress, retiring from all future public service, and returning home to Mount Vernon.

Problem 19. Surrender at Yorktown

▪ Correspondence and Terms of Surrender between George Washington and Lord Cornwallis at Yorktown October 17-19, 1781.



1. How would you characterize the terms of surrender Washington offered Cornwallis?

2. What does Washington emphasize when he conveys the news of the surrender to the Continental Congress?

Lesson 19-20 Objectives

▪ Lesson 19: Review- Students will review and refine their understandings of the unit content objectives.

▪ Lesson 20: Unit Test- Students will demonstrate understanding of the unit objectives through a unit test.

Unit II: A New Nation

Lesson 21 Objectives

▪ Students will be able to:

▪ Explain the governments of the new “states”;

▪ Explain what the Articles of Confederation were and what they established in the United States;

▪ Explain the achievements of the Confederation government in establishing new western lands and organizing the governments of those territories under the Land Ordinance of 1785 and the Northwest Ordinance of 1787;

▪ Explain the weaknesses of the Articles of Confederation; and

▪ Explain why drafting a new Constitution was deemed necessary by many of the Founding Fathers.

New State Republics

▪ After the Declaration, Congress told each state to write a republican Constitution (people elected representatives).

▪ Fears existed over giving too much power to the common people (as in a democracy). Fears also existed over putting too much power in the hands of a few (oligarchy) or a single person (monarchy).

▪ The argument in favor of giving more power to the common man was that it would create a greater electorate with more districts and more representatives.

▪ The argument against giving significantly more power to the common man was that most were uneducated and owned little property and would be driven by his own self-interest, make bad decisions, and ruin the new nation.

▪ Legislatures would be the most important branch of any state government:

▪ Unicameral Legislatures- one house legislatures were adopted only in two states: Pennsylvania & Georgia.

▪ Bicameral Legislatures- two house legislatures were adopted in all of the other states.

▪ Religious Liberty- most states granted freedom of religion by 1780 (exceptions: Massachusetts and Connecticut).

Articles of Confederation

▪ Articles of Confederation- America’s first constitution drafted in 1777 and ratified in 1781.

▪ A league of friendship or alliance of the states, where they agreed to work together.

▪ John Dickinson created a loose confederation of thirteen states, with a weak central Congress.

▪ The new federal (national) government consisted of representatives chosen by state legislatures (not the people).

▪ Each state had one vote regardless of the number of representatives it sent to Congress.

▪ There was no president (as we know it today) or executive branch.

▪ Powers of Congress under the Articles of Confederation:

▪ Conduct war and maintain peace;

▪ Regulate foreign affairs; and

▪ Deal with Native American groups.

▪ Major Problems with the Articles of Confederation:

▪ No power of Congress to tax the people;

▪ No ability of Congress to regulate interstate commerce;

▪ No ability to force states to contribute money to the national government;

▪ 7-9 states had to agree for any laws and 13 states had to agree to amend the Articles; and

▪ No executive or judiciary existed.

Northwest Territory

▪ Northwest Territory was the land between the Ohio River and the Great Lakes.

▪ The major achievement of the Confederation government was it organized the Northwest Territory for sale to settlers and established a method for adding new states to the Union.

▪ Land Ordinance of 1785- created a system for selling public land by dividing the land up into a grid pattern.

▪ Towns were 6 square mile blocks, each subdivided into 36 sections. Each section was further subdivided into plots of 640 square acres to be sold by Congress for at least $1/acre.

▪ Wealthy bought up the 640 acre plots, subdivided, and sold them to common settlers.

▪ Northwest Ordinance of 1787- provided a government for the western territories.

▪ Congress-appointed territorial governor, secretary, and three judges.

▪ Freedom of religion, trial by jury, common law rights, and no slavery.

▪ Once population reached 5,000 men, they could create an elected assembly.

▪ Once population reached 60,000 men, it could request to become a state on equal standing.

▪ States created from the Northwest Territories: Ohio, Indiana, Illinois, Michigan, and Wisconsin but Native Americans (100,000) lost their lands.

Quick Check

▪ Groups 1 & 3: List the successes of the Confederation government.

▪ Groups 2 & 4: Were the Land Ordinance of 1785 and the Northwest Ordinance of 1787 successful? List the pros and cons.

Foreign Relations

▪ Disputes with Spain:

▪ Spain feared U.S. westward expansion (beyond the Appalachian Mountains) s a threat to its territories of Louisiana and Mexico, so to prevent it, Spain forbade U.S. trade in New Orleans.

▪ Frontier settlers were outraged because they depended upon the Mississippi River and trade in New Orleans to make money.

▪ Disputes with Great Britain:

▪ Great Britain remained bitter from the American Revolution and rejected the idea of free trade with the U.S. Instead it agreed to trade with the U.S. according to the old Navigation Acts (British ships, British crews, only certain goods, etc.), which restricted U.S. free trade.

▪ Congress was too weak under the Articles of Confederation to develop a common policy towards Britain, so each state was on its own to deal with Britain.

▪ Britain also maintained forts on American territory in the west. Again, Congress was too weak to demand that they leave American soil.

Economic Problems Under the Articles of Confederation

▪ Economically:

▪ Congress did not have the ability to: establish a common currency; regulate interstate commerce; levy taxes; or force states to pay their share (1781-1786, states only paid 1/6 of their share, nearly bankrupting the country).

▪ Congress found it difficult to amend the Articles of Confederation to fix the economic problems because all states had to agree to amend the Articles.

▪ Shay’s Rebellion:

▪ Unemployment and taxes were high in the states and farm wages were too low to cover expenses. Farm suppliers foreclosed on their debts, often repossessing family farms.

▪ States threatened imprisoning those who could not pay their taxes.

▪ 1787- 1,000 Massachusetts farmers, led by Daniel Shays, seized weapons at the Springfield Armory and shut down the courts.

▪ Massachusetts government raised an army and put down the rebellion but Shay’s Rebellion made it clear: the nation’s economy was in trouble and the Articles of Confederation were partially to blame.

Constitutional Convention

▪ 1787- most agreed the Articles of Confederation needed major revisions and a special convention was called; in May 1787, delegates arrived in Philadelphia Pennsylvania (Independence Hall) to revise the Articles.

▪ Federal Convention:

▪ All states attended except for Rhode Island;

▪ Strict rules of secrecy;

▪ Most leading statesmen were there (except for John Adams & Thomas Jefferson- U.S. diplomats in Europe).

▪ Delegates:

▪ Oldest delegate was Benjamin Franklin (PA)- 81 years old;

▪ Youngest delegate was Jonathan Dayton (NJ)- 26 years old;

▪ All were white men; all were wealthy; more than half were lawyers; and

▪ Unanimously elected George Washington to preside over the convention.

▪ Alexander Hamilton v. James Madison:

▪ Hamilton: favored a change in government similar to the British model but infused with republicanism.

▪ Madison: arrived early with his Virginia Plan in hand. He argued that a strong national government could rescue the democratic mistakes made by the states and the republican system was best. He favored a large republic with many different interests to balance and “check” on each other.

Quick Check

▪ Groups A & C: List the international issues facing the U.S. after independence. Why were the Articles of Confederation inadequate to deal with each?

▪ Groups B & D: List the failures of the Articles of Confederation. Why was each so significant?

Problem 20. Articles of Confederation

▪ Articles of Confederation.



1. What events from the 1700s are specifically addressed in the Articles of Confederation?

2. What specific powers are given to the Congress in the Articles of Confederation?

3. Is there any mention of a chief executive? Is there any mention of a judicial branch? If so, where?

4. Which provisions were passed specifically in the case of war?

5. Were the Articles of Confederation merely a friendship / loose alliance of states working together to coexist? Explain your answer with evidence from the document.

Problem 21. Northwest Ordinance of 1787

▪ Northwest Ordinance of 1787.



1. What is the purpose of the Northwest Ordinance of 1787?

2. Describe the governments permitted in the Northwest Territories?

3. What provisions in the Ordinance aim to guarantee that the settlers will enjoy “life, liberty, and the pursuit of happiness”?

Lesson 22-23 Objectives

▪ Students will be able to:

▪ Demonstrate understanding of the unit objectives through a mock Constitutional Convention.

Lesson 24 Objectives

▪ Students will be able to:

▪ Explain the major components of the Virginia Plan and the New Jersey Plan;

▪ Explain the Great Compromise that was adopted;

▪ Explain the compromises that were agreed to with respect to slavery, such as the Three-Fifths Compromise, the Fugitive Slave Law, and the 20-year protection of the Slave Trade;

▪ Summarize the major debates at the Constitutional Convention; and

▪ Explain how the proposed Constitution was approved by the delegates at the Convention.

Constitutional Debates

▪ Virginia Plan:

▪ Edmund Randolph from Virginia introduced the Virginia Plan, which was drafted by James Madison .

▪ Three branch government: legislative, executive, & judicial;

▪ Bicameral legislature: lower house elected by the people & upper house selected by the states. Representation in both houses based on the population of the state;

▪ Legislative veto over any state law; and

▪ Executive led by a President, with a 7-year term to head the military, foreign affairs, and appoint executive and judicial officers (subject to Senate’s approval).

▪ New Jersey Plan:

▪ Written and presented by William Patterson of New Jersey.

▪ Three branch government: legislative, executive, & judicial;

▪ Unicameral legislature: one house called Congress with representation based on equality;

▪ Executive committee instead of a chief executive; and

▪ States remained sovereign- similar to the Articles of Confederation.

Compromise at the Convention

▪ Connecticut Compromise (“Great Compromise”):

▪ Drafted by Roger Sherman of Connecticut & John Dickinson of Pennsylvania;

▪ Three branch government: legislative, executive, & judicial;

▪ Bicameral legislature BUT Upper house (Senate)- based on equality, giving each state two Senators, and Lower house (House of Representatives) based on the population of the state.

▪ Federalism adopted- sharing of power between the states and national government.

▪ Slavery:

▪ The South worried it would receive less representation in the government and the North would outlaw slavery.

▪ As a compromise to the South, three provisions in the proposed Constitution protected slavery:

▪ 1. Three-Fifths Compromise- each slave counted as 3/5 of a person in determining a states representation in the House of Representatives and in the Electoral College;

▪ 2. Congress was forbidden from outlawing the slave trade for 20-years (1808 at the earliest);

▪ 3. Fugitive Slave Law- all states were required to help return runaway slaves back to their owners.

Conclusion of the Convention

▪ Conclusion of the Convention

▪ 39 men signed the proposed Constitution and 3 refused to sign it (George Mason and Edmund Randolph from Virginia and Elbridge Gerry from Massachusetts- mainly because it didn’t include a Bill of Rights).

▪ Indirect Democracy was established for our Republic. Property owning men voted for representatives to go to the House of Representatives only.

▪ State legislatures chose Senators.

▪ Electoral College was established to select the President and Vice President.

▪ Judiciary was to be appointed by the President and approved by the Senate. Judges would serve for life.

▪ Constitution became the Supreme law of the U.S. in 1789.

▪ Constitution contains some flexibility in the wording so that it can apply to an uncertain future but the bones and structure of the document are solid.

▪ Amendments also provide the possibility of making drastic changes if it becomes necessary but the procedure is intentionally difficult- approval by 2/3 of the Congress and ratified by 3/4 of the states.

▪ So far the Constitution has only been amended 27 times.

Problem 22. Virginia Plan

▪ Edmund Randolph’s Virginia Plan (1787).



1. Describe the structure of the national government according to the Virginia Plan?

2. What ideas found in the Virginia Plan would eventually become part of the U.S. Constitution?

3. What ideas found in the Virginia Plan would not become part of the U.S. Constitution?

Problem 23. New Jersey Plan

▪ William Patterson’s New Jersey Plan (1787).



1. Describe the structure of the national government according to the New Jersey Plan?

2. What ideas found in the New Jersey Plan would eventually become part of the U.S. Constitution?

3. What ideas found in the New Jersey Plan would not become part of the U.S. Constitution?

Lesson 25 Objectives

▪ Students will be able to:

▪ Explain the philosophical roots of the U.S Constitution;

▪ Explain what federalism is and how powers are divided between the different levels of government (federal, state, and local);

▪ List and describe the three branches of government (legislative, executive, and judicial);

▪ Explain the requirements for ratification of the Constitution; and

▪ Demonstrate an understanding of the key provisions of Articles I & II of the United States Constitution.

Constitutional Roots

▪ Philosophical Roots of the Constitution:

▪ Greece: democracy; Rome: republicanism (Senate); England: Magna Carta (Constitutional Monarchy- limited power of king and increased power of Parliament); and English Bill of Rights.

▪ European Enlightenment: spread of knowledge, reason, and science to improve society. Philosophers:

▪ John Locke (all people have natural rights of life, liberty, and property, and consent of the governed).

▪ Baron de Montesquieu (power of the government should be separated and balanced against itself).

▪ Three levels of government in the U.S.:

▪ Federal government (national government in Washington D.C.);

▪ State government (in Boston); and

▪ Local Government (county, cities, & towns).

▪ Federalism is the sharing of power between the national and state governments.

▪ Federal Powers: tax, regulate national trade, currency, army, declare war, & “necessary and proper clause.”

▪ State Powers: tax, regulate local trade, local governments, schools, and police powers.

▪ Federal & State Shared Powers (Concurrent Powers): taxing and making criminal laws.

▪ The Constitution = the Supreme Law of the land.

Constitutional Basics

▪ Legislative Branch (Article I)- makes the laws:

▪ 2 House Congress: Lower House is the House of Representatives (proportional to population) and Upper House is the Senate (2 senators per state).

▪ Powers: make taxes, coin money, regulate trade, declare war, raise an army, and pass all laws “necessary and proper.”

▪ Executive Branch (Article II)- carries out laws:

▪ President, Vice-President, other Officers.

▪ Duties: commander in chief of military, foreign relations.

▪ President & Vice President are selected by the Electoral College.

▪ Judicial Branch (Article III)- interprets the laws:

▪ Supreme Court (with 9 Justices) and Lower Federal Courts (created by the Judiciary Act of 1789).

▪ Checks and Balances: each branch- check or limit the power of the other branches.

▪ Ratification (approval) of the Constitution: required at least 9 of the 13 states. Adoption:

▪ Delaware- first state to approve on December 7, 1787.

▪ New Hampshire- ninth state to approve on June 21, 1788.

▪ 2 largest states, New York & Virginia didn’t approve it right away (Virginia demanded a Bill of Rights).

▪ Once a Bill of Rights was promised, Virginia finally approved it.

▪ 1791- the first 10 Amendments were added and gave us a Bill of Rights.

Three Branches of Government

▪ Legislative Branch:

▪ Lower House: House of Representatives- 435 Voting Members & 5 Non-Voting Members (D.C., Puerto Rico, Guam, American Samoa, and the Virgin Islands).

▪ Upper House: Senate- 100 Members: 2 from each state.

▪ Congress makes the laws, controls spending, and regulates interstate trade; and “elastic clause” of Article 1 Section 8: to “make all laws which shall be necessary and proper” in carrying out its duties.

▪ Executive Branch:

▪ President, Vice President, Offices, Departments, and Agencies.

▪ Executive Branch carries out laws.

▪ Duties of the President: Chief Diplomat; Commander and Chief of the Military; & Head of State.

▪ Cabinet is a group of advisors to the President and includes his Secretaries and Department Heads.

▪ Judicial Branch:

▪ Supreme Court (9 Supreme Court Justices- one of whom is Chief Justice)

▪ Lower Federal Courts: 1789 Congress passed the Judiciary Act and established 91 District Courts and 1891 14 Courts of Appeals were added.

▪ Marbury v. Madison: established judicial review- judging the constitutionality of laws.

Quick Check

▪ Groups 1 & 3: List the duties and powers of the legislative branch.

▪ Groups 2 & 4: List the duties and powers of the executive branch & the judicial branch.

Preamble & Article I, § 1-2

▪ Preamble of the Constitution (States the purposes of the Constitution):

▪ Form a more perfect union;

▪ Establish justice;

▪ Ensure domestic tranquility;

▪ Provide for the common defense;

▪ Promote the general welfare; and

▪ Secure the blessings of liberty to us and those who come after us.

▪ Article I: Legislative Branch (Makes the Laws)

▪ Section 1: Creates Congress (bicameral legislature): House of Representatives (lower house) and Senate (upper house)

▪ Section 2: The House of Representatives

▪ 1. Representatives chosen every 2 years

▪ 2. Qualifications: must be at least 25 years old; a U.S. citizen for at least 7 years; & live in the state being represented

▪ 3. Proportional Representation: number of representatives and taxes- based on the population of the state; and a Census must be taken every 10 years

▪ 4. When seats in the House become vacant a special election will fill them

▪ 5. Specific Powers of the House of Representatives: to select a leader called the Speaker of the House; to select Officers of the House; & the sole power of Impeachment

Article I § 3

▪ Article I: Section 3: The Senate

▪ 1. Two Senators from every state, each serves a 6 year term

▪ 2. One-third of the Senate is elected every two years (staggered)

▪ 3. Qualifications: must be at least 30 years old; a U.S. citizen for at least 9 years; and live in the state being represented

▪ 4. Vice President of the U.S. is the presiding officer of the Senate- has no vote unless there is a tie

▪ 5. The President Pro Tempore is second in charge after the Vice President

▪ 6. Senate has the sole power to try impeachments

▪ An oath is taken

▪ The Chief Justice of the Supreme Court presides over the hearing of an impeached President

▪ Two-thirds of the Senate must vote for impeachment to convict

▪ 7. An impeached person who is convicted is removed from office and may face charges under the law

Article I § 4-6

▪ Article I:

▪ Section 4: Elections

▪ 1. Election Rules: States make election laws but Congress can intervene and change those laws

▪ 2. Congress must be in session at least once per year

▪ Section 5: Lawmaking Requirements

▪ 1. Quorum & Adjournment- A majority of members is needed to do business: quorum but a smaller number may end business for the day: adjournment

▪ 2. Each house makes rules of conduct for members

▪ 3. Each house must keep a record or journal of proceedings and votes

▪ 4. Neither house can adjourn for more than 3 days without consent of the other

▪ Section 6: Pay

▪ 1. Members of Congress are paid for their services from the U.S. Treasury and are immune from arrest while in session or when going to or from session (other than major felonies)

▪ 2. Members of Congress cannot hold other government offices while serving in Congress

Article I § 7

▪ Article I: Section 7: Bills

▪ 1. All tax laws must start in the House of Representatives

▪ 2. How a Bill Becomes a Law

▪ Representative drafts a Bill (proposed law) & introduces it in the House of Representatives

▪ Bill goes to House Committee, which collects evidence, holds hearings, makes amendments, and votes on the Bill

▪ Bill goes to the whole House which debates and votes on the Bill

▪ Bill goes to the Senate Committee, which collects evidence, holds hearings, makes amendments, and votes on the Bill

▪ Bill goes to the whole Senate, which debates and votes on the Bill

▪ Bill it goes back to the House to consider the Senate’s amendments and votes again

▪ A Conference Committee rewrites any unacceptable amendments

▪ Both houses vote again on the amended Bill

▪ If both houses approve the Bill, it goes to the President of the U.S.- if president signs the Bill it becomes law;

▪ OR…President can Veto (reject) the Bill, (if 2/3 of each house approves the vetoed Bill, it becomes law without President’s signature)

▪ OR…President takes no action on the Bill for 10 days while Congress is in session, it becomes a law without the President’s signature

▪ OR…President takes no action on the Bill and Congress has adjourned, the Bill does not become a law (Pocket Veto)

▪ Congress can override a Presidential Veto with a two-thirds majority

Quick Check

▪ Groups A & C: List the president’s choices when a bill reaches his desk for signature. How can a bill become a law even if the President does not support it? Should a president use his veto powers just because he is of a different political party than the party that dominates in Congress? Explain.

▪ Groups B & D: List all of the times a bill can fail in the process by which a bill becomes a law. Why do you suppose we have so many laws with all of these obstacles? Is the red-tape a good thing or a bad thing? Explain.

Article I § 8

▪ Article I: Section 8: Expressed or Enumerated Powers of Congress

▪ 1. Tax for the Common Defense and General Welfare

▪ 2. Borrow Money & Spending Money

▪ 3. Regulate Commerce

▪ 4. Create Immigration Law and Bankruptcy Law

▪ 5. Coin Money and Set Weights and Measures

▪ 6. Regulate and Punish Counterfeiting of Money

▪ 7. Post Office

▪ 8. Patents and Copyrights

▪ 9. Set Up Lower Courts (Under the Supreme Court)

▪ 10. Regulate Maritime Law and Punish Piracy

▪ 11. Declare War

▪ 12. Raise and Support an Army

▪ 13 Maintain a Navy

▪ 14. Make and enforce Military Law

▪ 15. Call Militias to End Rebellions

▪ 16. Train the National Military

▪ 17. Make Laws on Federal Property

▪ 18. Necessary & Proper Clause (To make all laws related to carrying out its other powers)

Article I § 9-10

▪ Article I, Section 9: Powers Not Held By Congress

▪ 1. Congress cannot pass laws regulating the slave trade until 1808

▪ 2. Writ of Habeas Corpus (show of cause for holding a prisoner) cannot be suspended unless there is a rebellion, invasion, or for public safety

▪ 3. No Ex Post Facto Laws (law made after an act to make it illegal) of Bills of Attainder (cannot punish someone without a trial)

▪ 4. Taxes have to be set according to population

▪ 5. No states can be given preferential treatment regarding imposts or duties

▪ 6. Money cannot be taken from the treasury without following a law

▪ 7. Titles of nobility are illegal

▪ Article I, Section 10: Powers Not Held by States

▪ 1. No State can: form treaties or alliances; coin money; pass Bills of Attainder or Ex Post Facto laws; or grant titles of nobility

▪ 2. No State can Set Import or Export Taxes or Duties

▪ 3. No State can Engage in War unless invaded or in imminent danger

Quick Check

▪ Groups 1 & 3: List the ways that the Legislative Branch checks the powers of the Executive Branch according to Article I.

▪ Groups 2 & 4: List the ways that the Legislative Branch checks the powers of the Judicial Branch according to Article I.

Problem 24. U.S. Constitution Preamble & Article I

▪ United States Constitution Preamble & Article I.



Constitution Scavenger Hunt

Lesson 26 Objectives

▪ Students will be able to:

▪ Demonstrate an understanding of the key provisions of Articles II & VII of the United States Constitution;

▪ Demonstrate an understanding of the key rights and liberties contained within Amendments 1-10 of the United States Constitution (the Bill of Rights); and

▪ Demonstrate an understanding of the purposes of Amendments 11-27 of the United States Constitution.

Article II § 1

▪ Article II: Executive Branch (enforces the laws), Section 1: Executive Power

▪ 1. President and Vice President- 4 Year Terms

▪ 2. Election by Electoral College appointed by each state (electors equal to the number of Senators and Representatives of a state)

▪ 3. [Repealed] Originally the top vote getter would be President and the runner up would be Vice President- now they run as a team together

▪ 4. Congress Determines Election Day

▪ 5. Qualifications for President and Vice President- must be born in the U.S.; at least 35 years old; a resident of the U.S. for at least 14 years

▪ 6. If the President should die, resign, or be unable to perform, the Vice President takes over (Congress will determine the sequence of who would become President if the Vice President should die, etc.)

▪ 7. President will be paid for his services

▪ 8. President will take an Oath of Office

Article II § 2-4

▪ Article II:

▪ Section 2: Military Commander in Chief

▪ 1. President is the Commander in Chief of the Army and Navy and can call upon principal advisors in each executive department for advice (the Cabinet). President has the authority to pardon people (except in cases of impeachment)

▪ 2. President has the Power to: Make Treaties (with consent of 2/3 of Senate); Appoint Ambassadors, Public Ministers, and Consuls (with consent of the Senate); Appoint Supreme Court Judges and other Officers of the U.S. (with the consent of the Senate); Congress appoints lower officers, judges, and department heads

▪ 3. President can appoint interim officers while Senate is not in session

▪ Section 3: State of the Union

▪ President suggests laws and policies for Congress to address and in extreme circumstances the President can convene both houses of Congress

▪ President is also the Chief of State: deals with foreign affairs; and Chief Executive: the chief executor of the laws

▪ Section 4: Reasons for Impeachment: (1) Treason; (2) Bribery; (3) Other High Crimes & Misdemeanors

Quick Check

▪ Groups A & C: List the ways that the Executive Branch checks the powers of the Legislative Branch according to Article II.

▪ Groups B & D: List the ways that the Executive Branch checks the powers of the Judicial Branch according to Article II.

Article III

▪ Article III: Judicial Branch (Judges Meaning of Laws)

▪ Section 1: Judicial power vested in one Supreme Court and inferior courts established by Congress

▪ Federal Judges hold offices for life so long as good behavior and are paid for their services

▪ Section 2: Authority of Judicial Power

▪ All cases in law and equity under: Constitution; federal laws; treaties; cases involving high officials; cases in admiralty and maritime law; cases where the U.S. is a party and under Diversity Jurisdiction- Controversies between citizens of different states

▪ Jurisdiction of Supreme Court

▪ (1) Original Jurisdiction: all cases involving ambassadors, public ministers, consuls, and where a state is a party

▪ (2) Appellate Jurisdiction: cases involving appeals

▪ Criminal Trials in Federal Courts- jury trials held in the state where the crime was committed

▪ Section 3: Treason against the U.S.

▪ 1. Crime of Treason: (1) levying war against U.S.; (2) giving aid and comfort to enemies of U.S.

▪ Conviction requires (1) testimony of at least 2 witnesses or (2) confession in open court

▪ 2. Congress Sets Punishment for Treason

Quick Check

▪ Groups 1 & 3: List the ways that the Judicial Branch checks the powers of the Executive Branch according to Article III.

▪ Groups 2 & 4: List the ways that the Judicial Branch checks the powers of the Legislative Branch according to Article III.

▪ All Groups: Why do you suppose the Constitution did not give more direction about the Judicial Branch?

Articles IV-VII

▪ Article IV: Relations Among the States

▪ Section 1: Full Faith and Credit Clause: each state must respect the laws and decisions of the other states

▪ Section 2: Privileges and Immunities Clause: (1) citizens of other states are given the same rights as citizens of a state; (2) Fugitives of justice will be returned to the state he fled from; and (3.)[Repealed] Return of Fugitive Slaves

▪ Section 3: New States and Territories: (1) new states can be admitted but can’t be formed from an existing state and (2) Congress makes laws in unorganized territories

▪ Section 4: Each State is Guaranteed a Republican Form of Government

▪ Article V: Amendments

▪ Proposed: 2/3 vote of both houses of Congress OR a national convention called by 2/3 of the state legislatures

▪ Ratified (Approval): a Constitutional Convention in 3/4 of the states OR approval of 3/4 of the state legislatures

▪ Article VI: National Supremacy

▪ Section 1: All debts incurred before the Constitution shall be valid against U.S.

▪ Section 2: Constitution, Laws passed by Congress, and Treaties of the U.S. are the Supreme Law of the Land

▪ Section 3: Public officers take an oath to support the Constitution

▪ Article VII: Ratification

▪ 9 States must ratify (approve) the Constitution to make it official

Amendments 1-10 (Bill of Rights)

▪ Amendment 1: Protects Right to Freedom of Speech, Religion, Press, Assembly, and Petitioning the Government

▪ Amendment 2: Right to Bear Arms and Maintain a Militia

▪ Amendment 3: No Mandatory Quartering of Soldiers

▪ Amendment 4: Right against Unreasonable Searches and Seizures and the requirement to obtain a valid Search Warrant based on probable cause

▪ Amendment 5: Right to Due Process of the law (you must be charged with the crime and face a judge); No Double Jeopardy in criminal cases; Right Not to Testify Against Oneself in criminal trials

▪ Amendment 6: Right to Speedy and Public Trial; Right to Jury Trial and a lawyer; Right to Confront Witnesses Against You in Criminal Cases

▪ Amendment 7: Right to Jury Trial in Civil Cases Over $20

▪ Amendment 8: Punishments will be fair, No Excessive Bail; No Cruel and Unusual Punishment

▪ Amendment 9: Other Rights besides those Outlined in the Constitution Exist

▪ Amendment 10: Any Powers Not Delegated to the Federal Government are Reserved for the State Governments or to the People

Quick Check

▪ Group A: Was a Bill of Rights a necessary part of the Constitution or were these rights adequately addressed in the state constitutions? Explain.

▪ Groups B & D: List the 5 most important rights given to individuals in the Bill of Rights? Explain.

▪ Group C: Does the federal government today respect the Tenth Amendment? Explain.

Amendments 11-17

▪ Amendment 11:Explained diversity jurisdiction

▪ Amendment 12: Changed how President and Vice President were Elected (running-mates )

▪ Amendment 13: Abolishment of Slavery

▪ Amendment 14: Rights of Citizens and Equal Protection Under the Law

▪ No state could make laws taking away rights citizens have as citizens of the United States without due process

▪ Abolished the three-fifths compromise

▪ Stopped people who engaged in Civil War from holding office; and addressed debts owed by the Union and Confederacy during the Civil War

▪ Amendment 15: Race Cannot Be Used in Determining Who can Vote

▪ Amendment 16: Authorized an Individual Federal Income Tax (Not Proportional to State Population)

▪ Amendment 17: Changed how Senators Were Elected (chosen by the People of a State not by State Legislatures)

Amendments 18-27

▪ Amendment 18: Began Prohibition. Outlawed the Making, Selling, or Transporting of Alcohol [REPEALED BY THE 21ST AMENDMENT]

▪ Amendment 19:Gave Women the Vote

▪ Amendment 20: Established New Start Dates for Congress & President (reduced “Lame Duck” lengths)

▪ Amendment 21: Repealed the 18th Amendment- Abolished Prohibition

▪ Amendment 22: Limited Terms for President at 2 (4-Yr Terms). The Exception is if a Vice President takes over for a President, he can finish the partial term if less than 2-years and then serve 2 additional terms for a maximum of no more than 10-years

▪ Amendment 23: Gave Washington D.C. Electors for President

▪ Amendment 24: Prohibited Poll Taxes

▪ Amendment 25: Clarified the Line of Succession of the President

▪ Amendment 26: Made the Voting Age 18

▪ Amendment 27: Pay Increases for Congress Cannot Take Effect Until After an Election

Problem 25. U.S. Constitution Article II-VII

▪ United States Constitution Articles II-VII.



Constitution Scavenger Hunt

Problem 26. U.S. Constitution Amendments 1-27

▪ United States Constitution Amendments 1-27.



Constitution Scavenger Hunt

Lesson 27 Objectives

▪ Students will be able to:

▪ Explain the process of ratifying the proposed Constitution;

▪ Explain the role of state ratifying conventions in the ratification of the proposed Constitution;

▪ Explain the role of the Federalists and Anti-Federalists in the ratification debates as well as the essays that each wrote to support their views; and

▪ List, define, and provide examples for each of the Seven Constitutional Principles.

Ratification Debates

▪ All thirteen states really needed to ratify the proposed Constitution for it to be a success but it technically only needed nine of the states for it to become official. Ratification occurred in specially elected state conventions.

▪ The Federalists (those who favored ratification of the proposed Constitution): and included: George Washington, John Adams, James Madison, Alexander Hamilton, & John Jay.

▪ Federalist Papers were a series of 85 essays written by James Madison, Alexander Hamilton, and John Jay during 1787-1788 that urged people to ratify the proposed Constitution and argued that the Separation of Powers within the three branches would prevent against abuse of powers.

▪ Federalist No. 10- argued for a strong central government; Federalist No. 51- explained checks and balances; and Federalist No. 78- explained the judicial branch.

▪ Federalists supported a strong central government as well as checks and balances to protect liberties.

▪ The Anti-Federalists (those who opposed ratification of the proposed Constitution): and included: Samuel Adams, John Hancock, George Clinton, Richard Henry Lee, & Patrick Henry.

▪ Anti-Federalists believed the proposed Constitution threatened state sovereignty and several also wrote essays called the Anti-Federalist Papers.

▪ Anti-Federalists supported a weaker central government and more power remaining with the states. Most were middle and lower class farmers and most wanted to include a Bill of Rights.

Ratifying Conventions

▪ By mid-January, 1788, five states ratified the proposed Constitution:

▪ Delaware, Pennsylvania, New Jersey, Georgia, and Connecticut.

▪ At the Massachusetts Convention, Federalists promised that a Bill of Rights would be added to the proposed Constitution immediately after ratification. Following this promise the following states ratified the proposed Constitution as well:

▪ Massachusetts, Maryland, South Carolina, and New Hampshire.

▪ By early June, 1788, nine states had ratified but the nation really need Virginia and New York to ratify.

▪ June, 1788- Virginia narrowly ratified.

▪ July, 1788- New York narrowly ratified after Alexander Hamilton (then governor) threatened New York City would secede from the state and become its own state.

▪ North Carolina and Rhode Island both initially failed to ratify but ratified upon re-vote.

▪ New York City the temporary capital and Congress convened on March 4, 1789, in Federal Hall.

▪ James Madison proposed a Bill of Rights. 10 amendments were ratified in 1791 (the first 10 amendments to the U.S. Constitution) to protect individual freedoms and liberties (12 were initially proposed).

Seven Constitutional Principles

▪ 1. Republican Government- people elect their representatives in government.

▪ 2. Popular Sovereignty- all governmental power comes from the people.

▪ 3. Limited Government- government only has the specific powers given to it from the people and listed in the Constitution (nobody is above the law).

▪ 4. Separation of Powers- division of powers into different branches to prevent a misuse of power by any one of the three branches (each has specific powers and duties).

▪ Legislative Branch- makes the laws;

▪ Executive Branch- enforces the laws; and

▪ Judicial Branch- interprets the laws.

▪ 5. Federalism- sharing of power between the national, state, and local governments.

▪ 6. Checks and Balances- built-in protections wherein each branch reviews and can challenge the acts of the other two branches.

▪ 7. Individual Rights- rights and liberties of the people protected by the Bill of Rights.

Quick Check

▪ Groups 1 & 3: List the seven principles of government. Provide an example for each. Which is the most important and why?

▪ Groups 2 & 4: List the Federalist arguments in favor of ratification of the Constitution and the Antifederalist arguments against ratification of the Constitution. Which had a stronger case? Why?

Problem 27. Federalist No. 10

▪ James Madison, Federalist No. 10 (November 22, 1787).



1. What was the main point of Federalist No. 10?

2. How did Madison support his main idea? What examples or evidence did he give?

3. Was his support for the Federalists convincing? Explain.

4. Was his intended audience the educated elite or the common person? Explain.

Problem 28. Federalist No. 51

▪ James Madison, Federalist No. 51 (February 6,1788).



1. What was the main point of Federalist No. 51?

2. How did Madison support his main idea? What examples or evidence did he give?

3. Was his intended audience the educated elite or the common person? Explain.

Problem 29. Anti-Federalist Papers

▪ Anonymous (probably Samuel Bryan), Anti-Federalist “Centinel” No. 1 (Published October 5, 1787).



1. What was the main point of Centinel No. 1?

2. How did the author support his main idea? What examples or evidence did he give?

3. Was his support for the Anti-Federalists convincing? Explain.

4. Was his intended audience the educated elite or the common person? Explain.

Lesson 28-29 Objectives

▪ Students will be able to:

▪ Use primary sources to write an essay comparing and contrasting the various arguments made during the Constitutional Debates at the time of the ratification of the Constitution.

▪ Clearly integrate evidence from both the Federalist and Anti-Federalist points of view in writing cohesive and well-constructed essays on the topic.

Lesson 30 Objectives

▪ Students will be able to:

▪ Explain the domestic and international challenges facing the Washington administration;

▪ List and describe the precedents set by George Washington as the First President of the U. S.;

▪ Explain the role and value of the Cabinet to a president and list the important figures who made up the first Cabinet;

▪ Describe how the new court system was established in the U.S.;

▪ Explain how Hamilton’s Plan built American credit and established the U.S. financially;

▪ Explain what the Whiskey Rebellion was and how Washington addressed it;

▪ Explain how Washington’s Proclamation of Neutrality kept the U.S. out of war between Britain and France in 1793;

▪ Describe Jay’s Treaty and Pinkney’s Treaty; and

▪ Summarize the Washington administration’s positions on foreign relations.

First President: George Washington

▪ In 1789, George Washington was unanimously elected as the First President of the United States and John Adams was elected as the First Vice President.

▪ The Executive Branch:

▪ At first, executive branch was just George Washington, John Adams, and some clerks with few guidelines for the new president.

▪ Several major issues facing the new administration existed: courts, international relations, & a massive debt.

▪ New Court System:

▪ Constitution simply stated that there will be one Supreme Court and Congress will create lower courts.

▪ Judiciary Act of 1789- set up 13 Federal District Courts (one for each state) and 3 Circuit Courts of Appeals (the Judiciary Act of 1891 created the 9 Courts of Appeals that currently exist).

▪ 1869 the Circuit Justice Act permanently set the number of justices of the Supreme Court at 9.

▪ Federal judges were to serve for life (so long as good behavior).

Quick Check

▪ Groups A & C: Why is it a good thing that federal judges serve for life?

▪ Groups B & D: List the issues facing the first executive of the U.S. Which was the most challenging? Why?

Washington’s Precedents

▪ Precedents are acts or statements that become traditions to be followed in the future. Washington knew that everything he did would be watched, scrutinized, and followed by future presidents.

▪ Famous precedents set by Washington:

▪ Leaving after two terms in office;

▪ Foreign policy of neutrality;

▪ Establishing a Cabinet of advisors;

▪ Building a strong national government that demanded the respect of the people and foreigners;

▪ Ceremonial duties (saying “so help me God,” being called “Mr. President,” formally addressing Congress;

▪ Setting responsible fiscal policies for the country.

▪ Washington established the best Cabinet in American history. His Cabinet Secretaries (each heading one of the nation’s federal departments) chosen based on intelligence and expertise- they were individuals of varying opinions and consisted of:

▪ Thomas Jefferson- Secretary of State;

▪ Alexander Hamilton- Secretary of the Treasury;

▪ Henry Knox- Secretary of War; and

▪ Edmund Randolph- Attorney General.

Hamilton’s Financial Plan

▪ Reduce the Nation’s Debt: which by 1789 was $52 million (combined state debts amounted to another $25 million). Hamilton wanted to turn the debt into a positive- reduce the nation debt and build international credit for the nation.

▪ To Build Credit: Hamilton proposed that the federal government adopt (take on) all of the state debts and add them to the U.S. debts. Then, he proposed paying off the large debt over time, thereby showing the world that the U.S. pays its bills and can be trusted, building national credit.

▪ South disagreed because nearly all of the state debt was owed by the North. In order to appeal to the South, a compromise was reached where the capital would be moved to the South within 10-years and named for George Washington (Washington, District of Columbia).

▪ Hamilton’s Plan to Pay Off the Debt:

▪ Sell western lands and sell government bonds.

▪ A tax increase and high tariffs on imported goods to pay the interest on the bonds.

▪ Create a national bank, the Bank of the United States, to manage the nation’s money.

▪ Success of Hamilton’s Plan:

▪ With the compromise the nation built credit, the war debts were paid off, and the South gained the nation’s capital; the North benefitted from increased trade and business.

▪ Failures of Hamilton’s Plan: It made speculators very rich and it made wealthy northern business owners even wealthier at the expense of poor southern farmers.

Quick Check

▪ Groups 1 & 3: List the successes of Hamilton’s financial plan.

▪ Groups 2 & 4: List the failures of Hamilton’s financial plan.

Domestic Problems in the New Nation

▪ Whiskey Rebellion:

▪ Poor farmers in western Pennsylvania, who distilled grain into whiskey locally, refused to pay a new federal excise (luxury) tax on whiskey.

▪ Farmers protested, attacked tax collectors, and led a small armed rebellion, chanting “no taxation without representation.”

▪ Washington raised a 12,000-man militia to march to western Pennsylvania and crush the rebellion by force, if necessary (they arrested 20 people but most people dispersed).

▪ It showed the new government would enforce federal laws and demanded respect.

▪ Division into Political Parties:

▪ George Washington wanted to avoid the division of the nation into political parties. They feared that political parties threatened the unity of the republic. It was too late.

▪ Federalists (those who agreed with Alexander Hamilton and John Adams): Mostly wealthy northerners and industrial-minded men and merchants who favored a strong central government.

▪ Democratic-Republicans (Republicans for short were those who agreed with Thomas Jefferson and James Madison): Mostly southerners and commoners who believed the nation’s economy should be based on agriculture and more power held by the states.

▪ There were men of both parties in every region, state, community, and social class.

International Problems for the New Nation

▪ Northwest Territories & the Northwest Indian War:

▪ British continued to keep military forts on American soil in the Northwest Territories (between the Ohio River & Great Lakes) and began to arm and incite Native Americans to attack American settlements to deter western expansion.

▪ 1790 attack by Little Turtle defeated U.S. troops in the Ohio Country starting the “Northwest Indian War” or “Little Turtle’s War.”

▪ 1791 Little Turtle and Blue Jacket defeated U.S troops near the Wabash River (623 U.S. troops were killed).

▪ 1794 General Anthony Wayne finally defeated the native confederacy at the Battle of Fallen Timbers and the natives were forced to sign a peace treaty, giving up their remaining territory in the Ohio River Valley.

▪ 1789- French Revolution: Many Americans were initially excited and wanted the U.S. to side with the French rebels.

▪ 1793- the French Revolution turned very bloody:

▪ Louis XVI and Marie Antoinette were both beheaded by guillotine along with thousands of aristocrats and clergy and were beheaded by guillotine; anyone who disagreed with the new republic.

▪ 1793- France resumed its war against Britain and other European monarchies and asked the U.S. for assistance.

▪ Washington responded with his Proclamation of Neutrality, keeping the U.S. out of European Wars, which would be precedent followed by the United States until World War I in April 1917.

Jay’s Treaty & Pinkney’s Treaty

▪ 1794- the U.S. and Great Britain were on the verge of war again. Britain was arming and inciting natives in the Ohio Country; maintaining its forts on American soil; and it begun a policy of impressment, kidnapping American sailors and forcing them to fight for the British navy. It also continued enforcing its Navigation Acts, making trade with Britain and the U.S. difficult.

▪ Jay’s Treaty: To avoid war, Washington sent Chief Justice of the U.S. Supreme Court, John Jay, to negotiate with Britain. In the treaty:

▪ British gave up military forts on American soil (but not in the disputed western territory); continued to enforce the Navigation Acts with respect to American trade; and America was forced to pay all its pre-war debt owed to Britain.

▪ Jay’s Treaty avoided war but was not terribly favorable to the U.S. and narrowly passed ratification. Republicans believed it was a Federalist “sell out” to Britain.

▪ Pinkney’s Treaty:

▪ 1795- Washington sent Charles Pinkney to Spain to negotiate peace.

▪ Spain began restricting American use of the Mississippi River and the Port of New Orleans because it feared American expansion as a threat to Louisiana and Mexico.

▪ Pinkney’s Treaty avoided war; and Spain agreed to continue to allow Americans to use the Mississippi River and trade in New Orleans.

Quick Check

▪ Groups A & C: List the domestic (in the U.S.) problems faced by George Washington and how he handled each.

▪ Groups B & D: List the foreign (international) problems faced by George Washington and how he handled each.

Lesson 31 Objectives

▪ Students will be able to:

▪ Explain the foreign and domestic issues facing the Adams administration;

▪ Explain how Adams kept the U.S. out of war against France;

▪ Describe the XYZ Affair and Adams’s preparations in case the negotiations with France failed;

▪ List and explain the impact of each of the Alien & Sedition Acts; and

▪ Describe the Election of 1800 and the election of Thomas Jefferson.

Problem 30. Washington’s Farewell Address

▪ George Washington, Farewell Address (September 19, 1793).



1. What reasons does George Washington give for stepping down after his second term as President of the U.S.?

2. What advice does Washington give to the country going forward?

3. Does Washington’s advice still hold true today?

Second President: John Adams

▪ September 19, 1793- Washington’s Farewell Address:

▪ Washington stepped down after his second term, encouraging other presidents to do likewise, and peacefully transferred power to their successors. In his farewell address he gave advice to future leaders of the U.S. With his ailing health, Washington retired to his home at Mount Vernon, Virginia, where he died on December 14, 1799.

▪ Election of John Adams:

▪ John Adams (First Vice President) was narrowly elected as the Second President. Winning 71 electoral votes to Thomas Jefferson’s 68. As runner-up, Thomas Jefferson became the Second Vice President.

▪ Personality soon became a problem for John Adams as he made few friends and many viewed him as cantankerous, stubborn, and pompous.

▪ John Adams’s presidency had few highlights:

▪ Father of the U.S. Navy and founded the Navy in 1798, adding a Cabinet post in the process and naming Benjamin Stoddert as Secretary of the Navy.

▪ Historians remember Adams’s presidency for two unfortunate events, which most likely cost Adams re-election in 1800.

XYZ Affair

▪ After Jay’s Treaty, France felt betrayed by the U.S.

▪ 1796- the French began seizing American ships on the open seas. 1798- an undeclared naval “Quasi-War” with France occurred. There was a danger that it could result in a land invasion.

▪ Adams began to build up the Army again and put elderly George Washington in command, with Alexander Hamilton as his second (really Hamilton was in charge due to Washington’s advanced age).

▪ He also pushed through the only Congressional tax on property ever in American history to build revenue for the conflict, sparking a brief armed rebellion in western Pennsylvania’s German-speaking farmers called Fries’s Rebellion.

▪ 1799 Adams sent diplomats, Charles Pinkney, John Marshall, and Elbridge Gerry, to France to de-escalate the conflict.

▪ Under France’s Finance Minister Talleyrand, the French diplomats immediately demanded a bribe and loan in order to commence negotiations (customary in France and in Europe at the time).

▪ XYZ Affair, named after French diplomats X (Hottinguer), Y (Bellamy), and Z (Hauteval).

▪ Eventually Elbridge Gerry negotiated peace with France (nearly a year later) and Adams avoided war.

Alien & Sedition Acts

▪ Tensions grew between Republicans and Federalists. Talk of secession and government overthrow began. Some suspected French influence as the cause. Federalists became defensive and suspicious. They then passed a series of laws to protect the government against the influence of foreigners.

▪ Alien & Sedition Acts- series of laws passed to protect the America against dissention. 1798- Adams signed them.

▪ Alien Act- allowed the president to deport any foreigner, whom he considered dangerous to the country.

▪ Sedition Act- made it a crime to publish “false, scandalous, and malicious writing” against the government or its officials.

▪ Naturalization Act- increased residency requirement to 14-years for foreigners applying for citizenship.

▪ Although Adams did not promote any of the acts, he signed them all into law. He also did not use them frequently Alien Act- Adams did not sign a single deportation order. Sedition Act- 14 indictments but only 10 convictions (mostly politically motivated- alarming Republicans).

▪ Kentucky & Virginia Resolutions: Republicans responded by passing the Virginia and Kentucky Resolutions, declaring the Acts unconstitutional and stating states could nullify, or legally overturn, any federal laws that were unconstitutional.

▪ Election of 1800- Thomas Jefferson and Aaron Burr tied with 73 votes each (Adams had 65 and ended in third). Republicans intended for Jefferson to win and Burr to win the Vice Presidency (Twelfth Amendment changed the method of voting in 1804).

▪ Neither candidate received a majority, so the election went to the House of Representatives to break the tie, re-voting 35 times and on the 36th vote, Hamilton withheld his vote for Burr, making Jefferson the Third President.

Quick Check

▪ Groups 1 & 3: Why might people argue that Adams was responsible for the XYZ Affair and Alien & Sedition Acts?

▪ Groups 2 & 4: Did John Adams deserve the criticisms that he received from his presidency?

Problem 31. Alien & Sedition Acts

▪ Alien & Sedition Acts of Congress (June 25, 1798 to July 14, 1798).



1. Were the Alien & Sedition Acts drafted with good intentions for the country?

2. What was most troubling about the Alien & Sedition Acts?

3. Do you believe that the Alien & Sedition Acts were constitutional or not? Explain.

4. Have any other laws passed since 1798 resembled the Alien & Sedition Acts? If so, which ones? Explain.

Lesson 32 Objectives

▪ Students will be able to:

▪ Explain the challenges facing the presidency of Thomas Jefferson;

▪ Describe the political and economic changes that Jefferson made as soon as he became president;

▪ Explain the foreign policy issues facing President Jefferson and how he dealt with them;

▪ Describe the Barbary War, its causes, and effects;

▪ Explain how Jefferson kept the U.S. out of war with Great Britain and France during his presidency;

▪ Describe the trade restrictions Congress passed during Jefferson’s presidency with the Non-Intercourse Act and the Embargo Act;

▪ Explain how Chief Justice John Marshall’s ruling in the case of Marbury v. Madison shaped the role of the Supreme Court and established the principle of Judicial Review; and

▪ Explain how Jefferson was able to make the Louisiana Purchase and its significance for the future of the U.S.

Economic & Political Changes With Jefferson

▪ Thomas Jefferson’s Economic Reform- when Thomas Jefferson took the presidency he immediately downsized the government. He:

▪ (1) Cut taxes (stamps, alcohol, and property taxes);

▪ (2) Cut national spending;

▪ (3) Cut government jobs and streamlined government bureaucracy;

▪ (4) Cut the military (army and navy); and

▪ (5) Increased the sale of western land to make money for the government.

▪ Politically- Jefferson appealed to the common man (did not display his wealth or social status).

▪ Jefferson delivered his inaugural address in regular clothes.

▪ He favored a smaller government and feared a big government threatened personal liberties. He also favored a policy known as laissez-faire (let it be- let the people decide).

Marbury v. Madison

▪ Judicial Changes: In 1801, before leaving office, John Adams made many judicial appointments (“midnight judges”) under Judiciary Act of 1789.

▪ William Marbury, who he appointed to be a judge in Washington, D.C. did not receive his appointment papers before Jefferson became president.

▪ Jefferson immediately ordered Secretary of State, James Madison, to stop delivering appointment letters.

▪ Marbury sued to the Supreme Court. Chief Justice John Marshall wrote the opinion for the court. He wrote: (1) the Constitution is the Supreme Law of the U.S.; (2) the Constitution is to be followed if any other law conflicts with it; and (3) the judicial branch (specifically the Supreme Court) has the job of determining the constitutionality of laws (whether or not they follow the Constitution).

▪ He ruled in favor of Madison by declaring a portion of the Judiciary Act of 1789 to be “unconstitutional.” Therefore. Marbury did not get his appointment.

▪ Judicial Review: Marshall explained the proper role of the Supreme Court (not spelled out in the Constitution) was to determine if laws follow the Constitution or not.

▪ Judicial Review Process:

▪ 1. A lower court ruling is appealed to the Supreme Court, challenging the constitutionality of a law.

▪ 2. The Supreme Court justices review the appeal and vote on whether or not to actually hear the case.

▪ 3. If 4 out of the 9 justices agree to review the case, the Supreme Court orders the case records (Writ of Certiorari).

▪ 4. Then the petitioner submits a legal brief outlining the legal challenges to the constitutionality of related laws; the respondent also submits a legal brief defending the constitutionality; then the Supreme Court hears oral arguments from both sides;

▪ 5. The Supreme Court debates and votes on the case during a Justices’ Conference.

▪ 6. If the majority vote for the petitioner, the law or statute is held unconstitutional and held void by the ruling.

Quick Check

▪ Groups A & C: Make the argument that judicial review would be more efficient if the Supreme Court just voted on the constitutionality of every Act of Congress before it went into effect.

▪ Groups B & D: Make the argument that cases should rightfully make their way through the court system in order to be deemed unconstitutional through judicial review.

Saint Domingue & the Louisiana Territory

▪ 1801- Spain prohibited American travel on the Mississippi River and use the port of New Orleans. It was secretly transferring the Louisiana Territory to France in exchange for the principality of Etruria.

▪ Napoleon Bonaparte- France’s military dictator, needed Louisiana Territory to supply his wealthy colony of Saint-Domingue (modern-day Haiti),

▪ Haiti- used slave labor to produce sugar on plantations, which was vital to the French economy. Louisiana would provide Saint-Domingue with natural resources so all of Saint-Domingue’s land could be dedicated to sugar production. The only problem was slaves on Saint-Domingue began to revolt.

▪ 1791- Slave Revolt on Saint-Domingue- led by former slave, Toussaint L’Ouverture. The French lost the “Haitian Revolution” for three reasons:

▪ 1. Slaves became aggressive and brutal;

▪ 2. French soldiers died of mosquito-borne diseases, especially Yellow fever (slaves were immune); and

▪ 3. French reinforcements failed to arrive due to frozen ports in Holland and the British naval blockade.

▪ By 1803, Napoleon lost Saint-Domingue. Without Saint-Domingue, Napoleon didn’t need the Louisiana Territory but he greatly needed money for war against Great Britain.

Louisiana Purchase

▪ 1803- Thomas Jefferson offered to buy the port of New Orleans from Napoleon but he thought it was unconstitutional. He wanted New Orleans for three reasons:

▪ 1. He wanted to avoid conflict and war with France over the use of the port of New Orleans;

▪ 2. He wanted the port of New Orleans to ensure American trade there and use of the Mississippi River; and

▪ 3. He wanted to increase western land for sale to settlers in order to build farms.

▪ Jefferson sent James Monroe & Robert Livingstone to France to negotiate the purchase of New Orleans for $10 million. France’s Finance Minister Charles Maurice de Talleyrand offered to sell all the Louisiana Territory for $20 million. In the end, a price of $15 million was agreed upon for the entire Louisiana Territory.

▪ Louisiana Purchase doubled the size of the U.S. (828,000 square miles) for $15 million. Although probably unconstitutional, the purchase was quickly ratified by Congress.

▪ 1804- Jefferson sent Meriwether Lewis and William Clark to explore and map out the vast Louisiana Territory.

▪ Crew: expert river men, gunsmiths, carpenters, scouts, a cook, 2 native and French translators, and a slave named York.

▪ Left St. Louis in 1804 and kept a detailed journal along the 4,000 mile journey to the Pacific and back.

▪ Shoshone chief gave his daughter Sacagawea to the men and was valuable for her knowledge of the land, language abilities, and relations with natives they encountered.

• Zebulun Pike:1805-1807 explored the land between the Mississippi River and the Rocky Mountains.

Quick Check

▪ Groups 1 & 3: Can we fault Jefferson for making the Louisiana Purchase because it was likely unconstitutional and violated his beliefs about strictly following the Constitution? Explain.

▪ Groups 2 & 4: List and describe the ways that Jefferson was a walking contradiction.

Jefferson & Conflict in Europe

▪ Barbary War:

▪ 1801- pirates from the kingdoms of Morocco, Algiers, Tunis, and Tripoli (on the Mediterranean coast of Africa) began seizing American trading ships and demanding money for “safe passage.” U.S. refused to pay a safe passage bribe to the pirates, war broke out.

▪ War lasted until 1805- U.S. finally defeated the pirates in naval battle. The peace treaty guaranteed American safe passage but included loans of money to those kingdoms.

▪ War once again broke out between Great Britain & France. U.S. wanted to trade with both to boost the economy.

▪ 1805- British began seizing U.S. ships and impressing U.S. sailors into the British navy (claiming they were British deserters). Thousands of impressed men were, in fact, American-born citizens.

▪ British then fired upon the neutral American vessel, the Chesapeake.

▪ British continued to arm and incite Native American attacks in the Ohio Country.

▪ Many Americans called for war against Great Britain.

Embargo Act & Non-Intercourse Act

▪ Conflict with France: France also began seizing American shipping to British ports. In addition, it blockaded Britain to prevent the U.S. from trading with its enemy, Great Britain.

▪ Embargo Act (1807): to avoid the Napoleonic Wars between Great Britain & France, Jefferson pushed a bill through Congress to outlaw trading with foreign nations. It did little good hurt the U.S. economy.

▪ Non-Intercourse Act (1809): after the failure of the Embargo Act, Jefferson pushed a new bill through Congress removing American trade restrictions on either Great Britain or France, whichever recognized American neutrality and removed its restrictions on the U.S. first.

▪ France did so but trade restrictions did not hurt Britain. Great Britain simply traded with Latin America for the food and supplies it needed but it pushed the U.S. & Great Britain to the brink of war.

▪ Jefferson’s foreign policy was a miserable failure and crippled the American economy.

▪ 1808- Secretary of State James Madison became the Fourth President of the United States.

Quick Check

▪ Groups A & C: List Jefferson’s successes as president.

▪ Groups B & D: List Jefferson’s failures as president.

Problem 32. Marbury v. Madison

▪ John Marshall, Marbury v. Madison (1803).



1. What was the court’s ruling according to Chief Justice John Marshall’s opinion in the case of Marbury v. Madison?

2. What did Marshall state is the duty of the court?

Problem 33. Louis & Clark Expedition

▪ Thomas Jefferson, Confidential Correspondence: Lewis & Clark Expedition (January 18, 1803).



1. What did Thomas Jefferson authorize in his letter? What was the goals of the Lewis and Clark expedition?

2. Why was this a confidential (or secret) letter?

Lesson 33 Objectives

▪ Students will be able to:

▪ Explain why Napoleon was willing to sell the Louisiana Territory to the United States;

▪ Explain the Constitutional challenge to the Louisiana Purchase faced by Jefferson; and

▪ Explain the role of secret codes, intrigue, and posturing in international diplomacy.

Problem 34. Jefferson’s Secret Codes

▪ Thomas Jefferson, Confidential Correspondence: Lewis & Clark Expedition (January 18, 1803).



1. Crack the code in the letter and re-write it in un-coded English.

2. Why did Jefferson put this letter in code?

Lesson 34 Objectives

▪ Students will be able to:

▪ Explain the challenges facing the presidency of James Madison;

▪ Explain the causes of and results of the War of 1812;

▪ Explain why the War Hawks in Congress pushed for war against Great Britain and how the U.S. was not prepared for such a war;

▪ Explain the reasons for the British burning of Washington, D.C.’s government buildings; and

▪ Explain the Battle of Fort McHenry and how Francis Scott Key came to write the Star Spangled Banner.

Fourth President: James Madison

▪ 1811- urged by Britain, Shawnee warrior, Tecumseh recruited native warriors to launch an attack against settlers. Indiana Territory, Gov. William Henry Harrison led troops into Prophetstown along the Tippecanoe River and launched an attack but most natives escaped.

▪ Nationalistic Republican War Hawks in Congress pushed for war against Great Britain.

▪ They believed if the U.S. could seize Canada, it could dictate trade terms with Great Britain, impressments would end, and native attacks would decrease.

▪ June 1812- James Madison asked Congress to declare war against Great Britain and the War of 1812 dominated Madison’s presidency. Although the war divided the country, Madison easily won a second term as president.

▪ War of 1812 Begins:

▪ Americans initially believed the conquest of Canada would be a “matter of mere marching.”

▪ 1812 & 1813- U.S was repeatedly defeated along the Canadian border including the Battle of Detroit and most of the Michigan Territory.

▪ U.S. army and navy were not prepared for war in 1812. Army consisted of 12,000 trained soldiers. Navy had 13 warships at the time. Congress relied heavily on untrained state militiamen. The results were disastrous and many militiamen ran away when attacked.

▪ American Navy:

▪ Surprisingly the U.S. Navy performed better than expected. 1813- Commodore Oliver “Hazard” Perry defeated a British flotilla on Lake Erie, allowing U.S. ground troops under General William Henry Harrison to re-take Detroit.

▪ April 28, 1813- U.S. forces burned the Canadian Legislative Assembly in York (present-day Toronto).

▪ 1814- Britain finally defeated Napoleon. Britain sent additional troops and wanted revenge.

Quick Check

▪ Groups 1 & 3: List the causes of the War of 1812.

▪ Groups 2 & 4: List the major events at the beginning of the War of 1812 and indicate the results of each.

War of 1812

▪ Success against Native Americans:

▪ October 1813- William Henry Harrison killed Tecumseh and his followers became disorganized and weakened.

▪ March 27, 1814- General Andrew Jackson invaded and defeated the Red Sticks, a Creek group (allied with Britain) living in Alabama.

▪ Battle of Horseshoe Bend- Jackson’s men killed 550 Creek men, women, and children. August 9, 1814- Creek Nation signed the Treaty of Fort Jackson and gave up 23 million acres of land.

▪ Andrew Jackson then invaded Florida, defeating the Seminoles and seizing the Spanish Fort at Pensacola.

▪ Tide of the War Changes: after defeating Napoleonic France, British brought thousands of troops to the U.S. in four places: eastern Maine, Canadian border between Montreal and northern New York State, Gulf of Mexico, and Maryland. The British only succeeded in Maine against a weak militia.

▪ Battle of Fort McHenry:

▪ August 24, 1814- the British sailed up the Chesapeake and marched to Washington, D.C., burning it in retaliation for the burning of York (a thunderstorm extinguished the flames but the capital was destroyed).

▪ British next sailed to Baltimore and unsuccessfully bombarded Fort McHenry.

▪ The Great Lakes: British also lost on the shores of Lake Champlain in September, 1814, and soon realized that the war was too costly and unnecessary.

▪ New Orleans: Andrew Jackson put together a motley crew to defend the City of New Orleans. From regular army, state militia, free blacks, slaves, merchant sailors, and even pirates under Jean Lafitte, Jackson’s men defended the city bravely. Ironically, the battle occurred after the Treaty of Ghent on December 24, 1814, ending the war.

Fort McHenry & the Star Spangled Banner

▪ Fort McHenry:

▪ Flags: 1813- Major George Armistead commissioned Mary Pickersgill of Baltimore to make two flags for the fort, a Garrison flag (30 x 42 feet) cost $405.90. It was so large that the “British would have no trouble seeing it.” The storm flag (17 x 25 feet) cost $168.54.

▪ Citizens of Baltimore prepared for the invasion: several merchants voluntarily sank their own ships to create a reef blocking the harbor; everyone pitched in to dig defensive earthworks and trenches.

▪ The Star Spangled Banner:

▪ Francis Scott Key was a Baltimore lawyer who was sent to negotiate the release of Dr. William Beanes, an elderly Baltimore physician. Unfortunately, he arrived right before the start of the bombardment. That evening he dined with British negotiator John Stuart Skinner onboard the HMS Tonnant.

▪ The morning after the bombardment, Key witnessed the large garrison flag still flying over the fort and wrote a poem, titled the Defence of Fort McHenry.

▪ Key’s poem was later put to the tune of a British drinking song, To Anacreon in Heaven. In 1931 it was made the National Anthem by President Herbert Hoover.

▪ At the end of the Battle, the Americans were victorious. The flag was still there, proving that the U.S. survived the British bombardment.

Results of the War of 1812

▪ Treaty of Ghent: both sides saw the uselessness of continuing the war. There was no clear victor. The treaty:

▪ Restored pre-war boundary lines between the U.S. and Canada and agreed to continue discussing boundary disputes later.

▪ Did not address the issue of impressments (now a moot point) or American neutrality.

▪ Americans at the time incorrectly believed Jackson’s victory at New Orleans forced the British to surrender.

▪ One success: Nationalism & Confidence. America successfully defended its independence.

▪ Hartford Convention- New England Federalists met in Hartford in 1814 to discuss seceding and making a separate peace with Britain. They made demands on Madison but they arrived just after New Orleans and Madison ignored them. End of the war destroyed the Federalist Party.

▪ New states (Native American lands): Indiana (1816), Mississippi (1817), Illinois (1818), & Alabama (1819).

▪ 1818- Andrew Jackson invaded Western Florida (First Seminole War) without Madison’s permission.

▪ Spanish did nothing to prevent Seminoles from invading the U.S. from Florida and did nothing to stop two British men from arming & inciting the Seminoles.

▪ Jackson invaded Spanish Western Florida, arrested the two British inciters, and executed them.

▪ Adams-Onís Treaty- John Quincy Adams quickly negotiated with Spain in 1819 to avoid war. Spain agreed to cede all of Florida to the U.S. in exchange for land on the Texas border.

Quick Check

▪ Groups A & C: List the overall successes of the War of 1812.

▪ Groups B & D: List the overall failures of the War of 1812.

Problem 35. Star Spangled Banner

▪ Francis Scott Key, Star Spangled Banner (September 14, 1814).

1. Which parts of the Star Spangled clearly reflect the Battle of Fort McHenry?

2. Why was the flag the focus of Key’s attention while he was in Baltimore Harbor that night?

Lesson 35-36 Objectives

▪ Students will be able to:

▪ Use primary sources to write an essay explaining what forces led America to declare war on Britain in 1812.

▪ Clearly integrate evidence from the primary sources in writing a cohesive and well-constructed essay on the topic.

Lesson 37-38 Objectives

▪ Lesson 37: Review- Students will review and refine their understandings of the unit content objectives.

▪ Lesson 38: Unit Test- Students will demonstrate understanding of the unit objectives through a unit test.

Unit III: Age of Jackson, Sectionalism, & Conflict

Lesson 39 Objectives

▪ Students will be able to:

▪ Explain how the Industrial Revolution arrived in America and why it took hold in New England;

▪ Explain the social aspects of the Industrial Revolution and how it changed life in the North;

▪ Describe the new transportation and agricultural innovations in the early 1800s;

▪ Describe the Northern factory workers and what their lives were like;

▪ Describe the shift to cotton production in the South after the invention of the cotton gin;

▪ Explain why southern whites supported slavery despite the fact that very few owned slaves;

▪ Explain why agriculture, and particularly cotton, became the way of life in the South; and

▪ Explain the consequences of the South’s mono-crop system.

Transportation Changes

▪ Old transportation methods: Carts, wagons, sleighs, & stagecoaches- all drawn by horses or oxen over dirt roads.

▪ New transportation methods:

▪ Turnpikes- roads created and maintained by private companies that charged travelers tolls to use them.

▪ National Road- federally funded road of crushed rock road completed in 1818, connecting Maryland to Illinois.

▪ Steamboats- the first commercially successful steamboat was created by Robert Fulton in 1807 and called the North River Steamboat or simply the Clermont (made 150-mile trip from New York City to Albany in 32-hours).

▪ Steamboats opened up the Mississippi River and by 1850- first trans-Atlantic steamships crossed the Atlantic in 10-14 days.

▪ Canals- provided efficient water transportation through a series of locks. In 1825, the 363-mile Erie Canal connected the Hudson River and Lake Erie (price to transport goods went from $100 to $4) allowing farmers to transport produce cheaply to eastern cities. New York City became the greatest commercial port of 800,000 (1860) inhabitants (in 1820, it had only 124,000 people).

▪ Railroads- horse-drawn railroads first appeared in 1820s. By late 1830s- steam powered railroads moved heavier loads, longer distances, and faster. 1830- 13-miles of track & 1860- 31,000-miles of track.

Industrial Revolution

▪ Industrial Revolution- shift from manual labor to mechanized work that began in Great Britain during the 1700s and spread to the U.S. around 1800. It was a shift from human or animal power to water power.

▪ Slater’s Mill:

▪ Great Britain had strict laws preventing technology and machines from being reproduced elsewhere, but in 1793, Samuel Slater (who memorized British machines) set up the first water-powered mill in Pawtucket, Rhode Island on the Blackstone River. The machinery spun cotton into thread.

▪ Eventually, more mills popped up throughout New England and whole families (men, women, and children) worked in the mills and lived in mill housing.

▪ Lowell:

▪ Francis Cabot Lowell transformed mills even further by bringing all of the steps in the process of making cloth under one factory roof. His first mill was in Waltham in 1813. In the 1820s, Lowell built several mills on the Merrimack River and establish the Town of Lowell.

▪ His employees recruited single girls and women to work in the factories called “Mill Girls,” who had to follow strict rules and live in closely supervised boardinghouses.

▪ Mills changed workers’ lives:

▪ Machines increased the pace of work and divided work into small repetitive tasks. People specialized in one task.

▪ Since workers weren’t highly skilled, mill owners paid less, but demand for mill jobs was high.

▪ Garment & Shoe Industries- poor women (who worked for $1/week) assembled and sewed cloth into clothing for the first time in New York City and leather into shoes in Lynn, Massachusetts. Now finished products became readily available for purchase by the public.

Innovations in Agriculture

▪ Interchangeable Parts- to improve efficiency in factories, products were designed and manufactured with identical components that could be replaced.

▪ This idea was introduced by Eli Whitney (of Westborough, Massachusetts).

▪ Instead of custom parts for each individual product- each part of a product would be separately and precisely manufactured and then assembled later.

▪ Elias Howe invented sewing machine in 1846 (Spencer, Massachusetts). It was improved by Isaac Singer in 1850 using interchangeable parts (900-stitches per minute).

▪ Morse Code: 1836- Samuel F. B. Morse invented an electric telegraph (dots and dashes), which were coded messages. By 1860, there were 50,000 miles of telegraph lines.

▪ Increases in Agricultural Production: 1815- farmers only sold 1/3 of harvests. By 1860- sold 2/3. Grains came mostly from the Midwest.

▪ 1837- John Deere invented the steel tipped plow.

▪ 1831- Cyrus McCormick invented the mechanical reaper.

Quick Check

▪ Groups 1 & 3: List the ways transportation changed in the U.S. in the early 1800s.

▪ Groups 2 & 4: List the ways the Industrial Revolution changed production in the U.S. in the early 1800s.

Industrial North

▪ Origin of Industrialization: the embargo and War of 1812 meant the U.S. was cut off from British manufactured goods. Many wanted to develop U.S. industries in New England to lessen the dependence on foreign trade.

▪ Tariff of 1816 (high tax on imports) protected U.S. industry from international competition. It helped factories & hurt farmers.

▪ Why New England? Access to (1) large amounts of capital; (2) rivers; (3) cheap labor; and (4) natural resources.

▪ Mill work required cheap, unskilled labor. Skilled artisans couldn’t compete & received lower wages.

▪ Labor Unions: Groups of workers united for better working conditions, better pay, and legal protections.

▪ Early labor unions focused on helping the skilled tradesmen. Mill Girls went on strike for better wages in Lowell in 1834 and 1836.

▪ Expansion of the Middle Class: Bankers, lawyers, accountants, clerks, auctioneers, brokers, and retailers.

▪ Began to move to suburbs (away from the crowds, noise, and smells of the cities) and women stayed at home.

▪ Neighborhoods became segregated by class and race. Immigrants flooded the poor sections looking for work.

▪ Immigrants (mostly Irish and Germans) surged. 1830s- 600,000; 1840s- 1,500,000; and 1850s 2,800,000.

▪ 1820-1860- 7,500,000 immigrants, many of the new immigrants were Catholic or Jewish.

▪ Irish- came in 1840s during the potato famine (1,500,000); Germans- came due to political unrest (1,400,000).

▪ Nativists- promoted “native” Americans and discriminated against Catholics, Jews, & immigrants.

Agricultural South

▪ “King” Cotton: 1793- Eli Whitney invented the cotton gin with the intention of helping the slaves and drove up the demand for cotton among the new northern and British textile mills, making it the most important crop in the South,

▪ Reduced the time to pick cotton seeds from the valuable white fibers.

▪ 1793- 5 million pounds produced; 1820- 170 million pounds produced.

▪ Cotton plantations were built all over the South, especially Florida, Tennessee, Alabama, Mississippi, Arkansas, Louisiana, & Texas.

▪ Increase in Slavery: after the 1808 ban on slave trade slaves became more valuable and owners needed more slaves to produce more cotton and make more money (1820- 1.2 million slaves; 1860- 4 million).

▪ Southern Dependence on Cotton: Usually single crop of cotton paid off but sometimes it bankrupted planters.

▪ Attracting few immigrants, the South did not grow as fast as the North. By 1850, the North had twice the free population, increasing its political power (South had few cities and only New Orleans ranked in the top 15 in population by 1860).

▪ Slaves and poor whites were kept poor and uneducated (white illiteracy in the South- 15%).

▪ Fewer than 25% of southerners owned slaves. 5% owned more than 10 slaves. Only 3,000 men owned more than100 slaves. Most Southerners were poor yeomen farmers who did not own any slaves.

▪ Common white men dreamed of one day owning plantations with slaves. Believing blacks were inferior, poor whites felt a racial bond with plantation owners and argued slavery was kinder to the slave than factory life in the North.

Quick Check

▪ Groups A & C: List the characteristics of society and the economy in the North after the War of 1812.

▪ Groups B & D: List the characteristics of society and the economy in the South after the War of 1812.

Problem 36. Mill Girls

▪ Harriet H. Robinson, "Early Factory Labor in New England," in Massachusetts Bureau of Statistics of Labor, Fourteenth Annual Report (Boston: Wright & Potter, 1883), pp. 38082, 38788, 39192.



1. Describe what life was like for the mill girls according to the author.

2. Was a mill girl able to spend her money any way that she wished? Was this fair? Explain.

3. If you were forced to choose to either be a mill girl or work at the family farm, what would you choose and why?

Lesson 40 Objectives

▪ Students will be able to:

▪ Describe politics during the “Era of Good Feelings”;

▪ Explain how the Marshall Court increased federal power through judicial rulings;

▪ Explain the American System and protective tariffs;

▪ Explain the significance of the Monroe Doctrine;

▪ Explain the role of sectionalism in America in the nineteenth century;

▪ Explain how the Missouri Compromise temporarily eased sectional concerns but really just delayed the issue over the expansion of slavery into the west;

▪ Describe the corrupt bargain and the presidency of John Quincy Adams; and

▪ Describe the Election of 1828 and the election of Andrew Jackson.

“Era of Good Feelings”

▪ “Era of Good Feelings”:

▪ Nationalism (loyalty and devotion to one’s country) swept the U.S. after the War of 1812.

▪ Republicans were essentially the only major party in the country.

▪ James Monroe won a landslide victory for president in 1816 and ran unopposed in 1820.

▪ American System- Henry Clay’s federal program designed to stimulate the economy with internal improvements and create a self-sufficient nation.

▪ 1816- Congress established the Second Bank of the United States (first bank’s charter expired in 1811 and private banks began printing their own money- confusing everyone).

▪ Chief Justice John Marshall’s Supreme Court- increased federal power:

▪ It limited rights of state courts to interfere with private business contracts (Dartmouth College v. Woodward (1819));

▪ It reaffirmed that federal law was superior to state law and Congress’s authority to create a federal bank by striking down Maryland’s attempt to tax the Bank of the United States (McCulloch v. Maryland (1819));

▪ It affirmed Congress’s right to regulate interstate commerce by striking down a steamboat monopoly given by the State of New York to a private company that brought customers from one state (NY) to another (NJ) (interstate commerce) (Gibbons v. Ogden (1824)); and

▪ It established the Supreme Court’s right to review state cases involving constitutional questions (Cohens v. Virginia (1821)).

Capitalism & Monroe Doctrine

▪ America Capitalism:

▪ Businesses are privately held and hope to make profit on the free market.

▪ Booms- cycle of high consumer demand that encourages owners to expand production and raise prices (open new businesses and hire more workers).

▪ Busts- cycle occurs when the supply exceeds the demand, prices fall, and owners cut back on production (often closing businesses and firing workers).

▪ Between 1815-1860- three busts or panics: 1819, 1837, & 1857: High unemployment and foreclosures.

▪ “Era of Good Feelings” also experienced- nationalistic art and literature, fascination with western and frontier landscapes, and the potential of America.

▪ Expansion: (1) Florida from Spain through the 1819 Adams-Onís Treaty and (2) Oregon was disputed land between the U.S. and Great Britain.

▪ From 1810-1830 Spain lost all its Latin American Colonies:

▪ Simón Bolívar & José de San Martín led several nations to declare independence from Spain (encouraged by U.S.);

▪ Miguel Hidalgo led a rebellion in México against Spain for racial equality and redistribution of land. The rebellion was defeated, and Hidalgo was executed, but México gained its independence in 1821.

▪ Monroe Doctrine- foreign policy doctrine (written by Secretary of State John Quincy Adams) announced by James Monroe in 1823 that discouraged European intervention and colonization in the Western Hemisphere (specifically deterring France from helping Spain re-establish its colonies).

Quick Check

▪ Groups 1 & 3: Why did the U.S. hope to prevent further European colonization or re-colonization of the western hemisphere? Explain.

▪ Groups 2 & 4: Would the U.S. have been able to enforce the Monroe Doctrine or was it an empty threat? Explain.

Missouri Compromise

▪ “Era of Good Feelings” did not last long, as sectionalism, or regional differences, emerged and caused conflict. Most Americans were supportive of their own region of the country, but issues that divided the regions were: slavery, tariffs, a national bank, and transportation projects.

▪ John C. Calhoun of South Carolina became a strong supporter of state sovereignty and opposed national projects.

▪ Daniel Webster of New Hampshire (later Massachusetts) supported tariffs to protect northern manufacturing.

▪ Henry Clay of Kentucky came to support the interests of the west.

▪ Missouri Compromise: By 1819, when Missouri applied for statehood, regional tensions were high and the issue of slavery in newly admitted states caused fierce debate.

▪ South wanted Missouri admitted as a slave state & North wanted it to be free. Either way, its admission would throw off the balance of power in the Senate (at the time was equal).

▪ 1820- Henry Clay came up with a compromise called the Missouri Compromise or the Compromise of 1820: (1) Missouri would be admitted as a slave state; (2) Maine would be admitted as a free state; and (3) Slavery would be banned in the rest of the Louisiana Territory above 36° North latitude.

▪ Dispute highlighted growing sectionalism of the country and the issue over the expansion of slavery in the territories and new states.

▪ 1822- Denmark Vessey’s plot for a slave revolt was discovered by officials in Charleston, South Carolina before it occurred. It silenced many critics of slavery.

Corrupt Bargain

▪ Rise of Andrew Jackson:

▪ He was born in a log cabin and his father died when he was a baby. As a teenage he helped the Patriots in the Revolutionary War.

▪ Jackson was captured by the British and nearly died of camp fever. Shortly later he was orphaned.

▪ Jackson was a self-made man. He educated himself, joined the militia, studied law, became a lawyer and a judge, and owned a small plantation. Eventually he served in state politics, the U.S. House of Representatives, the Senate, and became a general in the army.

▪ Jackson was a “no nonsense” type who always defended honor. People liked him for his honest approach, tough character, and his Indian fighting (1814 Creek War & 1818 First Seminole War). Overall, he appealed to the common man.

▪ Election of 1824:

▪ Between 1816-1824, the U.S. only had one significant political party: the Republicans. In 1824, four Republicans ran for president: William H. Crawford (GA), Andrew Jackson (TN), Henry Clay (KY), and John Quincy Adams (MA).

▪ Jackson won the popular vote but nobody received a majority of the electoral vote. Under the 12th Amendment, the House of Representatives was required to select the winner out of the top three.

▪ Henry Clay was dropped for finishing fourth but as the Speaker of the House, he was the “wild card.”

▪ Clay and Adams secretly met and most believe Clay agreed to sway the House to vote for Adams. In exchange, Clay was to be made Secretary of State. The House chose John Quincy Adams and a few days later Clay was named Secretary of State.

▪ Jackson and his supporters accused Adams of stealing the presidency and of corruption. This tainted the entire Adams presidency and became known as the “Corrupt Bargain.”

Election of 1828

▪ Sixth President: John Quincy Adams:

▪ Adams improved roads, waterways, and urged Congress to establish a national university, space observatories, & promote science.

▪ Congress didn’t work with Adams other than improving roads and waterways since they helped the economy.

▪ Adams presidency was rather uneventful and short and plagued by the stigma of the “Corrupt Bargain.”

▪ By the Election of 1828, the Republican Party was divided.

▪ Democratic Republicans supported Andrew Jackson and favored states rights, distrusted the federal government, and consisted of the urban working class and frontiersmen.

▪ National Republicans supported John Quincy Adams and favored a strong national government and issues that helped the economy (national bank & roads) and consisted of merchants and farmers.

▪ The election of 1828 was full of mudslinging and insults to ruin the reputation of the opponent. It was a dirty election, full of slogans, rallies, and events, but in the end, Jackson won.

▪ Prior to the Election of 1828, Jackson campaigned (one of the first politicians to do so) and pushed for the expansion of voting rights to the common man. The elimination of property requirements helped Jackson win the election.

▪ Voter turnout went from 30% to 80% in 1840. Women, blacks, and natives were still omitted.

▪ During the Election of 1828, Jackson supporters began calling themselves “Democrats.” His opponents called him a “jackass,” which became the symbol of the new Democratic Party.

▪ Jackson won the election vs. John Quincy Adams by a landslide (56% of popular vote & 2/3 of electoral vote).

Quick Check

▪ Groups A & C: Did John Quincy Adams steal the presidency in 1824 or are deals such as the “corrupt bargain” acceptable in politics?

▪ Groups B & D: List the reasons Andrew Jackson won the election of 1828 by a landslide.

Problem 37. Monroe Doctrine

▪ James Monroe, Speech to Congress December 2, 1823.



1. Why was Monroe giving a speech to Congress on December 2, 1823?

2. What was the policy that Monroe announced concerning U.S. involvement in Europe?

3. What was the policy that Monroe announced concerning European involvement in the western hemisphere?

Lesson 41 Objectives

▪ Students will be able to:

▪ Explain American feelings towards the Native Americans in the nineteenth century;

▪ Explain Andrew Jackson’s policy towards the Native Americans, the Indian Removal Act, and the Trail of Tears;

▪ Explain what the protective tariff was and describe the Nullification Crisis;

▪ Explain the bank re-chartering scheme, how it backfired, and the Panic of 1837;

▪ Describe the creation of the Whig Party; and

▪ Explain how Jackson expanded the electorate and changed how presidents use their veto power.

Jackson & Indian Removal

▪ Seventh President Andrew Jackson:

▪ Called “Old Hickory” because he was tough like a hickory stick, his “rags to riches” story demonstrated the American dream. Jackson promised “equal protection and equal benefits” to all white men and is also known for firing many government employees and replacing them with his supporters, leading to the saying “to the victor belong the spoils” & the spoils system.

▪ Indian Removal Act:

▪ 1820s- the “Five Civilized Tribes” (Cherokee, Creek, Seminole, Chickasaw, and Choctaw) lived in Georgia, Alabama, Mississippi, & Florida but settlers wanted fertile land for farming (and gold in Georgia).Several southern states seized native lands.

▪ 1830- Congress passed the Indian Removal Act, authorizing federal money to relocate the natives to reservations on the Great Plains. Small sums of money were offered to “buy” their lands. 1834- Congress created an Indian Territory in Oklahoma.

▪ Cherokee refused to leave and sued to the Supreme Court in the case Worcester v. Georgia. Chief Justice Marshall ruled for the Cherokee since only the federal government could deal with them.

▪ Jackson convinced many to leave in the Treaty of New Echota, but it was a fraud. Only 500 out of 17,000 agreed.

▪ Trail of Tears: 1838- General Winfield Scott arrived with 7,000 troops to forcibly remove 16,000 Cherokee.

▪ Threat of force convinced many Cherokee to leave without a fight. 2,000 died in camp and another 2,000 died on the “Trail of Tears.”

▪ Seminole- the only successful group to oppose removal and forced a Second Seminole War between 1835-1842.

▪ U.S. “bought” 100 million acres of land from the Cherokee in exchange for $68 million and 32 million acres.

Quick Check

▪ Groups 1 & 3: List the characteristics of Andrew Jackson. Should people have admired him? Explain.

▪ Groups 2 & 4: Did Indian Removal violate the law or Constitution? Explain.

Nullification Crisis

▪ Protective Tariff:

▪ Industrial North- favored a tariff (tax on imports) on manufactured goods to protect against competition.

▪ South- had little industry so it either needed to import goods from Europe or from the North; either way, a tariff meant higher prices for Southerners.

▪ 1828- Congress adopted an especially high tariff; Southerners called it the “Tariff of Abominations.”

▪ Nullification: in response to the high tariff, John C. Calhoun (Vice President) from South Carolina argued that individual states could nullify any federal law they thought unconstitutional.

▪ 1832, upon Jackson’s urging, Congress lowered the tariff. South Carolina was not satisfied; it passed the Nullification Act, nullified the tariff, and threatened to secede (break away from the country).

▪ Jackson pushed the Force Bill, through Congress allowing him to use military force to support federal laws. He also threatened to hang John C. Calhoun, who resigned as Vice President and became a Senator.

▪ After other states sided with Jackson, South Carolina conceded. Nevertheless it “nullified” the Force Bill.

Bank War

▪ Jackson hated the national bank because it was run by private wealthy northerners and didn’t lend to the common man, especially frontiersmen.

▪ Henry Clay and Bank President Nicholas Biddle planned to use Jackson’s dislike of the bank against him in the presidential election of 1832 against Clay in 1832 by pushing the bank to apply to renew its charter immediately (four years early), knowing that Jackson would veto it, and become unpopular.

▪ Jackson vetoed it, but the people supported Jackson, he won reelection, and the bank closed its doors.

▪ Use of the Veto: Before Jackson, Presidents only used the veto if they thought bills were unconstitutional (9 times in 42 years) but Jackson used it whenever he didn’t like a bill (vetoed 12).

▪ Jackson opponents formed a new party in 1832 called the Whigs (also a British political party), which stood for stronger national government, protective tariffs, internal improvements, & a national bank.

▪ 1832- Jackson easily won re-election (new Vice President Martin Van Buren) against Henry Clay (Whig).

▪ Closure of the National Bank led to economic depression as private banks printed more currency causing inflation.

▪ Panic of 1837: economic crisis triggered by Jackson’s refusal to accept inflated paper currency for the purchase of federal land leading to decreased land values and sales. It was the worst economic depression in American history.

Quick Check

▪ Groups A & C: List the reasons why people in the 1830s considered Jackson to be a successful president.

▪ Groups B & D: Evaluate Andrew Jackson as a president. List the positives and negatives attributed to him. Overall how would you rank Jackson? Explain.

Problem 38. Nullification Proclamation

▪ Andrew Jackson, Proclamation Regarding Nullification, December 10, 1832.



1. What was Andrew Jackson’s argument against South Carolina’s Nullification Act?

2. What was Jackson’s argument in support of his position even in the absence of the Supremacy Clause?

3. Why is nullification “incompatible with the existence of the Union…and inconsistent with every principle on which It was founded”?

Lesson 42 Objectives

▪ Students will be able to:

▪ Summarize the Presidencies of Martin Van Buren, William Henry Harrison, and John Tyler;

▪ Describe the Spanish settlements of New Mexico, Texas, and California and the challenges each faced with Native Americans;

▪ Explain the idea of Manifest Destiny;

▪ Explain who the Mountain Men were and the types of lives they lived;

▪ Explain how settlers reached the west by following trails and caravanning in long wagon trains;

▪ Explain how the Oregon Country became part of the U.S.; and

▪ Explain the Mormon Exodus to the Great Salt Lake in Utah.

Presidents Martin Van Buren, William Henry Harrison, & John Tyler

▪ Eighth President: Martin Van Buren:

▪ In the election of 1836, Martin Van Buren (vice president) ran for the Democrats and Henry Clay ran for the Whigs.

▪ Jackson’s support for Van Buren gave him the easy victory but the U.S. faced a severe economic depression in the Panic of 1837 where land values dropped, investments declined, banks failed, businesses failed, and people were unemployed.

▪ Van Buren decided not to intervene and took a position of laissez faire (let it be) with the economy.

▪ A good thing Van Buren did was establish a national treasury instead of putting government money into small banks.

▪ Ninth President: William Henry Harrison:

▪ In the election of 1840, the Whigs nominated William Henry Harrison (War of 1812 veteran) to oppose Van Buren. John Tyler was Harrison’s Vice Presidential running-mate.

▪ Harrison claimed to be a “man of the people,” and ran the “Log Cabin Campaign.” Harrison’s election slogan was “Tippecanoe and Tyler Too.” He portrayed Van Buren as “King Martin.”

▪ Harrison won the election easily and became the first Whig president, but it was short lived. On Inauguration Day Harrison caught pneumonia and died one month later.

▪ Tenth President: John Tyler:

▪ Although Tyler was a Whig, he quickly upset his party and vetoed numerous bills proposed by the Whigs.

▪ Most of Harrison’s cabinet hated him and resigned. Tyler was soon kicked out of the Whig Party. When the election of 1844 arrived, the Whigs supported Henry Clay.

▪ The Democrats supported James K. Polk, who became the Eleventh President.

Northern Mexico

▪ New Mexico: founded in 1598 as a Spanish mission settlement, by 1765, only 9,600 colonists lived there (most in El Paso and Santa Fe). Threat of war against the nomadic Comanche and Apache discouraged further settlers. The natives hunted buffalo with European guns and horses in the region.

▪ Apaches were constantly attacked by other natives moving on their lands and hunting their buffalo (Pueblo).

▪ Apaches constantly raided Spanish settlements in New Mexico, as did the Comanche so the Spanish built stronger fortresses, tried to befriend the natives, and allied with the Pueblo (enemies of Apache).

▪ By 1821- the population of New Mexico grew to 40,000.

▪ Texas: Texas also faced constant raids by Native American nomadic peoples but the raids were more intense and the area was not as fortified. Texas was a blend of ranchos, misiones, and presidios (1760, only 1,200 colonists lived in Texas (most near San Antonio)).

▪ California: 1760s- Spanish extended Pacific Coast colonies to prevent Russian settlement of the area. Lacking white colonists, Spanish set up Franciscan misiones (under Fra Junípero Serra) along the California coast to convert natives to Christianity and increase the “civilized” population.

▪ Because the local Native American groups lacked guns and horses, their raids were less frequent and less successful. By 1821, the Spanish had 20 misiones containing 18,000 converted natives.

Quick Check

▪ Groups 1 & 3: List the achievements of Presidents: Martin Van Buren, William Henry Harrison, and John Tyler.

▪ Groups 2 & 4: List the failures of Presidents: Martin Van Buren, William Henry Harrison, and John Tyler.

America Moves West

▪ 1821- the Mexican Revolution overthrew Spanish rule in Mexico and its North America colonies.

▪ Manifest Destiny:

▪ American expansionists- wanted to add New Mexico, Texas, and California to the U.S. for land and resources. They argued Mexico was weak and couldn’t hold these territories.

▪ Manifest Destiny- the belief that westward expansion of the U.S. was not only inevitable, but a God-given right (God wanted the U.S. to own all of North America).

▪ America’s Manifest Destiny would come at the expense of Mexicans and Native Americans.

▪ Trade with Mexico: After Mexican independence, the U.S. began trading with Northern Mexico and Mexicans there grew dependent upon American trade (Coahilla y Texas; Santa Fe Trail; & California).

▪ Oregon: Mountain men- trappers who explored the west in 1800s as single men in the wilderness, on their own, looking for furs to trade with large trading companies once a year at a rendezvous.

▪ South Pass through the Rockies in Wyoming; California Trail; and Oregon Trail.

▪ Mountain Men faced danger every day: starvation, dehydration, extreme temperatures, wild animals, and natives. Many married native women and adopted native ways. Over time, beavers died out and many became farmers or guides in Oregon.

• Utah: 1830- Joseph Smith published the Book of Mormon, claiming it was a translation of words an angel gave him on golden plates. Polygamy (more than one wife) angered many Christians so the Mormons left the east coast and settled in Illinois; soon they moved further west.

• 1844- mob killed Joseph Smith.

• 1847- Brigham Young led the group to the Great Salt Lake in Utah.

• 1850- U.S. established the Utah Territory but it didn’t become a state until 1896.

Settling the West

▪ St. Louis Missouri- Gateway to the West:

▪ From St. Louis, the journey to the Pacific was approximately 2,000-miles and took 5-months on wooden wagons, pulled by oxen, in long wagon trains (10-100 wagons and from 50-1,000 people).

▪ Most people bypassed the Great Plains for land they thought was more fertile on the Pacific.

▪ Settlers had to pass the Rocky Mountains and the Sierra Nevada Mountains before winter arrived. For the Donner Party, in 1846, it was a nightmare (resorted to cannibalism).

▪ 1840-1860 approximately 260,000 Americans headed westward.

▪ Oregon Country- large area in the northwest on the Canadian border.

▪ 1800- four countries claimed the Oregon Country: U.S., Great Britain, Spain, and Russia.

▪ 1818- the U.S. and Great Britain agreed to a joint occupation of Oregon.

▪ 1819- Adams-Onís Treaty with Spain set the border of Spanish territory at California.

▪ Russo-American Treaty of 1824- Russia gave up land claims south of Alaska (54˚40’ North latitude).

▪ 1825, John Quincy Adams pushed for a border at 54°40’ North latitude but the British refused. Thousands of frontiersmen and mountain men traveled on the Oregon Trail to settle the area.

▪ 1846 President Polk’s Oregon Treaty of 1846 set the border with Canada at 49° North latitude.

• In 1844, Democrat James K. Polk easily defeated the Whig, Henry Clay, to become the Eleventh President (Whigs were disorganized and didn’t support the settlement of Oregon like Polk).

Quick Check

▪ Groups A & C: List the agreements that settled the dispute over Oregon.

▪ Groups B & D: List the difficulties facing Mountain Men.

Problem 39. Manifest Destiny

▪ John L. O’Sullivan, Manifest Destiny, December 27, 1845.



1. What was John L. O’Sullivan’s main point?

2. What is manifest destiny?

3. What foreign lands had been made part of the U.S. and what predictions does O’Sullivan make regarding future territory in his article?

Problem 40. Donner Party

▪ Patrick Breen, Diary Donner-Reed Party, November 20, 1846 to March 1, 1847.



1. What were the challenges facing the Donner Party according to the diary?

2. Who was the first person to die? When did that person die?

3. When was the first mention of cannibalism?

4. What other things did Breen report in his diary entries? Why?

Lesson 43 Objectives

▪ Students will be able to:

▪ Describe how Texas came to be occupied by Americans;

▪ Explain what caused Texas to declare independence and fight a war for independence against Mexico;

▪ Explain how Texas became a U.S. territory and later a state;

▪ Explain President James K. Polk’s expansionist goals for the U.S.;

▪ Explain how the U.S. gained the New Mexico and California Territories;

▪ List Polk’s goals for the Mexican-American War;

▪ Describe how each of Polk’s war goals were achieved;

▪ Summarize the Treaty of Guadalupe Hidalgo and the consequences of the Mexican-American War;

▪ Describe how the Gold Rush changed California; and

▪ Explain how the newly acquired lands would actually tear the U.S. apart along sectional lines over the issue of the expansion of slavery.

Settlement of Texas

▪ Mexico invited American settlers to Texas:

▪ By 1821, when Mexico gained its independence, Texas was occupied by 4,000 Tejanos (Mexicans), Natives, and American settlers.

▪ Early settlers (300 families) came to Texas with Stephen Austin and settled east of San Antonio. They were attracted by the fertile land, proximity to the U.S., and were welcomed by the Spanish and then Mexican government.

▪ Empresarios (businessmen or entrepreneurs), these men recruited American settlers in the region and from1821-1825, Mexico allowed U.S. settlers with the promise they would speak Spanish, become Catholic, and follow Mexican law.

▪ 1835- 30,000 Americans outnumbered 5,000 Tejanos and didn’t follow the promise. Mexico closed the door to Americans.

▪ 1833- General Antonio López de Santa Anna became president of Mexico. In a short time, he dissolved Congress, created a military dictatorship, and abolished the Constitution.

▪ Texas- was governed by the adjacent state of Coahuila. 1833, Stephen Austin requested that Santa Anna grant Texas its own Anglo-dominant statehood within Mexico apart from Coahuila but was denied. Austin sent a letter to Texas to prepare to fight for independence but the letter was intercepted and Austin was arrested.

▪ Editors of American newspapers called for Texan secession and independence from Mexico. Eventually, Texas agreed established an army to fight for independence. Several skirmishes occurred 1833-1835. In 1835, the Texans gained control of San Antonio and fortified a Spanish mission there, the Alamo.

▪ On March 2, 1836, Texas declared independence from Mexico creating the “Lone Star Republic.”

Republic of Texas

▪ “Remember the Alamo”: 1836- Santa Anna sent 2,000 troops to the Alamo, who faced 189 Texans (who lacked gunpowder) at the Alamo.

▪ Alamo defenders, including Davy Crockett, Jim Bowie, and 26-year old leader William Travis, held off Mexicans for 12 days, but on March 6, 1836, the Mexicans breached the walls. Only a few women, children, and Travis’s slave Joe were spared.

▪ April 21, 1836, Texan troops under Sam Houston attacked Mexicans at San Jacinto, shouting “Remember the Alamo.” The Texan troops killed 630 Mexican soldiers and took 730 prisoners (including Santa Anna himself). The Texans had only 32 casualties in the battle.

▪ May 14, 1836, Santa Anna surrendered and recognized the Republic of Texas with a border at the Nueces River.

▪ Samuel Houston was the first president of the Republic of Texas. He sent a delegation to Washington, D.C. to request that Texas be annexed to the U.S. President Jackson secretly liked the idea but Congress didn’t want another slave state to upset the balance in the Senate. Van Buren, Harrison, and Tyler avoided allowing Texas to become a state.

▪ 1844 expansionist James K. Polk allowed the annexation of Texas; on December 29, 1845, it became a state. Polk promised that in exchange for the slave state of Texas, he would gain Oregon, from which free states could be admitted.

▪ Oregon Territory: Though Polk campaigned with the slogan “54˚ 40’ or fight!” in 1846, he compromised with Britain, setting the boundary at 49˚ North Latitude line (Washington, Oregon, and Idaho).

▪ Polk avoided war with Great Britain to focus on a new war with Mexico to gain New Mexico & California.

Quick Check

▪ Groups 1 & 3: Were the defenders of the Alamo brave or foolish for agreeing to fight to the death when they knew that they would lose the battle? Explain.

▪ Groups 2 & 4: Was Polk smart to avoid war with Britain over the Canadian border or was he devious? Explain.

New Mexico & California

▪ Polk’s Expansion Goals:

▪ (1) Settle the border dispute with Britain over the Oregon Territory;

▪ (2) Annex Mexico’s Northern Territories of New Mexico and California;

▪ (3) Gain the disputed borderland of Texas (between Nueces River and Rio Grande) which would triple the size of Texas); and

▪ (4) Take the Mexican Capital, Mexico City.

▪ Polk offered to buy New Mexico & California but Mexico refused; next, Polk decided to take it in war.

▪ New Mexico:

▪ Present day New Mexico, Arizona, Nevada, Utah and parts of Colorado and Wyoming and American traders were Santa Fe in 1821. William Becknell was the first America trader there. His route to New Mexico became known as the Santa Fe Trail.

▪ August 18, 1846- Gen. Stephen Kearny marched to Santa Fe. The Mexican governor handed the territory over without a fight.

▪ California:

▪ June 1846- American settlers in Alta California rebelled against the government for restricting their land and because Mexico threatened to deport them for not entering the country legally.

▪ Rebels hoisted a grizzly bear flag over Sonoma and declared a new independent Republic of California, which became known as the “Bear Flag Republic.” They elected new military leaders to rule the territory.

▪ July 5, 1846, 200 rebel soldiers joined the U.S. army under Major John C. Frémont, which arrived by land.

▪ July 9, 1846, Bear Flag Republic ceased to exist (after only 25 days) when the U.S. navy arrived under Lieutenant Joseph Revere, who replaced the Bear Flag with the U.S. flag.

Mexican War Ignites

▪ April 24,1846- President Polk ordered American troops to march across the disputed Texan borderland between the Nueces River and the Río Grande. In May Mexican troops fired upon the American soldiers, killing 11.

▪ Polk used the killing of American soldiers as justification for war, saying “Mexico has passed the boundary of the United States, has invaded our territory, and shed American blood upon the American soil.”

▪ Although some Whigs opposed the war, it had wide popular support in Congress.

▪ By early 1847, U.S. controlled the Texan Borderland. The only goal left was to take Mexico City.

▪ March 1847- General Winfield Scott completed a 3 week siege of Veracruz. He then marched 300 miles inland and took Mexico City in September 1847, after the Battle at Chapultepec.

▪ Mexico surrendered with the Treaty of Guadalupe Hidalgo, signed in February 1848:

▪ (1) U.S. agreed to leave Mexico City;

▪ (2) Mexico gave up Texas and the border became the Río Grande; and

▪ (3) Mexican Cession: Mexico gave up New Mexico and California for $15 million.

▪ 1853- U.S. paid another $10 million for a 29,640 square mile strip of land along the coast of Arizona and New Mexico, known as the Gadsden Purchase to build a railroad to California.

Quick Check

▪ Groups A & C: Who started the Mexican-American War? Did the U.S. have a good reason to go to war?

▪ Groups B & D: Did the U.S. act deviously under President Polk to get what it wanted? Did the U.S. bully a weaker nation to gain its land? Explain your answers.

Manifest Destiny & Gold Rush

▪ America’s Manifest Destiny: after the Mexican-American War, the U.S. gained 1.2 million square miles (1/3 of Mexico’s territory).

▪ Wilmot Proviso: Congressman David Wilmot proposed a bill that would ban slavery in the newly acquired lands gained from Mexico (next 15 years, the bill was re-voted every session; it always passed in the House but failed in the Senate.

▪ California Gold Rush: 1848, flecks of gold were discovered at John Sutter’s Saw Mill in California. By 1849, thousands of prospectors (called Forty-Niners) arrived.

▪ New boomtowns were built in record time.

▪ 80,000 men arrived from the east; 25,000 men migrated from China; and others came from Peru, Chile, Latin America, and Europe.

▪ Very few miners were successful; those who were, often blew their money on alcohol, gambling, and prostitutes.

▪ 1847 California’s population was 14,000; by 1852, it soared to 225,000.

▪ Merchants were the real winners because they could charge whatever they wanted for basic goods.

▪ Native Americans and foreigners were the losers.

▪ There were no police, vigilante justice was common.

▪ By 1849, California wrote a Constitution that banned African Americans, free and slave. It then applied for statehood (the Senate had 15 free states and 15 slave states). Either way, California would upset the balance of power in the nation yet again.

Lesson 44 Objectives

▪ Students will be able to:

▪ Describe the Second Great Awakening and the religious changes that took place in the 1800s;

▪ Explain how religion inspired other reforms in the 1800s;

▪ Explain why groups such as the Mormons, Catholics, and Jews continued to face discrimination;

▪ Explain what Utopian Communities were and the challenges they faced;

▪ Explain what Transcendentalism was and how it focused on nature to uncover deeper truths in life;

▪ Describe the Education Reform Movement;

▪ Describe the Reform Movement for the Mentally Ill;

▪ Describe the Prison Reform Movement and Penitentiary Reform;

▪ Describe the efforts of the Temperance Reform Movement; and

▪ Describe the status of women in the 1800s and the efforts of the Women’s Rights Movement.

Second Great Awakening

▪ Second Great Awakening: 1800-1850, revivalist Protestant preachers began preaching that heaven was open to all people, not just the elite. They emphasized individual responsibility as the way to please God. Each person controlled his own destiny and should improve his life and live more spiritually.

▪ Church membership increased (especially Baptists & Methodists) and people made improvements to society.

▪ Religious Services: Outdoor “revival” or “camp” meetings lasted for weeks and included food and music.

▪ Evangelical worship- strong emotions and people declared their faith publicly.

▪ Religion in Public Life:

▪ Some wanted the government to improve public morality through reforms.

▪ Others argued religion has no place in government. The debate continues to this day.

▪ New Religious Groups:

▪ Under the leadership of a former slave, Richard Allen, formed the African Methodist Episcopal Church (AME), which argued for freedom after a lifetime of oppression.

▪ Mormons (Church of Jesus Christ of Latter-Day Saints)- under the leadership of Joseph Smith.

▪ Unitarians- Puritans who began to see God as a single being and not as the “Trinity.”

Discrimination, Utopias, & Transcendentalism

▪ Despite the spiritual goals of the Second Great Awakening, some in society faced religious discrimination.

▪ Mormons- disliked for polygamy (having more than one wife) and wealth from collective land ownership. Driven out of Ohio and Missouri. Joseph Smith was murdered when he announced that he would run for president. Brigham Young led them to the Great Salt Lake in Utah.

▪ Catholics- disliked for valuing undemocratic ideals, loyalty to the Pope over the country, and because many were poor immigrants and competed for jobs. Nativists opposed Catholic immigration.

▪ Jews- until late 1800s state constitutions required officeholders to be Christians. 1840 there were only 2,000 Jews in America (NY, RI, & PA).

▪ Utopian Communities- communities based on unusual ways of sharing property, labor, and family: (1) New Harmony (Indiana); (2) Brook Farm (Massachusetts); (3) Shakers (NH, NY, OH, & IL)- all eventually failed. Men and women lived separately and didn’t marry or have children…

▪ Transcendentalism- new way of looking at humanity, nature, God and the relationship among them. Goal was to transcend logic or tradition to uncover deepest truths in life (listen to nature).

▪ Ralph Waldo Emmerson; & Henry David Thoreau (inspiration for Civil Rights Activists for his essay, “Civil Disobedience” (refused to pay taxes to support the Mexican-American War in 1846)).

Education & Social Reform

▪ Second Great Awakening- “sacred responsibility” to improve life with reforms for disadvantaged.

▪ Education Reform:

▪ Public School Movement- tax-supported free public schools to give Americans the knowledge and intellectual tools to make decisions as citizens in a democracy.

▪ Horace Mann- Massachusetts education reformer (who grew up poor and uneducated) pushed for laws requiring all children to attend school, created a system for school funding, and educating teachers.

▪ Schools for Women- Catherine Beecher and Emma Willard.

▪ Medical Training for Women (by 1850s)- Elizabeth Blackwell and Ann Preston.

▪ Reform for the Mentally Ill- 1841, Dorothea Dix encouraged the building of humane hospitals (mental hospitals) to house the mentally ill instead of prisons and almshouses (housing for poor).

▪ Penitentiary Movement- Dix also urged that prisons should not be seen as places to punish but to make them feel sorrow (or penitence) for what they did.

▪ Pennsylvania System- repent while in complete solitary confinement (Eastern State Pen.), but very expensive.

▪ Auburn System- (Auburn, NY) prisoners worked together during the day in strict silence but slept in separate cells at night.

▪ Temperance Movement- many saw the evils of society as a result of alcohol; worked to end alcohol abuse. Temperance means using alcohol in moderation. More extreme reformists pushed for Prohibition (ban). Both argued alcohol was a waste of money, caused violence, crime, & spousal abuse.

Quick Check

▪ Groups 1 & 3: List the reform movements and the leading reformer in each.

▪ Groups 2 & 4: How did the Second Great Awakening inspire the other reform movements of the mid-1800s? Explain.

Limited Rights for Women

▪ 1800s- Women’s roles were limited to the domestic or private sphere- expected to raise respectable children and maintain a respectable home.

▪ Politically- represented by husbands; women could not hold office, vote, serve on juries, or speak publicly.

▪ Formal education was rare (unless they were extremely wealthy).

▪ Divorce was legal (although a woman could not testify against her husband in court).

▪ All property, money, etc. belonged to the husband upon marriage.

▪ Reform Era Changes:

▪ Second Great Awakening- women challenged status in society.

▪ 1820s & 1830s women began working outside of the home for the first time in the textile mills and factories, (paid less), giving them a small degree of economic and social independence.

▪ Origins of Women’s Rights: Middle class women (with time on their hands) compared women to slaves and began the Women’s Movement, which worked for greater rights and opportunities for women (many were also abolitionists (like Lucy Stone)).

Women’s Rights Movement

▪ Pamphlets and Books:

▪ Margaret Fuller- women needed “…as a nature to grow, as an intellect to discern, as a soul to live freely and unimpeded...”

▪ Grimké Sisters- Letters on the Equality of the Sexes and the Condition of Women.

▪ Lucretia Mott and Elizabeth Cady Stanton- women to join men’s business meetings.

▪ Amelia Bloomer- newspaper, The Lily, concerning equality in fashion.

▪ Seneca Falls Convention- women’s rights convention that met 1848 in Seneca Falls, New York.

▪ “Declaration of Sentiments” modeled after the Declaration of Independence but focused on women.

▪ Susan B. Anthony- women’s rights and suffrage (right to vote). That battle would not be won until 1920, with the 19th Amendment.

▪ 1848- New York passed the Married Women’s Property Act, granting women property rights apart from their husbands.

▪ Women’s Rights Movement set the groundwork for 150-year struggle to bring equal rights to women.

Quick Check

▪ Groups A & C: Was the Women’s Rights Movement of the mid-1800s a success or a failure?

▪ Groups B & D: List the most significant achievements of the early women’s rights movement. Were these all that significant? Explain.

Problem 41. Treatment of the Insane

▪ Dorothea Lynde Dix, Memorial Soliciting a State Hospital for the Protection and Cure of the Insane, Submitted to the General Assembly of North Carolina, November, 1848, pp. 8–9, 14–15, 16–17, 26–28, 39–41.



1. Why did Dorothea Dix write this appeal?

2. What does she want to happen and what evidence does she give to support her points?

Problem 42. Declaration of Sentiments

▪ Elizabeth Cady Stanton, A History of Woman Suffrage, vol. 1 (Rochester, N.Y.: Fowler and Wells, 1889), pages 70-71.



1. How is the Declaration of Sentiments similar and different from the Declaration of Independence?

2. Has the U.S. corrected all of the issues that are listed in the Declaration of Sentiments? If not, what still needs to be addressed with regards to the treatment of women? Explain.

Lesson 45 Objectives

▪ Students will be able to:

▪ Describe life under slavery;

▪ Explain the difference between a slave’s act of resistance versus negotiation;

▪ Describe how slaves resisted slavery and give examples of slave revolts;

▪ Describe the Abolitionist Movement;

▪ Explain the abolitionist arguments in the two schools of thought on abolition: immediate emancipation and gradual abolition;

▪ Explain how the South tried to justify slavery; and

▪ Explain how most people in the North also defended slavery.

Life Under Slavery

▪ Labor- dawn until dusk was common with “overseers” keeping a close eye on slaves and using corporeal punishment (physical punishment) to discipline including: beating, whipping, and maiming.

▪ Psychological & mental abuse- withholding necessities, humiliation, & threats to separate families.

▪ Intentionally kept ignorant and not taught to read or write.

▪ Coping methods- keeping close relationships, naming children, stories, traditions, music, art, & religion.

▪ Negotiation v. Resistance:

▪ Negotiation- some slaves made the decision to negotiate the best situation they could for themselves under slavery (following orders so as to have some control over their lives and comfort). If masters were pleased, they would be less likely to physically harm or separate loved ones.

▪ Resistance- some slaves physically resisted- sabotage, breaking tools, pretending to be ill, or running away. Many used the Underground Railroad to escape slavery. Others decided to fight (200 slave revolts 1800-1850).

▪ Denmark Vesey- freedman who was inspired by the Haitian Revolution and planned a revolt in 1822 in Charleston. Plot was uncovered, Vesey and accomplices were executed before carrying it out.

▪ Nat Turner- slave in Southampton County, Virginia 1831 who believed that God gave him a sign to lead his people to freedom. After six weeks and killing nearly 60 whites, militia ended the rebellion. Nat Turner and his accomplices were tried and executed. Results- harsher treatment for blacks (no gatherings, no education, and mandatory passes).

Quick Check

▪ Groups 1 & 3: Describe the rationale for slaves who chose negotiation. Was negotiation really a choice?

▪ Groups 2 & 4: Describe the rationale for slaves who chose resistance. Was resistance ever a good choice? When? Explain.

Early Abolitionist Movement

▪ 1840s- slavery abolished in North and other states (MD and VA) encouraged owners to manumit slaves (officially granting them freedom).

▪ Freedmen faced racial discrimination.

▪ Southerners feared their existence would inspire resistance by slaves.

▪ 1816- American Colonization Society plan to transport freedmen back to Africa and established Liberia (capital Monrovia). Failure- few had any ties to Africa culturally, linguistically, or otherwise, and most saw the U.S. as home.

▪ Freedmen establish churches & schools. Some were abolitionist movement like David Walker, a freedman from Boston, who published a pamphlet that used religion to attack slavery in 1829.

▪ Abolitionist Movement- movement that aimed to end slavery (it had two branches):

▪ Immediate Emancipation- called for the immediate freeing of the slaves.

▪ William Lloyd Garrison- 1831 published anti-slavery newspaper, The Liberator; and 1833- founded American Anti-Slavery Society. Garrison argued it was morally wrong and wanted immediate abolition and granting full political & social rights.

▪ Sarah and Angelina Grimké wealthy South Carolina daughters of a slave owner. 1832- moved North spoke out.

▪ Harriet Beecher Stowe wrote Uncle Tom’s Cabin, in 1858, bringing the evils of slavery to thousands. 1862- Lincoln called he “the little woman who wrote the book that started this great war.”

▪ Frederick Douglas- educated former slave gave moving and eloquent speeches and published The North Star.

▪ Gradual Abolition- favored by most abolitionists and called for the gradual phasing out of slavery.

Defense of Slavery

▪ Southern Defense of Slavery:

▪ Necessary part of the southern agricultural economy;

▪ Benefitted the Northern textile industry that depended on Southern cotton;

▪ Northern free labor forced people to work longer for lower wages, in slavery all was provided on the plantation;

▪ Bible supported slavery (Noah cursed the descendants of his son Ham in Genesis 9);

▪ Slavery civilized and brought Christianity to heathens from Africa; and

▪ Slaves could not survive without slavery.

▪ Resistance to Abolition in the North:

▪ Angry mobs threatened and used violence against abolitionists;

▪ Arson, vandalism, destruction of printing offices;

▪ White workers feared job competition with blacks for a limited number of jobs;

▪ Mill owners feared losing cheap Southern cotton; and

▪ Northerners did not want an exodus of slave refugees filling their cities and towns.

Quick Check

▪ Groups A & C: List the two abolitionist branches and the differences in their beliefs. What was the correct answer in 1840? Explain.

▪ Groups B & D: List the racist arguments and the non-racist arguments in favor of keeping slavery in tact.

Problem 43. Appeal to the Colored Citizens of the World

▪ David Walker, Appeal to the Colored Citizens of the World, Article I “Our Wretchedness in Consequence of Slavery,” September 28, 1829.



1. According to Walker, how has slavery harmed African Americans?

2. Who is the intended audience of this document?

3. What is he suggesting be done regarding slavery and slave owners?

Problem 44. Gradual Abolition

▪ Pennsylvania- An Act for the Gradual Abolition of Slavery, March 1, 1780.



1. What did the act of the Pennsylvania state legislature do?

2. What were the reasons given for this law?

Problem 45. Fourth of July Speech

▪ Frederick Douglass, Meaning of July Fourth for the Negro- Rochester, New York, July 5, 1862.

▪ The Life and Writings of Frederick Douglass, Volume II, Pre-Civil War Decade 1850-1860.



(James Earl Jones- Audio)

1. What is Frederick Douglass’s main point in his speech?

2. Was the Fourth of July a hypocritical event? Explain.

Lesson 46-47 Objectives

▪ Students will be able to:

▪ Use primary sources to write an essay describing the most successful ways in which slaveholders and society controlled enslaved blacks in the Antebellum period to prevent slaves from challenging their masters, running away, and rebelling against the institution of slavery.

▪ Clearly integrate evidence from the primary sources and slave narratives in writing a cohesive and well-constructed essay on the topic.

Lesson 48 Objectives

▪ Students will be able to:

▪ Compare and contrast Northern and Southern societies in the early 1800s;

▪ Compare and contrast the differing views on slavery that existed in both the North and the South;

▪ Describe the major issue facing the U.S. after the Mexican-American War over the expansion of slavery in the west;

▪ Describe the debate over the Wilmot Proviso versus Popular Sovereignty;

▪ Explain the reason for the founding of the Free Soil Party;

▪ Describe how California’s admission to the U.S. created a dilemma;

▪ Explain each of the parts of the Compromise of 1850;

▪ Describe the debate over the Compromise of 1850;

▪ Explain how the death of President Zachary Taylor and the signing of the Compromise of 1850 by his successor, Millard Fillmore, temporarily saved the country from breaking apart over slavery;

▪ Explain how the Fugitive Slave Law, the work of abolitionists, and Uncle Tom’s Cabin brought slavery directly to Northerners for the first time and prevented them from looking away any longer; and

▪ Explain how the Underground Railroad worked and how it provided an escape route for some slaves.

Different Views on Slavery

▪ North- most Northerners were poor, white, rural, subsistence farmers after Revolution but cities with industry and technology also developed and attracted new immigrants.

▪ 1800- 50,000 slaves in the North. 1860- only 16 slaves in the North (all in New Jersey).

▪ African Americans were considered inferior but slavery less cost effective than wage labor.

▪ Abolitionists were a minority and many bankers, industrialists, and merchants became rich from slavery.

▪ South- remained an agricultural society and economy was largely based on a labor-intensive single crop: cotton.

▪ 1800- 1,000,000 slaves in the South. 1860- 2,000,000 slaves in the South.

▪ Southerners criticized Northern factories as worse than slavery (long hours, low pay, and bad working conditions) and argued that slaves were happier and healthier.

▪ Westward Expansion- central question arose- should slavery be allowed to expand into the new territories west of the Mississippi River? What would happen to new Mexican lands?

▪ David Wilmot proposed a bill banning slavery in newly acquired territories called the Wilmot Proviso.

▪ Popular Sovereignty- letting the territory itself choose free or slave.

▪ Either way, the Missouri Compromise banned slavery north of 36˚30’ North Latitude.

Election of 1848

▪ Missouri Compromise: in 1819, when Missouri applied for statehood, there were 11 slave and 11 free states. The Missouri Compromise temporarily solved the issue: Missouri would be a slave state; Maine would be a free state; and no slavery was allowed in territories north of 36°30’ North Latitude.

▪ Election of 1848: Whig Zachary Taylor vs. Democrat Lewis Cass; both ignored the growing concern over slavery’s expansion into the western territories and sectionalism.

▪ Antislavery supporters started the Free Soil Party- “Free Soil, Free Speech, Free Labor, and Free Men.” Its main goal was to keep slavery out of the western territories.

▪ Zachary Taylor won, mainly because Free Soil Candidate, Martin Van Buren, took 10% votes away from Cass.

▪ California Dilemma:

▪ 1849 California drew people from all over the world due to “gold fever.” 1849- drafted a Constitution and petitioned for statehood as a free state.

▪ Everyone agreed California had to become a state but the South was angered at the prospect of losing power.

▪ The “Great Pacificator” or “Great Compromiser” Henry Clay stepped in to draft a compromise.

Compromise of 1850

▪ Compromise of 1850 (package of separate bills).

▪ (1) California- admitted as a free state;

▪ (2) New territories could choose slave or free through popular sovereignty;

▪ (3) Slave trade but not slavery- illegal in Washington, D.C.; and

▪ (4) Stronger Fugitive Slave Law would go into effect requiring Northern enforcement, even by private citizens (1842 U.S. Supreme Court case Prigg v. Pennsylvania determined states were not required to enforce the Fugitive Slave Law of 1793).

▪ Debate over the Compromise of 1850:

▪ John C. Calhoun suggested the Compromise of 1850 did not protect slavery enough and the South should secede.

▪ Daniel Webster urged Congress to come together in unity and adopt the Compromise.

▪ Radical abolitionists urged for no further compromise over the expansion of slavery.

▪ Debate in the Senate almost turned deadly as Missouri Senator Thomas Hart Benton denounced Mississippi Senator Henry Foote. Foote rose up and pointed a loaded pistol at Benton. Another Senator secured the gun and restored order.

▪ In the end, Stephen A. Douglass of Illinois persuaded the Senate to pass the Compromise.

▪ President Zachary Taylor (of Louisiana) planned to veto the Compromise of 1850. He was a strong unionist who planned to use force to hold the country together if it was necessary. Taylor then died unexpectedly and his Vice President, Millard Fillmore signed the Compromise of 1850 into law.

Quick Check

▪ Groups A & C: List the four parts of the Compromise of 1850 and which side each benefitted (North or South.

▪ Groups B & D: List the important arguments made by the North and South with respect to the debate over the expansion of slavery into the western territories.

Northern Resistance to Slavery Increases

▪ Great Britain Abolished Slavery in its empire in 1833, with compensation to owners. (Amazing Grace song writer John Newton was an Englishman who once worked on a slave ship).

▪ New Fugitive Slave Law required private citizens to actively catch and return runaway slaves, enraging many.

▪ Northerner’s resented being forced to support slavery. A few Northern states passed “Personal Liberty Laws,” in essence, nullifying the Fugitive Slave Act.

▪ Some captured African Americans were actually free and were kidnapped and sold into slavery. The accused could appeal to a judge but couldn’t testify- the judge was paid $10 to rule he was a slave and $5 to rule he was free.

▪ Northerners Defied the Law:

▪ Christiana Riot- group of 30 armed men protected a fugitive slave from capture by his Maryland owner. It resulted in the owner’s death but nobody was tried for the murder or conspiracy.

▪ The justice systems in the North often looked the other way. Juries often returned verdicts of “not guilty.”

▪ Underground Railroad- loose network of safe houses (“stations”) helping runaway slaves escape North.

▪ Harriet Tubman- “conductor” known as “Black Moses” who made nearly 25 trips guiding hundreds to freedom.

▪ Uncle Tom’s Cabin- Harriet Beecher Stowe gave a vivid portrayal of slavery.

▪ Drapetomania- Southerners wrote their own stories about slavery, depicting happy and carefree slaves interacting with kind owners. They said only mentally ill slaves (suffered from drapetomania) ran away.

Quick Check

▪ Groups 1 & 3: List the failures of the new Fugitive Slave law from the Southern point of view.

▪ Groups 2 & 4: List the problems with the new Fugitive Slave law from the Northern point of view.

Problem 46. Uncle Tom’s Cabin

▪ Harriet Beecher Stowe, Uncle Tom’s Cabin, 1852.



(Video)

1. Summarize what happened in this scene.

2. What physical violence occurred in this scene?

3. What psychological or emotional violence occurred in this scene?

4. Why do you think Stowe included this scene in her book? What did she want readers to take away from it?

Lesson 49 Objectives

▪ Students will be able to:

▪ Explain the major issue dividing the U.S. in the 1850s: the expansion of slavery into the western territories;

▪ Explain the proposed solutions to the expansion of slavery;

▪ Explain the Kansas-Nebraska Act;

▪ Explain how and why violence, called “Bleeding Kansas,” occurred in the Kansas Territory;

▪ Describe the political parties in existence in the 1850s and their platforms on the expansion of slavery;

▪ Explain the Dred Scott case, Chief Justice Roger Taney’s decision, and the impact it had on the nation;

▪ Describe the Lincoln v. Douglas Debates;

▪ Describe the raid on Harpers Ferry;

▪ Explain how Lincoln won the election of 1860;

▪ Explain South Carolina’s reaction to the election of Lincoln; and

▪ Explain how the states of the Deep South seceded and founded the Confederate States of America.

Kansas-Nebraska Act & “Bleeding Kansas”

▪ Franklin Pierce: Democrat from New Hampshire, became president in 1853 and supported the Fugitive Slave Act & popular sovereignty.

▪ Nebraska Territory:

▪ 1854- Senator Stephen A. Douglas introduced a bill to set up a government in the Nebraska Territory and to follow popular sovereignty.

▪ South realized that Nebraska would choose to be free so Douglas amended the bill to split the territory into two parts: Kansas and Nebraska.

▪ Kansas-Nebraska Act: divided the Nebraska Territory into Kansas and Nebraska, giving each territory the right to decide whether or not to allow slavery. It voided the Missouri Compromise line at 36˚30’ N.

▪ “Bleeding Kansas”:

▪ Nebraska voted to be free state and both pro-slavery and anti-slavery supporters fled into Kansas.

▪ With only 1,500 residents of Kansas, 6,000 votes were cast (border ruffians crossed just to vote). Slavery became legal and a pro-slavery legislature was elected. Anti-slavery supporters refused to respect the election and held their own. Two competing governments resulted in Kansas.

▪ Pro-slavery supporters invaded the anti-slavery settlement of Lawrence, Kansas, and fought a mini-Civil War- “Bleeding Kansas.” Abolitionist John Brown executed 5 pro-slavery supporters in a midnight execution.

▪ 1856- federal troops ended the fighting and Pierce pushed for Kansas to be a slave state in 1858 but Congress refused. It finally entered in 1861 (during the Civil War) as a free state.

▪ Violence in the Senate broke out when Massachusetts Senator Charles Sumner insulted South Carolina Senator Andrew Butler. Days later, Butler’s nephew, Rep. Preston Brooks, attacked Sumner with a cane.

Sectionalism

▪ Political Parties:

▪ New immigrants flooded in by the mid-1800s. For the first time, Catholicism was largest religion. The secretive Know-Nothing Party (American Party) promoted anti-immigrant, anti-Catholic, and nativism.

▪ Slavery divided the party into the Northern Democrats, who favored popular sovereignty in the western territories, and the proslavery Southern Democrats.

▪ All anti-slavery groups formed the new Republican Party (anti-slavery Democrats, Whigs, Free-Soil).

▪ Election of 1856:

▪ Republicans nominated abolitionist John C. Frémont and the Democrats nominated the “dough-faced” (northerner with pro-southern tendencies) James Buchanan of Pennsylvania. The Know-Nothings supported Millard Fillmore.

▪ Republicans were strong in the North and non-existent in the South.

▪ Election divided the country on sectional lines, but Buchanan won and became the fifteenth president.

Dred Scott

▪ Dred Scott was a slave owned by Doctor John Emerson in Missouri (slave state). In the 1830s, Emerson and Scott moved to Illinois (free state), then to the Wisconsin Territory (free territory), then back again to Missouri.

▪ 1846, antislavery lawyers sued for Dred Scott’s freedom. After 11-years, the Supreme Court ruled in 1857.

▪ Chief Justice Roger B. Taney:

▪ Dred Scott was still a slave because Congress had no constitutional right to regulate slavery in the territories and since he was property, and not a citizen, he could not sue at all.

▪ It confirmed the Constitution and Due Process Clause protected slavery. It divided the nation over slavery.

▪ 1858- Senate Race in Illinois: Republican Abraham Lincoln (unknown) vs. Democrat Stephen A. Douglas (well-known lawyer and politician).

▪ Lincoln was born in a log cabin in Kentucky, rose from poverty, and became a lawyer. He disliked slavery but saw no easy way to deal with it.

▪ Met 7 times to debate the expansion of slavery into the territories.

▪ Douglas’s Position- popular sovereignty and states rights.

▪ Lincoln’s Position- he spoke of morality and right versus wrong. He suggested the Dred Scott case and popular sovereignty were wrong. He ridiculed the idea of equality of the races but opposed the expansion of slavery.

▪ Douglas won the Senate seat by a slim margin, but Lincoln gained a large following.

Quick Check

▪ Groups A & C: List the examples of sectionalism that occurred as of 1858.

▪ Groups B & D: Was the Civil War inevitable even if Lincoln did not win the presidency in 1860? Explain.

Election of Lincoln

▪ Harpers Ferry: Abolitionist John Brown thought he was an angel sent from God to avenge the evils of slavery through violence.

▪ October 17, 1859, 21 men raided the federal arsenal at Harpers Ferry, VA hoping to arm slaves and inspire a slave revolt.

▪ Revolt failed. Brown was arrested, convicted of treason, & executed. Republicans denounced his violence but saw him as a martyr.

▪ Brown predicted: “the crimes of this guilty land will never be purged away…without very much bloodshed.”

▪ Sectionalism and conflict: Kansas, Dred Scott, Fugitive Slave Act, and Harpers Ferry. Southerners feared the North might try to end slavery. Mississippi Senator Jefferson Davis pushed a bill through Congress prohibiting Congress from interfering with slavery where it existed.

▪ Election of 1860: issue of the expansion of slavery divided the country and the election.

▪ Northern Democrats- Stephen A. Douglas favored popular sovereignty.

▪ Southern Democrats- John C. Breckinridge favored a protection of slavery and its expansion into the territories.

▪ Constitutional Union Party- John Bell and didn’t take a side on the expansion of slavery.

▪ Republicans- Abraham Lincoln (moderate) who believed slavery should be contained and should not expand.

▪ Abraham Lincoln- Sixteenth President:

▪ Lincoln won the election with 60% of the electoral vote, only 40% of the popular vote, and no Southern state.

Collapse of the Union

▪ South Carolina held a convention in Charleston on December 20, 1860 and voted to secede. Its reason: the election of a President “whose opinions and purposes are hostile to slavery.”

▪ Conventions held throughout the South. Speeches, rallies, & events occurred. Secession commissioners spoke:

▪ George Williamson- “to secure the blessing of African slavery.”

▪ Stephen Hale- “secession is the only way to continue the Biblical superiority of the white over black race.”

▪ William Harris- “[I] would rather see the last of the race die than see equality with the black race.”

▪ “Seven Sisters” seceded: South Carolina (December 20, 1860), Mississippi (January 9, 1861), Florida (January 10, 1861), Alabama (January 11, 1861), Georgia (January 19, 1861), Louisiana (January 26, 1861), & Texas (February 1, 1861).

▪ Confederate States of America- formed by 7 seceding states on February 5, 1861 met in Montgomery, AL & drafted a Constitution (stressing state independence and protecting slavery). Elected Jefferson Davis (of MS) president.

▪ Kentucky Senator John Crittenden proposed a constitutional amendment allowing slavery south of the Missouri Compromise line in the territories called the Crittenden Compromises but it was too late. Davis responded “the time for compromise has passed…[anyone who opposes secession] will smell southern powder and feel southern steel.”

▪ Lincoln was sworn in on March 4, 1861, and faced a difficult decision on what to do about secession. If he was too forceful, the remaining southern states might also leave, and if he did nothing, the country would be completely destroyed.

▪ Lincoln’s inaugural address: “I have no purpose, directly or indirectly, to interfere with the institution of slavery in the states where it exists.” He went on: “No state…can lawfully get out of the Union.” He pled with the South to reconsider and suggested that he would do everything in his power to hold the country together. If war resulted- not his doing.

Quick Check

▪ Groups 1 & 3: List the reasons the South gave to justify secession.

▪ Groups 2 & 4: List ideas for compromises that could have worked to hold the country together other than secession or war?

Problem 47. Dred Scott

▪ Dred Scott v. John F. A. Sanford (1857).



1. Is the reasoning of the court sound?

2. Did the Founding Fathers intend for African Americans to be citizens? How does the court make the argument that they did not?

3. In the end, why did the Supreme Court rule against Dred Scott?

Problem 48. Declaration of Secession

▪ Declaration of the Immediate Causes Which Induce and Justify the Secession of South Carolina From the Federal Union, December 20, 1860.



1. What reasons did South Carolina give for secession?

2. Is the ultimate reason for South Carolina’s secession the threat to slavery imposed by the Republicans/the North/Abraham Lincoln? Explain.

Problem 49. Lincoln’s First Inaugural Address

▪ Abraham Lincoln, First Inaugural Address, March 4, 1861.



1. What did Lincoln hope to accomplish with his inaugural address?

2. How would you describe Lincoln’s tone towards the South?

3. What does Lincoln say about slavery?

4. What does Lincoln say about secession?

5. How do you think the leaders of the Confederacy might have reacted to this speech?

Lesson 50-51 Objectives

▪ Lesson 50: Review- Students will review and refine their understandings of the unit content objectives.

▪ Lesson 51: Unit Test- Students will demonstrate understanding of the unit objectives through a unit test.

Unit IV: Civil War & Reconstruction

Lesson 52 Objectives

▪ Students will be able to:

▪ Explain how the Civil War began at Fort Sumter;

▪ Explain how Lincoln kept the slaveholding border states loyal to the Union;

▪ Explain the fundamental historical question about the Civil War and the causes of the Civil War;

▪ Explain the Advantages and Disadvantages that the North and the South had at the start of the War;

▪ Describe the Union’s Anaconda Plan;

▪ Explain what occurred at the First Battle of Bull Run;

▪ Explain Lincoln’s frustration with McClellan early in the war; and

▪ Describe the early battles of the war in 1862 in the west, south, southwest, at sea, and in the east.

Fort Sumter

▪ Fort Sumter: guarded Charleston Harbor, South Carolina and was one of four federal forts not immediately seized by the Confederates.

▪ April 1861- Fort Sumter needed supplies and Lincoln notified South Carolina that he would re-supply the fort with food (no arms). South Carolina responded- either surrender the fort or the Confederates would open fire.

▪ April 12, 1861, before the Fort could be reinforced, President Jefferson Davis ordered his men to attack the Fort. With that, the Civil War began.

▪ Fort Sumter surrendered on April 14, 1861. Virginia (April 17, 1861), Arkansas (May 6, 1861), North Carolina (May 20, 1861), and Tennessee (June 8, 1861) seceded and joined the Confederate States of America.

▪ On April 15, 1861, Lincoln declared that an “insurrection” existed and called for 75,000 volunteers to fight.

▪ A Short War? Both sides predicted a short war…both were quite wrong.

▪ Fundamental Question Historians Ask: Was it Inevitable? There are two schools of thought:

▪ 1. “Irrepressible conflict”- first used by William Seward in a speech in 1858; it was going to happen no matter what; it was inevitable and couldn’t be avoided.

▪ 2. “The Blundering Generation”- Civil War was not inevitable; if approached in a different way, it could have been avoided, but missteps and mistakes by the leadership of the country led to the conflict.

▪ What was the Fundamental Cause of the Civil War?

▪ 1. Region differences between the North and the South (economic differences); and

▪ 2. Generally speaking- slavery played a fundamental role.

Quick Check

▪ Groups A & C: Argue that the Civil War was inevitable.

▪ Groups B & D: Argue that the Civil War was the result of a “blundering generation.”

North & South Advantages

▪ Advice to Lincoln: General Winfield Scott: “[let the] wayward sisters depart in peace.” Secretary of State William Seward: “let the erring sisters go.”

▪ Lincoln felt obligated to keep the country together and uphold the Constitution. He never accepted Southern secession. This was impossible under the Constitution- the South was merely in a state of rebellion against the government.

▪ North’s Advantages:

▪ 2/3 of the states: 19 free states and 4 slaveholding border states DE, MD, KY, MI (later WV when it seceded from VA);

▪ Population of 21 million compared to the South’s 9 million (3.5 million slaves);

▪ 90% of the nation’s industry and manufacturing- to produce more arms, ammunition, uniforms, medical supplies, & trains;

▪ Natural resources (coal, iron, steel mills, etc.);

▪ 20,000 miles of Railroads (uniform gauge) compared to only 10,000 in the South (not of uniform gauge);

▪ 3/4 of the nation’s capital; and

▪ Control of the navy and merchant marine (to blockade Southern ports).

▪ South’s Advantages:

▪ 11 states fighting for their way of life, whereas many in the North would rather let the South go than die over it;

▪ Defensive war, whereas the Union had to stage a successful invasion, conquer, and occupy (South just had to defend and wear down);

▪ Strongly held interior where the Union had a harder time communicating;

▪ Good defensive positions & familiar local geography;

▪ Strong military tradition and strong military leaders (Thomas “Stonewall Jackson” and Robert E. Lee);

▪ Acquainted with an outdoor life- more suited for war (riding horses and being outside); and

▪ Friends in Great Britain and France, which had a connection to the Southern “Aristocracy” and bought Southern cotton.

Early Strategies

▪ Anaconda Plan- General Winfield Scott’s (age 74) 2-part plan became the central strategy.

▪ 1. Blockade- Southern ports

▪ 2. Control the Mississippi River, dividing and weakening the Confederacy.

▪ Major problem- lack of ships- 42 warships. By war’s end- 264 ships (still not enough).

▪ Lincoln’s Task of Keeping the Slaveholding Border States Loyal to the Union: Delaware, Maryland, Kentucky, & Missouri. Lincoln insisted his only goal was to save the Union (true early in the war). He said, “I believe I have no lawful right to [free the slaves], and I have no inclination to do so.”

▪ After Fort Sumter, newspapers called for a quick and decisive victory. Nobody realized how long and bloody the war would be. Picnickers and photographers arrived early for the best seats.

▪ Photography soon documented the blood, death, and devastation of war, greatly impacting public opinion.

▪ First Battle of Bull Run (Confederate: First Battle of Manassas)- 25 miles from Washington, D.C..

▪ July 21, 1861- General Irvin McDowell & 35,000 Union men met General P. G. T. Beauregard and 32,000 Confederates near a creek in Manassas, Virginia (each side used 18,000 in the engagement).

▪ By noon, the Union had a early lead, but in the afternoon the Confederates and General, Thomas J. Jackson, made a strong stand- sending Union scrambling back to Washington, D.C.

▪ Jackson the nickname “Stonewall” Jackson when General Barnard Bee observed, “Look at Jackson standing there like a stone wall!” The name stuck.

▪ Confederates won at Bull Run proving the war would take much longer than previously believed.

First Year of War

▪ After the loss at Bull Run Lincoln replaced McDowell with General George B. McClellan to lead the Union’s Army of the Potomac.

▪ West: Union troops under Ulysses S. Grant followed the Mississippi portion of the Anaconda Plan in early 1862, winning key battles at Fort Henry on the Tennessee River and Fort Donelson on the Cumberland River. On April 6-7, 1862, in just two days, 25,000 Union and Confederate soldiers died at the Battle of Shiloh in Tennessee before the Confederates finally retreated. Grant was criticized for not pursuing the retreating Confederates.

▪ South: David Farragut led Union ships through the Gulf of Mexico and took control of New Orleans. Farragut then pushed up the Mississippi River towards Vicksburg in his attempt to meet Grant but both were stopped short of Vicksburg.

▪ Southwest: Small-scale fighting occurred as far as Arizona (after losing at Glorieta Pass in the northern New Mexico, the Confederates did not attempt another attack in the Southwest for the rest of the war).

▪ At Sea: Few battles took place at sea besides the famous March 8, 1862 battle of the Ironclads at the Battle of Hampton Roads. Called ironclads for their plated iron armor, the Union ship USS Monitor, and the Confederate ship CSS Virginia (formerly the USS Merrimack), fought a 4-hour battle- neither was seriously damaged.

▪ East: Fighting centered on Virginia. Stonewall Jackson led several Confederate victories in Shenandoah Valley.

▪ Union army under McClellan was far too cautious. McClellan avoided several engagements, always believing the Confederates outnumbered him. He constantly demanded more troops, supplies, and training greatly angering Lincoln.

▪ McClellan reluctantly fought the Peninsular Campaign outside of Washington, D.C. in 1862 and pushed the Confederates to Richmond (Confederate capital). After Army of Norther Virginia commander General Joseph E. Johnston was injured he was replaced by Robert E. Lee. The battles were not conclusive.

Quick Check

▪ In an August 22, 1862 letter to newspaper editor Horace Greeley, Lincoln plainly stated his position on slavery:

▪ “My paramount object in this struggle is to save the Union, and is not either to save or to destroy slavery. If I could save the Union without freeing any slave I would do it, and if I could save it by freeing all the slaves I would do it; and if I could save it by freeing some and leaving others alone I would also do that. What I do about slavery, and the colored race, I do because I believe it helps to save the Union; and what I forbear, I forbear because I do not believe it would help to save the Union.”

▪ All Groups: Given his early position in the war, is Lincoln an over-rated president?



Lesson 53 Objectives

▪ Students will be able to:

▪ Explain how Union troops treated the slaves they encountered throughout the South;

▪ Explain Lincoln’s emancipation plans that he developed in 1862;

▪ Explain what the Emancipation Proclamation said and what it did in practice;

▪ Explain how the Emancipation Proclamation was a turning point in the war;

▪ Explain Lincoln’s justification for freeing the slaves as part of his wartime powers;

▪ Explain how the Union began using African Americans in the war;

▪ Describe conscription regulations in the North and the South;

▪ Describe wartime life for soldiers in both the North and the South;

▪ Explain how new weapons led to additional human carnage in the war;

▪ Explain how the war impacted life in the North and the South; and

▪ Describe the roles and duties of women during the Civil War.

Slave Encounters

▪ Union Troops Meet Slaves:

▪ Union officers faced a dilemma- what to do with slaves in lands that came into Union control?

▪ General Benjamin Butler considered slaves to be contraband (captured war supplies) and put them to work doing manual labor for the Union Army.

▪ In Missouri, General John C. Frémont set them free. Lincoln reversed Frémont’s emancipation of the slaves, fearing the border states might leave the Union.

▪ Lincoln realized the longer slaves remained with owners, they helped the South economically and with labor. It became a wartime imperative for Lincoln to free the slaves in order to increase his chances of winning the war. It was within the context of the war…not morality…that Lincoln justified freeing them.

▪ If it had not been for the war, Lincoln could not have justified freeing the slaves.

▪ Lincoln’s Emancipation Plans:

▪ 1862- Lincoln began planning the emancipation but needed a major victory on the battlefield otherwise it would look like an act of desperation.

▪ September 8, 1862- Robert E. Lee led an offensive invasion into the border state of Maryland hoping to cause a pro-slavery uprising and resupply with food. Carelessly, Lee lost his battle plans and they fell into Union hands. McClellan was prepared and on September 17, 1862, he attacked Lee’s army.

▪ Battle of Antietam ensued. It was the bloodiest single day of the entire Civil War; more than 23,000 soldiers died that day. The Confederates retreated and Lincoln had the victory he needed.

Emancipation Proclamation

▪ Preliminary Emancipation Proclamation: September 22, 1862- after the Battle of Antietam, Lincoln decreed all slaves in states still in rebellion against the Union after January 1, 1863 shall be emancipated (or freed).

▪ Did not apply to border states or regions that had already come back into Union control (like New Orleans).

▪ None of the Southern states surrendered and the Emancipation Proclamation actually did not free a single slave- the outcome of the war would determine whether or not he succeeded in freeing the slaves.

▪ Final Emancipation Proclamation: January 1, 1863 set the slaves free in rebellious states and areas not yet under Union control.

▪ Redefinition of the War: Emancipation Proclamation was a turning point because it redefined the war as a war “about slavery.”

▪ North had a moral cause.

▪ South was now determined to fight until the end.

▪ Mixed Opinions:

▪ Many rejoiced- now the war took on a moral cause.

▪ Many (like William Lloyd Garrison and some Republicans) agued it had not gone far enough.

▪ Many Democrats were angered and argued that it was too drastic.

Quick Check

▪ All Groups: How was the Emancipation Proclamation of January 1, 1863 a turning point in the Civil War?

African American Soldiers

▪ Militia Act:

▪ July 17, 1862- Congress passed the Militia Act, allowing African Americans to work as laborers and soldiers for the Union Army.

▪ All African American soldiers were required to fight in “Colored Regiments” under the control of white officers.

▪ Confederates threatened to execute or sell into slavery any African Americans captured in arms against them. They also threatened to execute of any white officer leading African American troops.

▪ 54th Massachusetts Regiment was the famous all-African American unit led by Union Colonel Robert Gould Shaw during the Civil War (the movie Glory).

▪ By the end of the war- 180,000 African Americans had served for the Union.

▪ Confederates considered arming slaves when they desperately needed soldiers, but never did.

▪ Military Racism:

▪ Low expectations of the new “Colored” troops but they performed well in battle at Port Hudson, Mississippi and at Fort Wagner (54th Mass) in Charleston Harbor.

▪ Prejudice continued and many were given menial tasks like cooking, cleaning, digging, long guard duty, and placement in exposed battle positions. It took 3-years to earn equal pay. 70,000 of 180.000 died in the war.

▪ Southern Slaves Help the Union: food, supplies, guides, spies, scouts, manual labor, & fighting.

Wartime Life in the North

▪ Taxes: 1861- for the first time, a federal income tax was charged to help pay for the war. At first it was 3% on income over $800 per year but as the war progressed, it increased.

▪ Tariffs

▪ War Bonds- buying bonds was seen as an act of patriotism.

▪ Legal Tender Act of 1862 allowed the Treasury to issue a single paper currency called “greenbacks.”

▪ Political Changes:

▪ Homestead Act- 160 acres of land in the west available at a low cost to those who agreed farm it for 5-years.

▪ Pacific Railroad Act- land to companies to build rail lines through Union and to build a transcontinental railroad.

▪ Conscription (the draft). 1863- Union instituted a draft. All white men between 20-45 had to register. Alternatively, he could pay a $300 commutation fee for a replacement or privately hire a substitute.

▪ War relied upon the poor or newly arrived immigrants and not the middle and upper classes.

▪ Anger over the draft led to the New York Draft Riot of 1863.

▪ Political Opposition:

▪ Copperheads (“Peace Democrats”) opposed Lincoln’s conduct of the war and demanded he immediately make peace with the South.

▪ Lincoln suspended the Writ of Habeas Corpus (protects a person from being jailed without charges). Lincoln justified the suspension by citing the wartime state of emergency.

Wartime Life in the South

▪ Blockades Hurt the South:

▪ At first, blockade runners (small swift ships) were successful; as the Union gained more ships, the blockade of Southern ports became more successful (about 80% effective).

▪ Southern farms and factories had to produce everything that the South needed but transportation was a challenge.

▪ Few Sources to Pay for the War:

▪ South’s wealth was in land and slaves; very little money existed.

▪ Troops often stole, took from the dead, or combed the battlefields for supplies.

▪ Confederate money was printed (based only on the government’s promise to pay); most doubted its value.

▪ Prices for goods soared and more Confederate cash was required for basic goods, leading to inflation.

▪ Hardships and lack of food began to harm Southern unity.

▪ Some states refused to raise additional troops or send their men out of state to fight.

▪ The government passed conscription laws, confiscated private property, and suspended the Writ of Habeas Corpus.

▪ Conscription Law: 1862- South instituted a draft. All white men between 18-35 had to register. Alternatively, he could pay a commutation fee for a replacement or privately hire a substitute.

▪ Any man who owned 20 or more slaves was exempt from the draft.

Quick Check

▪ Groups 1 & 3: Was the Civil War fought for the benefit of the rich or poor?

▪ Groups 2 & 4: Who fought the war? Was this different or similar in the North compared to the South?

Soldiers During the War

▪ Soldiers: mixture of adventure, travel, danger, comradeship, pride, and hardship.

▪ 50% of all eligible men in the North and 80% of all eligible men in the South fought in the war.

▪ Daily marching and drilling were occasionally interrupted by brief periods of fighting.

▪ Soldiers were often homesick and bored. They passed the time writing letters, playing games, and praying.

▪ Families were often divided with family members on both sides of the war.

▪ New Weapons:

▪ 1861- federal arsenals- older weapons from the Mexican-American War.

▪ During war- the world’s weapons makers increased the technology of killing with high velocity weapons: percussion rifle-muskets that fired Minnie balls (named after the Frenchman Claude Minnie) were elongated, shaped like a bullet, easier to load, and had a hollowed base, filled with gases; when it was fired it expanded in the musket and spun (spiral shaped). The spiral shape gave the shot more accuracy.

▪ Heavy artillery gave the advantage to those who occupied fortified locations.

▪ New weapons- terrible carnage; amputations often the only way to save a life.

▪ Camps: No sanitation; infectious disease was common; water was unsafe to drink.

▪ For every soldier that died on the battlefield, two died of disease.

▪ Prisoner of war camps were over-crowded and under supplied (Andersonville, Georgia 12,000 Union prisoners died in 15-months).

Women During the War

▪ The Civil War provided women a role in public life.

▪ Women replaced men at work: Family businesses, farms, and plantations.

▪ Occupations previously restricted to women now allowed them- teaching.

▪ Some women disguised themselves and fought.

▪ More often women joined their husbands at military camps cooking, doing laundry, and tending to the wounded.

▪ Nurses- development of nursing as a profession intensified as a result of war.

▪ Clara Barton: founded the American Red Cross- collected medical supplies and distributed “comforts” to the sick and wounded on both sides.

▪ U. S. Sanitary Commission- women oversaw hospitals and sanitation in military installations. This was the birth of federal responsibility for public health even after the end of the war.

Quick Check

▪ Groups A & C: List the ways the Civil War impacted women?

▪ Groups B & D: List the improvements to society that resulted from the Civil War?

Problem 50. Emancipation Proclamation

▪ Abraham Lincoln, Emancipation Proclamation, January 1863.



1. What did the Emancipation Proclamation do for the slaves of the U.S.?

2. Did it free all of the slaves? Explain.

Lesson 54 Objectives

▪ Students will be able to:

▪ Describe the important battles in the western theater (along the Mississippi River) during the Civil War;

▪ Describe the battles of Fredericksburg and Chancellorsville in Virginia during the Civil War;

▪ Discuss Lincoln’s problems with his top generals during the Civil War;

▪ Describe the Battle of Gettysburg and explain how it was a turning point in the Civil War;

▪ Explain how the Gettysburg Address re-focused the Civil War on the ideals of liberty;

▪ Explain what a total war is and its objectives;

▪ Explain Grant’s mission to bring the Civil War to an end; and

▪ Describe Sherman’s March to the Sea.

War Along the Mississippi River

▪ Fighting Along the Mississippi River:

▪ Anaconda Plan required Union control of the Mississippi River; so most fighting in the west aimed at this goal.

▪ Confederates still controlled two key locations on the Mississippi: Port Hudson, LA and Vicksburg, MS.

▪ Vicksburg:

▪ Fortress was well-positioned on high ground on the edge of the Mississippi River, from which gunners shot with deadly accuracy. The Union could not pass along the Mississippi River without taking the fort.

▪ 1863 Ulysses S. Grant- only way to win Vicksburg was to cut off all supplies and siege (surround and cut off all supplies and reinforcements).

▪ More than a month (starting on May 8, 1863), the Union sieged the fort and the guns continued firing on the fort from the land and river. The lack of supplies weakened the Confederates in the fort. July 4, 1863- Lt. Gen. John C. Pemberton surrendered the fort to Grant.

▪ Port Hudson:

▪ May 22, 1863 to July 9, 1863- Union under General Nathaniel Banks, sieged Port Hudson.

▪ Hearing about Vicksburg, Confederate General Franklin Gardner surrendered Port Hudson.

▪ July 1863- Union finally controlled the Mississippi River and divided the Confederacy in half.

Fredericksburg & Chancellorsville, Virginia

▪ General George McClellan: on paper, was the Union’s best and brightest general. Unfortunately, he was reluctant to lead his troops into battle. November 5, 1862- after the Battle of Antietam Lincoln replaced him with General Ambrose Burnside.

▪ Battle of Fredericksburg, Virginia:

▪ Burnside should have won against Confederate Generals Robert E. Lee, “Stonewall” Jackson, and James Longstreet.

▪ December 11-15, 1862- Union had 120,000 troops to the Confederate’s 80,000.

▪ Union engaged in a frontal assault against entrenched Confederate defenders on high ground. It was a deadly mistake. Union casualties (12,653) were more than twice that of the Confederates (5,377).

▪ People questioned Lincoln’s war strategies and his choice of military leaders.

▪ Lincoln replaced Burnside one month later with General Joseph Hooker.

▪ Battle of Chancellorsville, Virginia:

▪ April 30-May 6, 1863, General Hooker faced off against General Robert E. Lee and General “Stonewall” Jackson, with nearly twice the number of soldiers that the Confederates had, yet the Union lost another embarrassing defeat as Lee split his forces.

▪ Confederates won a decisive battle but “Stonewall” Jackson who was killed by friendly fire.

▪ Lincoln feared public opinion, pacing and nervously saying, “What will the country say? What will the country say?”

▪ United after victory Lee would soon face off in a bloody 3-day battle at Gettysburg, Pennsylvania.

Quick Check

▪ Groups 1 & 3: List the problems Lincoln faced in early 1863? How did he address those problems?

▪ Groups 2 & 4: Why is good military leadership so important in war? Give 2 examples of good and bad leadership so far.

Gettysburg

▪ Lincoln Changed Generals Again:

▪ After the defeat at Chancellorsville, Lincoln replaced General Hooker with General George Meade and ordered him to engage the invading Confederates in Pennsylvania.

▪ Battle of Gettysburg- A Turning Point:

▪ General George Meade (mediocre general at best) v. General Robert E. Lee (the two knew each other well and studied together at West Point).

▪ On June 30, 1863, Union soldiers under General John Buford headed to the town of Gettysburg to obtain shoes from a nearby factory. The Confederates under General J. Johnston Pettigrew noticed the Union soldiers.

▪ Day 1: On July 1, 1863, a Confederate reconnaissance force under General Henry Heth engaged Union troops near three ridges west of town: Herr Ridge, McPherson Ridge, and Seminary Ridge. The goal of Union General Buford was to buy time for his infantry reinforcements in order to prepare strong defensive positions on nearby Cemetery Hill, Cemetery Ridge, and Culp’s Hill. By the end of the day’s fighting, the Confederates pushed the Union forces in the field back to Cemetery Hill and Culp’s Ridge.

▪ Day 2: On July 2, 1863, as reinforcements arrived on both sides, the Confederates attacked the Union in the Peach Orchard, defeating General Sickles, whose men retreated to higher ground. The Confederates also attacked the Union on the heights of Little Round Top against Bowdoin College rhetoric professor, Colonel Joshua Lawrence Chamberlain (who ordered a bayonet charge after his ammunition ran out that shocked everyone) but failed to overtake the Union troops there because of their superior defensive positions. The Union held all of their positions by the end of the day except for Culp’s Hill.

▪ Day 3: On July 3, 1863, Lee believed that too much blood had already been shed to retreat and so the third day would be the final massive assault on the dug in Union lines atop Cemetery Hill. General George Pickett ordered his 12,500 men to charge up the hills and attempt to overtake the center of the Union forces. Pickett led three charges up the hill. By the end of his third charge only 5,000 of his men were still alive.

▪ After the Union victory at Gettysburg, Lee retreated back to Virginia and Meade failed to pursue him. Lincoln was furious that Meade did not finish the job but the battle was a major victory for Lincoln and the Union.

Turning Point in the War

▪ Gettysburg Address:

▪ November 19, 1863- Lincoln traveled to Gettysburg at the dedication of the Soldiers’ National Cemetery.

▪ Key note speaker was Edward Everett, who spoke for two hours.

▪ Lincoln spoke next for three minutes and delivered his 272-word Gettysburg Address. The speech gave the nation a new purpose and plan for the days ahead. “We here highly resolve that these dead shall not have died in vain- that this nation under God, shall have a new birth of freedom- and that government of the people, by the people, for the people, shall not perish from the earth.”

▪ Results of Gettysburg:

▪ Total death toll over the three days was nearly 50,000 men (half on each side). Nearly one-third of Lee’s Army of Northern Virginia were killed in the battle.

▪ After Gettysburg- all signs pointed towards a union victory.

▪ Southern Railroads almost completely stopped.

▪ Southern hopes to gain recognition from Britain or France were now gone.

▪ Southern will to fight suffered, nevertheless, Confederacy fought on for another year. Union plan would be a total war, an advance on all fronts, and use of its superior resources to grind the rebellion to a halt.

▪ One day after Gettysburg, Lincoln recalled General Ulysses S. Grant back to Washington, D.C. from Vicksburg to give him command over the whole Union Army to end the war once and for all.

▪ Grant was to focus on the Army of Northern Virginia & Sherman was to advance against Atlanta, Georgia.

Total War

▪ Grant took control of the Union war effort and promised to end the war.

▪ Grant planned to attack Richmond and fought battles at the Wilderness, Spotsylvania Courthouse, and Cold Harbor.

▪ Grant’s goal was inflict more casualties on the Confederates than their limited resources could withstand.

▪ Grant- “butcher of men.” Many Union men died & Lincoln thought public outcry would cost him re-election in 1864.

▪ Total War- military strategy in which an army attacks not only enemy troops but also the economic and civilian resources that support them- the goal was to wear down the Southern will to fight.

▪ Sherman’s March to the Sea: May, 1864- General William Tecumseh Sherman left Tennessee with 60,000 troops on a 250-mile mission to capture the port of Savannah, Georgia.

▪ Along the way, he burned fields and looted supplies, destroying anything of value and tearing up railroad tracks, destroying buildings, and vandalizing homes.

▪ September 2, 1864- Sherman’s troops occupied Atlanta and burned the city to the ground.

▪ Lincoln Wins Reelection:

▪ Lincoln believed he would lose reelection to former General George McClellan (had his cabinet promise to see the war through), the late battlefield victories convinced people to re-elect Lincoln.

▪ McClellan ran for the Democrats and promised to bring the war to an end with a negotiated peace.

▪ Lincoln’s re-election ended the Confederacy’s hope for a negotiated peace and meant they would have to win the war to keep their way of life and slavery.

Quick Check

▪ Groups A & C: How was the Battle of Gettysburg a turning point in the Civil War? Explain.

▪ Groups B & D: Was Sherman’s March to the Sea and his Total War justified under the circumstances? Explain.

Problem 51. Gettysburg Address

▪ Abraham Lincoln, Gettysburg Address, November 19, 1863.



1. Why did Lincoln give the Gettysburg Address?

2. What was Lincoln’s main point?

3. Why has the Gettysburg Address become so important in American history?

Lesson 55 Objectives

▪ Students will be able to:

▪ Describe Grant’s march to Richmond in1864 and the battles that led up to the Siege of Petersburg;

▪ Describe the Siege of Petersburg, Lee’s attempted escape, and the surrender at Appomattox Court House;

▪ Describe Lincoln’s last few days on Earth;

▪ Explain John Wilke’s Booth and his co-conspirator’s assassination plot, the assassination of Lincoln, and the aftermath of the assassination; and

▪ Explain the results of the war, including the long-term costs associated with the war on the South, its economy, politics, and way of life.

End of the War

▪ Grant’s March to Richmond in the summer of 1864 featured several long and bloody battles and had little to show.

▪ The Wilderness (May 5-7): Bloody but inconclusive. Grant disengaged to push towards Richmond (Casualties- Union 17,666 & Confederate 10,830).

▪ Spotsylvania Courthouse (May 8-21): Bloody but inconclusive. Grant disengaged to push towards Richmond (Casualties- Union 18,399 & Confederate 12,062).

▪ Cold Harbor (May 31-June 12): Lopsided Confederate victory. Grant’s frontal assault failed against well-entrenched Confederates. He later regretted the strategy. (Casualties- Union 14,932 & Confederate 4,847).

▪ Second Battle of Petersburg (June 15-18): Four days of fighting resulted in few gains for the Union. (Casualties- Union 10,600 & Confederate 4,600).

▪ Siege of Petersburg: After the Second Battle of Petersburg, Grant began a 10-month and 30-mile siege around Petersburg, Virginia.

▪ Casualties Union 40,000 & Confederate 28,000. Unlike Grant, who had replacement troops, Lee ran out of men and options.

▪ Peace Talks: Early 1865- Lincoln and Confederate Vice President Alexander Stephens met to discuss peace but it failed due to the newly proposed Thirteenth Amendment to outlaw slavery (ratified in December, 1865).

▪ Lincoln’s goals for reunification of the country was generous to the South. Unlike so many Republicans in Congress, who wanted to punish the South for the war. Lincoln planned to re-build the nation “with malice towards none.”

▪ Confederate Surrender at Appomattox Court House, Virginia.

▪ April 2, 1865- Lee attempted a retreat from Petersburg but his men were starving, exhausted, and without sufficient supplies.

▪ April 9, 1865- Lee surrendered to Grant at Appomattox Court House.

▪ Small battles continued until June but Appomattox was basically the end of major fighting in the Civil War.

Quick Check

▪ Groups 1 & 3: Did Grant live up to his nickname as the “butcher of men”? Explain.

▪ Groups 2 & 4: Was the siege of Petersburg a successful strategy? Explain.

Lincoln’s Last Day

▪ April 11, 1865: Lincoln told his wife about a premonition of death. He described a death-like stillness in the air, invisible mourners, no living people, and a corpse in White House guarded by soldiers. Lincoln asked one of the soldiers who died and the soldier said the president was dead from an assassination.

▪ April 14, 1865 (Good Friday):

▪ Lincoln went to meetings; met Cabinet; met with General Grant (details of Lee’s surrender & hoped to hear from Sherman soon).

▪ Lincoln hoped to establish a reconstruction and reconciliation plan before Congress could implement vindictive policies.

▪ Lincoln told his Cabinet he “hoped there would be no persecution, no bloody work, after the war was over.” Regarding the rebel leaders, he continued, he “would [not] take any part in hanging or killing those men, even the worst of them.”

▪ Grant stayed late to apologize for canceling plans to join Lincoln at the theater that night.

▪ In the afternoon, Lincoln went for a carriage ride with Mrs. Lincoln.

▪ Lincoln planned to spend a relaxing evening at the theater. He invited Major Henry Rathbone and Clara Harris to replace the Grants at Ford’s Theater that night to see the play Our American Cousin.

▪ Hours before he signed a bill into law creating the Secret Service (at the time, it regulated currency & counterfeiting. 1901- after McKinley’s assassination, the Secret Service changed functions to begin protecting the president).

▪ Lincoln arrived late. They stopped the play to greet Lincoln and he took his seat in a rocking chair at the back of his private box.

▪ During a loud part in the performance, John Wilkes Booth stepped into Lincoln’s box, leveled his derringer, and fired a single shot into the president’s head. He then leapt down onto the stage and shouted, “Sic semper tyrannis!” (“Thus ever to tyrants!”), and fled the theater.

Assassination Conspiracy

▪ John Wilkes Booth- part of a larger plot of Confederate sympathizers to kill the President, Vice President, & Secretary of State. They hoped the assassinations- would allow the South to regroup. It never happened.

▪ Previous Plots Against Lincoln by the Conspirators:

▪ First Plan- abduct Lincoln and hold him ransom to in order to release Confederate soldiers.

▪ Second Plan- abduct Lincoln at Ford’s Theater on a different date, but he never showed up.

▪ Third Plan- abduct Lincoln in his carriage on the way to a hospital visit, but the trip to the hospital never happened.

▪ Last Plan- Booth feared with the war ending he might not get to unleash his plan. They decided to kill Lincoln at the theater.

▪ George Atzerodt- was to kill Vice-President Andrew Johnson but never followed through.

▪ Lewis Powell & David Herold- were to kill Secretary of State William Seward. Powell actually went to Seward’s home and attempted to kill him. Many people were involved and injured, but all survived.

▪ John Wilkes Booth- was to kill Lincoln. He calmly entered the president’s box (the lock was broken), leveled his pocket Derringer, and pulled the trigger.

▪ The Hunt for Booth:

▪ Booth- on the run for 11-days, then he and Herold were cornered in a tobacco barn. Herold surrendered; Booth wanted to fight.

▪ Troops burned the barn; Booth was shot in the neck and paralyzed. He died of his wound the next day.

▪ July 7, 1865- conspirators were hanged: Herold, Powell, Atzerodt, and Mary Surrat.

▪ Those who helped Booth escape were sentenced to life in prison: Samuel Mudd, Samuel Arnold, and Michael O'Laughlen.

▪ Conspirator John Surrat fled to Canada, England, and around Europe, until he was finally caught in Egypt in 1866 (but was set free after trial due to a hung jury).

Results of the Civil War

▪ North Wins the Civil War: it wasn’t guaranteed, but as time passed- North had better technology, more resources, a larger population, and Lincoln’s leadership- he held the nation together. His decision to issue the Emancipation Proclamation gave the war a moral cause; people in the North saw the bigger issue the war looked to solve.

▪ The South used up its resources and people. The war became a war of attrition and the North outlasted the South.

▪ The Costs of the War:

▪ More than 600,000 Americans were dead and hundreds of thousands maimed.

▪ Photography brought the horrors of war to the public.

▪ Northern industry and manufacturing continued strong but the Southern agricultural system was in ruins. Homes and farms were destroyed; slaves were freed; and a large percentage of middle-aged men were killed.

▪ Universities increased.

▪ Congress passed another protective tariff.

▪ U.S. became a global economic power.

▪ Rebuilding of the South was slow and many cities lay in ruins, such as Richmond & Atlanta.

▪ White Southerners were disoriented and embarrassed and African Americans were disoriented with nowhere to go and nobody to turn to other than their previous masters.

▪ War proved that secession was not the answer to society’s problems.

▪ Period after the Civil War became known as the “Gilded Age.” While things looked good on the surface, underneath, problems and decay existed. Many did not get the freedom they hoped for.

Quick Check

▪ Groups A & C: Was the assassination of Abraham Lincoln good or bad for the South? Explain.

▪ Groups B: Make lists of the positive outcomes from the war in the North and in the South.

▪ Groups D: Make lists of the negative outcomes from the war in the North and in the South.

Problem 52. Lincoln’s Second Inaugural Address

▪ Abraham Lincoln, Second Inaugural Address, March 4, 1865.



1. What did Lincoln say to the South in his Second Inaugural Address?

2. Would Lincoln have been a good president (if he didn’t get assassinated) to rebuild the country after the Civil War?

Lesson 56-59 Objectives

▪ Students will be able to:

▪ Lesson 56:

▪ Explain the human element of war.

▪ Describe the hopes, dreams, and goals of the individuals who fought on both sides of the Civil War.

▪ Lesson 57:

▪ Explain the human element of war.

▪ Describe the hopes, dreams, and goals of the individuals who fought on both sides of the Civil War.

▪ Lesson 58:

▪ Use their knowledge about the Civil War and society in the aftermath of the Civil War in order to debate a feasible policy of Reconstruction and Reconciliation for the South.

▪ Lesson 59:

▪ Use their knowledge about the Civil War and society in the aftermath of the Civil War in order to debate a feasible policy of Reconstruction and Reconciliation for the South.

Lesson 60 Objectives

▪ Students will be able to:

▪ Explain the challenges facing the nation following the Civil War;

▪ Describe the South’s economy, social structure, and political situation following the Civil War;

▪ Explain the overarching goals of Reconstruction;

▪ Describe Lincoln’s plan for Reconstruction in the South;

▪ Describe the Radical Republican perspective on Reconstruction and the Wade-Davis Bill;

▪ Explain Johnson’s goals and actions to reconstruct the South;

▪ Explain why Johnson was impeached;

▪ Explain how Congress took control of Reconstruction; and

▪ Explain each of the laws passed by Congress to reconstruct the South.

Challenges of Reconstruction

▪ Reconstruction- federal program 1865-1877 to repair and restore Southern states to the Union.

▪ Who should lead Reconstruction: the President or Congress? What were Reconstruction Goals?

▪ Rebuild the Union:

▪ What should be done to the political leaders of the Confederacy? Tried for treason? Pardoned?

▪ How could the South regain political seats in Congress? Quickly and with few conditions? Loyalty oaths, new state constitutions that guaranteed African American rights?

▪ How to Rebuild the Southern Economy?:

▪ South’s source of wealth before and after the war was in its land. Who should control the land: the old elite or newly freed African Americans? Could a redistribution of land and employment fix the South’s economy?

▪ Sherman’s suggestion:“40 acres and a mule” to redistribute land to the newly freed African Americans.

▪ Many thought redistribution of land violated the Constitution and that the government could pay Southerners for their land and then redistribute it.

▪ Extend Citizenship, Rights, and Equality to African Americans:

▪ Thirteenth Amendment- freed the slaves but did not make them full citizens.

▪ Hoped for the right to vote, education, and other rights.

▪ Most Republicans supported rights for the freed slaves but white Southerners bitterly opposed it.

Early Reconstruction Plans

▪ South was under Union Military Occupation.

▪ Lincoln’s Ten Percent Plan: swift and lenient reunion of the South.

▪ Ten Percent Plan:

▪ 1863- Lincoln issued a Proclamation of Amnesty and Reconstruction.

▪ As soon as 10% of the voters of a state took a loyalty oath, the state could set up a new government.

▪ Representation in Congress would be restored for any state that abolished slavery and gave education to African Americans.

▪ Lincoln planned to issue pardons to former Confederates and considered compensating them for lost property.

▪ He never accepted secession; Union was unbreakable, therefore, they were just in a state of rebellion (acting badly).

▪ Radical Republicans:

▪ Republicans led by Representatives Thaddeus Stevens and Senator Charles Sumner, who wanted full citizenship rights for African Americans and harsh punishments for the South.

▪ Favored confiscating Confederate lands and redistributing the land to freedmen.

▪ Wade-Davis Bill, gave African Americans rights & equality and required a majority of voters to take loyalty oaths.

▪ Lincoln vetoed Wade-Davis with a pocket veto (no signature for 10-days when Congress was out of session).

▪ Freedmen’s Bureau (Bureau of Refugees, Freedmen, and Abandoned Lands)- agency to provide food, clothing, health care, and education to African Americans and poor whites in the South. It also helped reunite families. It gave African Americans rights until it ended in 1872.

Johnson’s Attempt at Reconstruction

▪ Andrew Johnson Plans for Reconstruction:

▪ Restore the South quickly like Lincoln. He offered pardons and the return of land to any Confederate who took a loyalty oath. The wealthy and Confederate leaders (over $20,000) had to personally write to him apologizing and requesting pardons.

▪ Main requirement- each state had to draft a constitution abolishing slavery and ratify Thirteenth Amendment.

▪ Johnson did not favor granting African Americans equal rights or the vote. He had little sympathy, believed in states’ rights, and would have allowed each state to decide the freedoms for African Americans.

▪ Black Codes:

▪ Under Johnson’s plan, Southerners tried to rebuild their pre-war world, preventing African American liberties and rights.

▪ Black Codes- laws designed to limit African American rights and keep them as landless workers.

▪ Limited employment opportunities: basically could only be servants or farm laborers.

▪ Limited land ownership rights.

▪ Vagrancy laws (homelessness laws)- penalty was arrest and labor camp work.

▪ Conflict between Radical Republicans and President Johnson:

▪ The Radical Republicans did not believe Johnson did enough for the African Americans and he accused Congress of trying to “Africanize” the South.

▪ Congress passed a bill giving the Freedmen’s Bureau the authority to punish Southern state officials who did not give African Americans their civil rights.

▪ Congress also passed the Civil Rights Act of 1866, giving civil rights to all citizens.

▪ Johnson vetoed both bills; he now found himself in a war against Congress.

Quick Check

▪ Group 1: Describe President Lincoln’s Reconstruction plan.

▪ Group 2: Describe the Radical Republican’s Reconstruction plan.

▪ Group 3: Describe President Johnson’s Reconstruction plan.

▪ Group 4: Based on your knowledge of how the Constitution works, who would win the war between President Johnson and the Radical Republicans in Congress? Explain.

Congress Takes Control of Reconstruction

▪ Johnson’s plan was too lenient and the South fell into lawlessness.

▪ For the first time in history- Congress overrode the presidential veto (2/3 majority vote)- Civil Rights Act of 1866.

▪ Radical and Moderate Republicans United and drafted sweeping Reconstruction policies. They knew they could override any presidential veto, eliminating Johnson from the equation, and instituted their own Plan. It began with the Civil War Amendments.

▪ Fourteenth Amendment- made African Americans citizens and guaranteed equal protection of the laws to all citizens. It also barred former Confederate officials from holding federal or state office.

▪ Military Reconstruction Act of 1867- divided the 10 Southern states not yet admitted into 5 military districts, each governed by a Union military governor and required new constitutions with African American male suffrage & the Fourteenth Amendment.

▪ Johnson’s Impeachment:

▪ 1867, Congress passed Tenure of Office Act- the President needed the Senate’s approval to remove cabinet members.

▪ Johnson tried to fire the last Radical Republican in his Cabinet, Secretary of War Edwin Stanton, without Senate approval.

▪ House of Representatives impeached him but he was not removed by the Senate (fell 1 vote short of 2/3 requirement).

▪ 1868- Ulysses S. Grant was elected the Eighteenth President.

▪ 1869- Congress passed Fifteenth Amendment (ratified in 1870)- now suffrage could not be restricted based on race, color, or previous conditions of servitude. Yet, states still controlled voting requirements within their own state.

Summary of Reconstruction Laws

▪ Freedman’s Bureau Act (1865-1866)- created a government agency to provide services to freed slaves and war victims.

▪ Civil Rights Act of 1866- granted citizenship to African Americans and outlawed black codes.

▪ Reconstruction Act of 1867- divided former Confederate states into military districts.

▪ Fourteenth Amendment (1868)- guaranteed citizenship to African Americans and prohibited states from passing laws to take away a citizen’s rights.

▪ Fifteenth Amendment (1870)- stated that no citizen could be denied the right to vote because of “race, color, or previous condition of servitude.”

▪ Enforcement Act of 1870- protected voting rights by making intimidation of voters a federal crime.

Problem 53. Lincoln’s Proclamation of Amnesty & Reconstruction

▪ Abraham Lincoln, Proclamation of Amnesty & Reconstruction, December 8, 1863.



1. What was Lincoln’s Plan for Reconstruction?

2. How would the South have fared if Lincoln’s plan had been adopted?

3. Was Lincoln’s plan a good one? In what ways was it problematic?

Quick Check

▪ Groups A & C: How did the Civil War Amendments (13-15) change America in significant ways during Reconstruction?

▪ Groups B & D: How did Congress impeach Johnson and then render him powerless in Reconstruction?

Lesson 61 Objectives

▪ Students will be able to:

▪ Explain the problems that the South faced after the states were readmitted to the Union;

▪ Explain how African American voters in the South transformed the political scene, took local and state offices, and angered Southern whites;

▪ Describe those who looked to take advantage of the South’s condition after the Civil War;

▪ Describe the opportunities and challenges presented to freedmen during and after Reconstruction;

▪ Explain the issues over land use and land distribution;

▪ Explain how the different methods of farming worked and how they kept the poor in perpetual poverty;

▪ Explain why Southern whites created the KKK and the techniques they used to scare African Americans away from voting and terrorize them and the whites who supported them; and

▪ Describe the federal laws that aimed to curb the KKK and its violence.

Problems After Readmission

▪ All Confederate States re-admitted by 1870. With African American suffrage, Republicans gained power in state legislatures and in Congress.

▪ African Americans voted and took political positions in state and local government throughout the South. Many whites did not have the right to vote because they refused to take loyalty oaths.

▪ 1870-1877 African Americans: 2 Senators & 14 Representatives. None elected to Congress from North until 1900s.

▪ Scalawags: negative term for Southern whites who supported the Republican party.

▪ Carpetbaggers: negative term for northerners who moved to the South after the Civil War. Land, opportunity, jobs, & assistance for African Americans. Often young, educated, and ambitious Republicans.

▪ Republicans failed to support women’s suffrage- all efforts focused on African American suffrage. Women did accept jobs in hospitals, relief agencies, and schools.

▪ Reconstruction required free public schools (tax-supported)- very costly when South had little money.

▪ South adopted segregated schools- two schools- one white and one African American (few schools integrated).

▪ Other Southern Issues: illiteracy, poor medical care, housing, production, & racial violence.

▪ Bribery & Corruption- politics attracted dishonorable and dishonest.

New Lives for Freedmen

▪ Where to Live: Some stayed to work for former masters; many moved to Northern cities.

▪ Cities: schools, churches, and other social institutions.

▪ Family Lives:

▪ Marriage (often for the first time, legally), Homes, & Families.

▪ Jobs:

▪ Skilled men: carpenters, blacksmiths, cooks, house servants…

▪ Women: laundry, child care, domestic work…

▪ Most African Americans: lumber, railroad work, and farm labor. Most lived in poor housing and received poor food for their hard labor.

▪ Education:

▪ Freedmen Bureau Schools: African Americans fled to schools to learn to read, write, and do basic math so that they would not be cheated (1866- 150,000 pupils & 1869 300,000 pupils. The tuition was 10% of a laborer’s salary).

▪ African American Colleges & Northern Churches and Charitable Organizations sent supplies South to help.

▪ Religion: African American Church was essential.

▪ Served as school sites, community centers, employment agencies, and political rallying points. It developed African American leaders.

Quick Check

▪ Groups 1 & 3: Did newly freed African Americans have many choices in life during reconstruction? Explain.

▪ Groups 2 & 4: What were the pros and cons of staying on to work for former masters?

Land Distribution

▪ 1860- wealthiest 5% owned 50% of the land. Most white Southerners had no land.

▪ After the war, millions of poor landless whites competed with millions of African Americans for land.

▪ Sherman’s plan (40 acres and a mule) and Thaddeus Stevens’s land redistribution plan never occurred.

▪ 1880- 7% of the South’s land was occupied by African Americans who had purchased it.

▪ Sharecropping, Share-Tenancy, & Tenant-Farming: even large landowners didn’t have money to pay laborers, so three arrangements developed:

▪ Sharecropping: landowner dictated the crop and provided laborer with seeds, tools, and a place to live in exchange for a share of the harvest. The owner often bought these on credit with high interest rates.

▪ Dishonest owners, fluctuating cotton prices, and perpetual indebtedness kept the sharecropper very poor.

▪ Share-Tenancy Farming: like sharecropping except tenant farmer chose crop and purchased his own supplies.

▪ More freedom to choose what to grow.

▪ Tenant Farming: tenant paid cash to rent land and farmed as he pleased.

▪ Allowed for the most freedom but required money for rent.

Racial Violence

▪ Economic competition, African American political power, occupation by federal troops, and outrage at African American rights and suffrage caused resentment by poor whites.

▪ Ku Klux Klan: organization that promoted hatred and discrimination against specific ethnic and religious groups (especially African Americans).

▪ Fraternity of former Confederate soldiers started by Nathaniel Bedford Forrest.

▪ Roamed around using terror tactics to harass African Americans and whites who supported them.

▪ Dressed in white robes and hoods and mounted on horses, they burned homes, schools, churches, and maimed, beat, and killed people.

▪ Attempted to scare freedmen away from voting.

▪ Federal Response were the Enforcement Acts of 1870 and 1871 (also known as the Ku Klux Klan Acts): made it a federal offense to interfere with a citizen’s right to vote.

▪ Racial violence at the polls occurred across the country.

▪ Hundreds of Klansmen were indicted throughout the South.

▪ By 1872, the violence lessened but it smoldered under the surface, ready to reignite in the future.

Problem 54. Organization & Principles of the KKK

▪ Organization and Principles of the Ku Klux Klan, 1868.



1. From the stated purpose of this organization, what are the main reasons the organization exists?

2. With the exception of questions 5 & 6, are there any indications of prejudice and discrimination?

Lesson 62 Objectives

▪ Students will be able to:

▪ Explain how the attention of politicians in the 1870s shifted away from Reconstruction and towards other issues;

▪ Explain the Supreme Court cases that limited the scope of the Fourteenth Amendment and its protections over civil rights;

▪ Explain how Southern whites conspired to return to the ways of the old South after federal troops left the South;

▪ Explain how Reconstruction ended with the Compromise of 1877 and the Presidency of Rutherford B. Hayes;

▪ Explain the lasting positive and negative effects of Reconstruction;

▪ Explain how the South attempted to limit African American rights through Jim Crow laws, segregation, poll taxes, literacy tests, violence, and intimidation; and

▪ Describe the philosophical debate between African Americans reformers such as Booker T. Washington and W.E.B. Du Bois.

Reconstruction Ends

▪ Congress shifted focus away from Reconstruction- to reforming politics, the economy, and removing the military.

▪ Troops began withdrawing in 1871; Freedman’s Bureau dissolved in 1872; faith in President Ulysses S. Grant faded (corruption) and Republican party began to splinter. Generation of abolitionists was dead and nobody stepped up. Prejudice returned.

▪ Civil Rights Act of 1875: gave African Americans right to ride trains and use public facilities but didn’t give details; courts would decide.

▪ Slaughterhouse Cases- Supreme Court cases that chipped away at African American rights in the 1870s.

▪ Federal government had no control over how a state chose to define rights for its citizens. This weakened 14th Amendment.

▪ United States v. Cruikshank- 1875 Supreme Court ruled 14th Amendment protected against state actions, not other citizens.

▪ “Redeemers” Looked to Return the Southern Way of Life:

▪ Racism and segregation united the South to return white men to political power.

▪ Southern Democrats joined with many moderate Southern Republicans to oppose the Radical Republicans. Together, “Redeemers” attempted to show African American politicians were corrupt, self-serving, and incompetent. Rallying cry- Segregation.

▪ Election of 1876: Republican Rutherford B. Hayes (OH) faced off against Democrat Samuel Tilden (NY). Both wanted to end corruption.

▪ Tilden received 51% of the vote but Republicans disputed the counting in the South. On the recount Hayes won by 1 electoral vote. Democrats then protested.

▪ Compromise of 1877: A commission of 15 men (5 Senators, 5 Representatives, 5 Supreme Court) met and agreed to rule in favor of Rutherford B. Hayes (making him the 19th President) in exchange for removing federal troops from the South, a southerner was appointed to a powerful Cabinet post, and Southern states were given subsidies to build railroads and improve their ports.

▪ Reconstruction was Over and African Americans were now on their own.

Quick Check

▪ Groups A & C: Describe how Reconstruction ended in the U.S.

▪ Groups B & D: Describe the situation that led to the Compromise of 1877 and the terms of the agreement. Was this an anticlimactic end to Reconstruction?

Effects of Reconstruction

▪ Positive Effects of Reconstruction:

▪ Union was restored;

▪ African Americans gained citizenship and voting rights;

▪ South’s economy and infrastructure (railroads and ports) were improved;

▪ Southern states established public schools; and

▪ Gradual shift to a wage-labor system.

▪ Failures of Reconstruction:

▪ Failed to heal the bitterness between North and South;

▪ Failed to provide lasting protections for African Americans; and

▪ Segregation, prejudice, and racial violence lasted until the present day.

▪ African Americans Gained Choices: Where to live; land ownership; occupations; and politics (voting).

▪ Fifteenth Amendment failed to give women the vote- led to stronger women’s suffrage organizations.

▪ Political shifts- Republican Party became known as the “Party of Lincoln” (which freed the slaves), so the Democrats came to dominate the white South.

▪ In the end, Congress determined it was better to let the South deal with its own affairs. This would have long-lasting repercussions.

Restriction of African American Rights

▪ Jim Crow Laws: segregation laws.

▪ As soon as troops left- South began restricting African American rights. South enforced segregation laws in all aspects of life.

▪ 1800s Supreme Court cases continued to restrict African American rights. Supreme Court overturned the Civil Rights Act of 1875, declaring states can determine who rides trains and uses public facilities rather than Congress.

▪ Limitations on Voting Rights: Southern states got around Fifteenth Amendment by passing voting requirements:

▪ Poll taxes- tax in order to vote.

▪ Literacy tests- show certain abilities such as reading and writing.

▪ Grandfather Clauses- although poor and uneducated whites would have also be restricted from voting, grandfather clauses stated that a person whose ancestors had voted prior to 1866 or 1867 were exempt from poll taxes and literacy tests.

▪ All-White primaries.

▪ Violence and intimidation.

▪ African American voting and political fell drastically. By 1940, only 3% of African Americans in the South could vote.

▪ Segregation: 1896- the Supreme Court rule that “separate but equal” facilities did not violate the Fourteenth Amendment in Plessy v. Ferguson. In reality, separate facilities were rarely equal.

African American Leaders Seek Reform

▪ Newspapers, women’s clubs, fraternal organizations, schools, colleges, and political organizations all worked to change the racist policies of the South.

▪ Booker T. Washington: Born a slave in 1856, Washington argued African Americans should accept the racist policies of Jim Crow because it was a losing cause. Instead, they should focus on building up their economic resources, building good reputations as hard workers, and leading honest lives.

▪ He poured his efforts into the Tuskegee Institute, a vocational school for African Americans in Alabama.

▪ W.E.B. Du Bois: Du Bois, from Great Barrington, Massachusetts, earned his Ph.D. from Harvard University in 1896 and went on to criticize Booker T. Washington for his acceptance of blatant racism. He argued that African Americans should demand immediate equality and not limit themselves to vocational education.

▪ Ida B. Wells: Born a slave in 1862 in Mississippi, Wells believed in fighting for African American rights. She worked as a school teacher, was active in the Methodist Episcopal Church, and bought a newspaper called Free Speech, writing many articles criticizing the treatment of African Americans.

▪ Nadir: Historians consider the late 1800s to be a nadir (lowest point) in race relations in U.S. History. The realities of racism, prejudice, and discrimination have lasted ever since.

Quick Check

▪ Groups 1& 3: What was Booker T. Washington’s advice for African Americans? Was he correct?

▪ Groups 2 & 4: What was W.E.B. DuBois’s advice for African Americans? Was he correct?

Problem 55. Booker T. Washington

▪ Booker T. Washington, Atlanta Compromise, 1895.



(Audio)

1. What was Booker T. Washington’s main message to African Americans in the South?

2. Do you agree with Washington? Was his method the best way to deal with the problems facing African Americans in 1895?

Problem 56. W.E.B. Du Bois

▪ W.E.B. Du Bois, “Of Mr. Booker T. Washington and Others,” in The Souls of Black Folk, 1903.



1. What was W.E.B. Du Bois’s response to Booker T. Washington’s Atlanta Compromise?

2. What was W.E.B. Du Bois’s main message to African Americans in the South?

3. Whose plan do you think would have been most successful in the South, Du Bois or Washington? Explain.

Lesson 63-64 Objectives

▪ Students will be able to:

▪ Use primary sources to write an essay explaining why Congress’s efforts to ensure equal rights to the freedmen failed.

▪ Clearly integrate evidence from the primary sources in writing a cohesive and well-constructed essay on the topic.

Lesson 65-66 Objectives

▪ Lesson 65: Review- Students will review and refine their understandings of the unit content objectives.

▪ Lesson 66: Unit Test- Students will demonstrate understanding of the unit objectives through a unit test.

Lesson 67-73 Objectives

▪ Students will conduct a Research Assignment, demonstrating their mastery of the skills in each of the steps necessary to find, evaluate, and use historical information in writing a cohesive and convincing historical essay.

Unit V: Industrial Revolution

Lesson 74 Objectives

▪ Students will be able to:

▪ Explain how the U.S. had abundant natural resources necessary for industrialization;

▪ Describe the technological improvements in the late 1800s in transportation, communication, railroads, electricity, steel production, and railroads;

▪ Explain population shifts and the impact of immigration after the Civil War;

▪ Describe the role of entrepreneurs in developing businesses in U.S. history;

▪ Explain why the South lagged in industrialization while the North’s industry boomed after the Civil War; and

▪ Explain the lasting effects of industrialization on the U.S. at the turn of the twentieth century.

Abundant Natural Resources

▪ American Industry Grows:

▪ Civil War forced industry to manufacture goods more quickly and more efficiently.

▪ New tools and methods produced guns, ammunition, medical supplies, and uniforms.

▪ Food industry began processing food to be shipped over longer distances.

▪ Railroads expanded and more efficient methods of power production were introduced.

▪ Immigrants filled the additional jobs produced by the Industrial Revolution.

▪ Vast Supply of Natural Resources:

▪ Coal mines- for steam power.

▪ Forests & trees- lumber for buildings & construction.

▪ Iron ore- used to make iron (and later steel) for bridges, buildings, railroad tracks, and machines.

▪ Rivers- transportation of raw materials.

▪ Technological Advances:

▪ 1859 Edwin Drakes used a steam engine to drill first oil well in Pennsylvania (reduced need for whales).

▪ 1850s processing of iron ore into steel became easier.

▪ Steel rails encouraged additional railroads.

▪ Railroads permitted the transportation of raw materials and finished products and linked people and places across the country. Railroads were key to the Industrialization and Urbanization of the U.S.

Conditions for Business Success

▪ Population Changes:

▪ Immigration from Europe and Asia skyrocketed: nearly 1-million per year by 1905.

▪ Pushed from their countries for various reasons- political upheaval; religious discrimination; and crop failures.

▪ Pulled to the U.S. by the number of employment opportunities and vast tracts of cheap farm land in the American west.

▪ Rags to Riches, Opportunity, & the American Dream- hard work can catapult anyone from poverty and obscurity to wealth and fame.

▪ Entrepreneurs: businessmen who risk everything to start successful businesses and earn a profit. They fueled the industrialization and economic growth of the 1800s.

▪ Free enterprise- freedom to run a business with minimal regulation beyond what is necessary to protect the public interest.

▪ Competition was rich among competing businesses. Supply, Demand, Price, Elasticity, and Substitution. Goal is to reduce costs, businesses look for efficiencies or innovations in some aspect of production.

▪ Laissez-Faire Economic Policies (let it be- “hands off” policies) Helped Businesses:

▪ Minimal government regulation.

▪ A stable legal system; the protection of personal property; and the right to contract- all led to stability and predictability in business and encouraged business growth.

▪ Protective Tariffs- encouraged people to buy American.

Quick Check

▪ Groups A & C: List the things that made industrialization possible in the late 1800s.

▪ Groups B & D: List the features of free enterprise capitalism.

Innovation & New Technology

▪ Patents: legal protection for invention ideas- exclusive right to develop, use, and sell inventions for a time.

▪ Electricity:

▪ Thomas Edison invented the light bulb in 1880 and took out 1,000 patents.

▪ Electricity extended the number of hours in the work day- changing labor.

▪ Communications:

▪ 1844- Samuel Morse perfected the telegraph.

▪ 1876- Alexander Graham Bell patented the telephone. By 1900, there were more than 1 million telephones and 100,000 miles of wire

▪ 1901- Guglielmo Marconi transmitted the first trans-Atlantic radio signal.

▪ News spread quickly and communication for personal and commercial purposes drastically increased business and commerce.

▪ Bessemer Process- in the 1850s- Henry Bessemer, developed a system to purify iron to make lightweight but strong steel. By 1890, the U.S. was out-producing the British steel industry.

▪ Skyscrapers and suspension bridges (with steel cables) were now possible (first U.S. suspension bridge- Brooklyn Bridge, completed 1883).

▪ Train Improvements: 1869- George Westinghouse patented railroad brakes; 1887- African American Granville Woods patented a telegraph system for trains; and late 1800s- Gustavus Swift developed refrigerated rail cars for transporting food.

▪ Time Zones: 1884- delegates from 27 countries met and divided the world into 24 time zones we still use today.

▪ Commuter Transportation: electric streetcars, commuter trains, & subways. Americans could now live outside of the city and commute to work, leading to the growth of suburbs.

▪ Gas-powered cars began production in 1902.

▪ 1903- Orville & Wilbur Wright first airplane- traveled 120 feet and airborne for 12 seconds in Kitty Hawk, North Carolina.

Effects of Industrialization

▪ Barriers to Industry in the New South: remained largely agricultural, based on cash crops like cotton and tobacco; smaller middle-class; still rebuilding from the destruction of war; lacked labor and capital investment; lacked education to promote technology and innovation; and did not attract skilled labor because it didn’t pay high wages.

▪ Successes in Industry in the New South: tobacco processing, stone quarrying, and furniture-making. New Industries after the Civil War:

▪ Textiles in North Carolina, South Carolina, and Georgia.

▪ Cigar production and lumber in North Carolina and Virginia.

▪ Coal, iron, and steel production in Tennessee and Alabama.

▪ Agriculture remained strong but after the Civil War it became diversified and not as reliant on cotton.

▪ Southern rail lines expanded connecting rural and urban areas and ports like New Orleans and Charleston.

▪ Despite changes, the Southern economy continued to lag behind the North.

▪ Effects of Industrialization: U.S. grew as a World Economic Power: exports of grain, steel, and textiles.

▪ Mechanization changed life from farming to industry to home life.

▪ U.S. moved from family farms to the cities for to work in factories and industry.

▪ Mass production meant easy access to products that were previously made by hand.

▪ Pollution began impacting the environment by the late 1800s (industrial waste and mining). In 1872, Congress started the National Park Service and set aside protected land (Yellowstone).

Quick Check

▪ Groups 1 & 3: List the barriers to industry that existed in the South after the Civil War.

▪ Groups 2 & 4: List the successes in industry in the South after the Civil War.

Lesson 75 Objectives

▪ Students will be able to:

▪ Explain how a corporation is a legal entity, owned by investors, with an interest in making a profit;

▪ Explain how and why large corporations developed in late 1800s;

▪ Describe how the negotiations and dealings of certain individuals shaped big business and its relationship to competitors and consumers;

▪ Evaluate whether the business moguls of the late 1800s were “Robber Barons” or “Captains of Industry”;

▪ Explain Social Darwinism;

▪ Explain how the government’s laissez-faire economic approach led to big business and the arguments in favor of more government regulation over business; and

▪ Explain how Congress tried to find a balance between legitimate business practices and fair competition for consumers through the Sherman Antitrust Act and later business regulations.

Corporate Ownership

▪ Before the mid-1800s: businesses were small, local, & family-run.

▪ Rise of big business: with industrialization, abundant natural resources, and the railroads to connect to larger markets, business owners came together to form large corporations, with larger markets, in order to make more profit.

▪ Corporation- a separate legal entity with rights and liabilities separate from each of its members. It is owned by a group of shareholders, who each invested money in the company, with the hopes of sharing in the profits of the company if it is successful according to their percentages of ownership.

▪ Shareholders can lose no more money than what they invested. If the company has more liabilities than assets, it simply fails.

▪ Corporations provide large amounts of capital needed to fund new technology, enter new industries, or run large plants.

▪ Goal of every business is to maximize profits:

▪ Advertise, pay low wages to workers, demanded efficient skilled labor, and try to obtain resources cheaply. They look for efficiencies to reduce the costs of producing goods or services.

▪ Corporations ruthlessly looked for efficiency in production management, buying out competitors (horizontal integration), driving competitors out of business, controlling different businesses that were involved in the different stages of the manufacturing (like coal mines, iron ore fields, railroads, and steel) (vertical integration), or paying railroads not to ship competitor’s products, etc.

▪ Monopoly- complete control of a product or service (buying out or driving out competitors). Monopolies artificially increased prices wherever they wanted.

▪ Corporate Trusts- business entities that bought stock in various companies for the benefit of beneficiaries and were managed by a Board of Trustees (often became the loophole for the robber barons to buy out competitors).

Quick Check

▪ Groups A & C: Why is competition in the market good for consumers? How do monopolies hurt consumers?

▪ Groups B & D: Are there any modern monopolies that exist? If so, what are they?

“Robber Barons” or “Captains of Industry”?

▪ Big Business produced moguls (someone who dominates a particular industry):

▪ “Robber Barons” or “Captains of Industry”? Either way, they were the men who built America: Cornelius Vanderbilt- railroad; John D. Rockefeller- oil; Andrew Carnegie- steel.

▪ Laissez-Faire governmental policy made big business possible.

▪ “Robber Barons”

▪ Many small businesses were bought up or squeezed out of competition.

▪ People lost jobs because they could not compete with big business.

▪ Monopolies and cartels charged high prices to consumers.

▪ “Captains of Industry”

▪ Free enterprise flourished.

▪ Big business provided a lot of jobs, albeit low paying jobs.

▪ Mass production and other efficiencies led to lower consumer prices for goods, and therefore, consumers could but more goods.

▪ The nation’s economy grew strong. Big business stimulated additional innovations and made the U.S. an international leader.

▪ Many leaders in industry were key philanthropists (donated money to charity, established universities, museums, and libraries).

▪ Social Darwinism: 1859- biologist Charles Darwin published On the Origin of Species, where he argued animals evolved through a process called “natural selection.” Only the fittest animals survived. Others died off.

▪ Social Darwinism- survival of the fittest applied in the American capitalist system (first coined by William Graham Sumner).

▪ Wealthy & successful survived and the poor did not. Social Darwinism was also used to fuel discrimination.

Government Regulates Business

▪ Unfair Business: because of size and wealth, big businesses wielded immense power. They were often the only choice as a result of mergers, acquisitions, cartels, and monopolies.

▪ Divided market shares, determined market production to control prices, price fix, or make other agreements threatening competition.

▪ Without competition or government regulation, big business could charge whatever it wanted, and consumers either paid the price, or did not receive the product or service.

▪ American consumers called for the government to start regulating what was “fair” business and what was “unfair.”

▪ Interstate Commerce Commission (ICC):

▪ 1887- Congress established the ICC to monitor rail shipping rates that crossed state lines.

▪ ICC- first government regulatory agency & regulated interstate commerce (Constitution Article I, § 8, ¶ 3).

▪ Sherman Antitrust Act:

▪ 1890, Congress outlawed any trust that operated “in restrain of trade or commerce among the several states.”

▪ At first, courts favored big business whenever the Sherman Act was invoked. However, over time, the courts began to use certain legal tests and often ruled against big business.

▪ Debate ensued over government regulation of businesses and courts tried to find an acceptable balance between fair prices, fair wages, worker’s safety on the one side and a corporation’s legitimate quest for efficiencies in doing business in a free-market system on the other.

Quick Check

▪ Groups 1 & 3: List ways big business was good for America and ways big business was bad for America?

▪ Groups 2 & 4: Were the big business moguls Captains of Industry or Robber Barons? Explain.

Problem 57. Sherman Antitrust Act

▪ Sherman Antitrust Act, July 2, 1890.



1. What is the main purpose of the Sherman Antitrust Act?

2. Should the government get involved in regulating everyday business deals? Explain.

3. Should the government get involved in regulating business deals that take away competition? Explain.

Lesson 76 Objectives

▪ Students will be able to:

▪ Explain the issues that workers attempted to address through the creation of labor unions;

▪ Explain the measures that workers took in protest of low wages and bad working conditions;

▪ Explain the role that radicals played in the labor movement;

▪ Describe the founding and purposes for the Knights of Labor and the American Federation of Labor;

▪ Describe the Haymarket Riot, the Homestead Strike, and the Pullman Strike;

▪ Explain how early on the courts backed employers against the actions of unions; and

▪ Explain how the labor unions split at the turn of the century and many took on socialist principles.

Difficulties Facing Workers

▪ Problems Faced by Workers:

▪ Low wages and a surplus of workers: Often poor immigrants working for almost nothing.

▪ Long working hours: Often factory workers worked 12-hours per day and 6-days per week.

▪ Owners clocked working time and fined workers for idle time or when they didn’t work to capacity.

▪ Bad Working Conditions: Sweatshops- small, hot, dark, and dirty workhouses. Poorly lit, overheated, and poorly ventilated working spaces in factories. Loss of hearing and injuries due to machines.

▪ Women & Children: More jobs opened up for women with industrialization (laundress, telegraph operator, and typists).

▪ Women often brought their children to work with them- could watch them and they also earned a wage. By 1900, one in five children aged 10-16 was working rather than attending school.

▪ Social reformers worked to pass new laws to end child labor.

▪ Company Towns:

▪ Company-owned housing near the factory, sweatshop, or mine and paid the company rent.

▪ “Company store” employees could buy necessities (often on credit).

▪ Arrested if you didn’t repay company debt- trapped employees in a system of “wage slavery.”

Growth of Labor Unions

▪ Wages & Working Conditions:

▪ Earned so little that some couldn’t buy consumer goods. Workplace was often unsafe and dangerous.

▪ Opposition to Workers’ Complaints:

▪ Business owners saw the labor movement as a threat to businesses and profits. Efforts to improve wages or working conditions were violations of their rights to run the business as they saw fit.

▪ Collective Bargaining: Unions began negotiating as a group with their employer for higher wages or better working conditions.

▪ Strikes (group refuses to work) were also used to force employers to make improvements.

▪ First Labor Union: 1834 National Trades Union (open to members from all trades).

▪ Early goals were 6-day workweek with 10-hour days.

▪ Socialism is an economic and political philosophy that favors public, instead of private, control of property and income. It also valued an equal distribution of a national wealth. Socialism spread through Europe in the 1830s.

▪ 1848 Karl Marx and Friedrich Engels wrote The Communist Manifesto, denouncing capitalism.

▪ Knights of Labor: 1868 labor union founded by Uriah Stephens that included workers of any trade (skilled or unskilled), including women and African Americans. Terence V. Powderly took over, using collective bargaining, boycotts, and strikes to win gains for workers. It also aimed for larger social change.

▪ American Federation of Labor (AFL): 1885 the Knights of Labor gave way to the new AFL led by Samuel Gompers. It was a loose organization of approximately 100 unions of skilled labor. 1910, AFL had 2-million members.

Quick Check

▪ Groups A & C: Why did labor unions develop and what did they hope to accomplish?

▪ Groups B & D: Why did big businesses oppose labor unions?

Labor Union Protests

▪ Several major labor disputes occurred in cities, which often ended with property destruction, temporary workers, and police and/or military involvement.

▪ Haymarket Riot: 1886- workers in Chicago (including anarchists) strike, pushing for an 8-hour workday.

▪ Fights between strikers and the police occurred and a bomb was thrown by a protester killing a police officer in Haymarket Square. Dozens of protesters and police were killed in the violence. Employers- suspicious of union members as violent radicals.

▪ Homestead Strike:

▪ 1892- workers at a Carnegie steel plant in Homestead, Pennsylvania went on strike after wage cuts were made.

▪ A private police force, called the Pinkertons, ended up killing several strikers in a two week standoff.

▪ Then an anarchist tried to assassinate Carnegie’s partner Henry Frick.

▪ Pullman Strike:

▪ 1893- Pullman Palace Car Company (produced luxury rail cars) laid off many and cut wages by 25% but didn’t reduce rents in company housing. Pullman fired three workers who addressed the issue and most of Pullman’s other workers went on strike.

▪ Strikebreakers were called in and workers went to the American Railway Union (ARU), founded by railroad worker Eugene V. Debs. Debs called for a nationwide strike and 300,000 rail workers went on strike against any company using Pullman cars.

▪ A federal court ordered the strike to end because the nation’s mail was not being delivered. Deb’s didn’t listen, so President Grover Cleveland sent in federal troops and Debs was jailed for conspiring against interstate commerce.

▪ At first, businesses used antitrust laws and the courts to oppose labor unions. 30-yrs- courts supported businesses.

▪ Debs next founded the American Socialist Party in 1897, and ran for president in 1900. In 1905, he founded the Industrial Workers of the World (IWW), a radical socialist union.

Problem 58. Eugene V. Debs

▪ Eugene V. Debs, “Speech of Acceptance,” International Socialist Review (October, 1912).



1. What is the main point of this speech?

2. What is the problem with capitalism according to Debs?

3. Do you agree or disagree with Debs? Explain.

Lesson 77 Objectives

▪ Students will be able to:

▪ Describe the “new immigrants” of 1870-1920;

▪ Describe why the “new immigrants” left their homelands, why they chose the U.S., and how they differed from earlier waves of immigrants;

▪ Describe the hardships faced by the “new immigrants” in their travel to and new lives in the U.S.;

▪ Explain the processing of immigrants that took place at Ellis Island and in San Francisco;

▪ Explain the challenges faced by Chinese immigrants;

▪ Describe the Americanization Movement and the hostilities that immigrants faced in the U.S. from nativists; and

▪ Describe some of the contributions to American Society that immigrants made.

Immigration Boom

▪ “New” Waves of Immigrants 1870-1920: Southern & Eastern Europe (often poor Catholic of Jews)- Italy, Spain, Austria, Poland, Hungary, Russia, and Greece, including Russian and Eastern European Jews.

▪ Push Factors- wars, political revolutions, economic pressures, religious persecution, and refugees- a new start in America.

▪ Pull Factors- economic opportunity, land, and employment opportunities- many were recruited to work for railroads, mines, oil fields, factories, or harvesting. Some hoped to get rich from gold. Many came to join relatives already here (chain immigrants).

▪ “Native”-born Americans felt threatened- different cultures and languages.

▪ Journey to America was costly and new immigrants traveled with only the things that they could carry.

▪ Most traveled in steerage section (the worst accommodations in lower decks) of large ships across the Atlantic Ocean- crowded, dirty, lacked privacy, disease spread quickly, and some even died.

▪ 1892- Ellis Island most frequent port of entry in New York. Officials processed first and second-class passengers then third class (steerage) passengers and decided who could stay and who couldn’t.

▪ In order to stay- healthy and with either money, a skill, or a sponsor. Ships did an initial screening before leaving Europe, so only 2% were denied entry.

▪ Immigrants from Asia were processed in San Francisco. 1850-1882, most were from China to work for railroads, in mines, or on farms.

▪ 1882- Chinese immigrants were turned away unless they were American citizens or had relatives in U.S.

▪ 1910- Angel Island opened to process all Chinese immigrants.

Social Issues Facing Immigrants

▪ Challenges- where to settle, finding work, learning a new language, and learning new customs.

▪ Most new immigrants settled in cities, close to others of their ethnicity, and near factory jobs but some cities had exclusionary laws requiring immigrants to live in certain ghettoes. Often- lived near others with the same language, customs, and religions.

▪ Americanization Programs: immigrants learn English and American dress and diet. Children assimilated best.

▪ Fraternal Groups: ethnic or religious organizations- helping find jobs, housing, and feel at home.

▪ “Melting pot,” where people of various backgrounds and nationalities blended to create a single new culture.

▪ American Hostility: many immigrants faced hostility and nativism (favoring native-born whites over immigrants).

▪ Nativists used racism and prejudice to link foreigners to criminal tendencies, lower intellectual abilities, and used Social Darwinism to discriminate. Anti-Catholic and anti-Semitism worsened tensions.

▪ Contracts- not to rent to or hire Catholics, Jews, or African Americans. Many workers refused to work with them.

▪ Competition for jobs- new immigrants were willing to work for less.

▪ 1882- Congress passed a law preventing immigrants who were criminal, immoral, pauper, or likely to need public assistance.

▪ Chinese Exclusion Act in 1882- prohibited Chinese immigration, limited Civil Rights of Chinese immigrants already here, and prohibited naturalization of Chinese residents.

Immigrants Impact America

▪ Immigrants fueled industrial growth, acquired citizenship, voted, and made contributions to the new American culture. Their labor helped the U.S. become an economic world power.

▪ Contributions to Culture: immigrants brought new languages, religions, and cuisines into America and influenced society in the process.

▪ European Jews brought bagels; Italians brought spaghetti; Germans brought sausages (and hot dogs); and the Chinese brought medicinal plant knowledge.

▪ Individual immigrants: Andrew Carnegie (Scotland) steel empire; James Naismith (Canada) invented basketball; Alexander Graham Bell (Scotland) invented telephone; & Nikola Tesla (Croatia) transmission of electricity.

▪ Immigrants in Labor Movements: over time, immigrants demanded a voice and became active in labor movements and politics. They lobbied for protections for the poor and powerless.

▪ Many political leaders were supported by immigrants and became powerful in politics.

▪ Important immigrant activists: Mary Harris Jones (Ireland) a.k.a. Mother Jones- worked for rights of coal miners; & Samuel Gompers (England) worked for AFL Union- model other unions followed.

Quick Check

▪ Groups 1 & 3: List the challenges facing immigrants in America.

▪ Groups 2 & 4: List the achievements immigrants made in America.

Lesson 78 Objectives

▪ Students will be able to:

▪ Explain how cities grew in the late nineteenth century;

▪ Explain the opportunities that cities offered people;

▪ Explain the rural-to-urban migration and the challenges that it posed;

▪ Explain how skyscrapers, mass transit, and electricity each improved standards of living in cities;

▪ Explain the advent and importance of City Planning;

▪ Explain why and how housing conditions grew worse in cities at the end of the nineteenth century;

▪ Explain the public health concerns that cities posed and how cities attempted to solve them; and

▪ Explain the safety concerns that the cities posed and how cities attempted to solve them.

Urban Migration

▪ Urbanization- expansion of cities and/or an increase in the number of people living in them.

▪ Rural life centered on farms and the growing cycle. Work was done outside according to weather. Urban work often centered around factories; people rode trolleys and lived in small apartments. Factory work was year-round and schedule-driven.

▪ Expansion of Cities: Northeast, Pacific coast, or along waterways in the West. Railroads connected rural areas to the cities and many migrated for jobs in factories.

▪ Middle class professions and women’s opportunities increased with cities. Educated women could be teachers or secretaries. Uneducated women could be domestic servants or do piecework.

▪ Poor could eventually move up to the middle class. Even the poor had higher standards of living. There were also social opportunities like church, theater, social clubs, museums, and entertainment.

▪ Cities Attracted Immigrants: 1900- cities had 40% immigrants. Neighborhoods often developed along ethnic lines.

▪ Rural-to-Urban Migrants: many farmers faced hard economic times and left farms to resettle in the cities.

▪ Midwest cities like Minneapolis and Chicago grew dramatically in 1890s.

▪ African Americans also moved out of the rural South into cities (mostly Southern cities).

Technology Improves City Life

▪ Skyscrapers: steel- mass produced for railroads but soon used to frame tall buildings, 10-stories or more.

▪ Skyscrapers provided office & apartment space in cities that ran out of room horizontally.

▪ 1850s- Elisha Otis invented a safety elevator that wouldn’t fall if the rope broke.

▪ Architects (new profession) now designed public schools, libraries, train stations, banks, office buildings, & residences.

▪ Electricity & Transportation:

▪ 1888- electric streetcars used for mass transit (public systems carrying many people inexpensively). Electricity was quiet, clean, and efficient.

▪ Some cities turned to underground subway systems to avoid congestion at street level. 1897, Boston had first subway system, followed by New York City in 1904.

▪ Middle and Upper Class people who could afford transportation costs moved to the suburbs and commuted each day. Poorer people remained in the cities.

▪ City Planning: as cities grew larger, city planning services made cities more functional and beautiful.

▪ Daniel Burnham designed the ideal city (“White City) for Chicago’s 1893 World’s Fair Columbian Exhibition (400th anniversary of Columbus’s arrival). It had boulevards, parks, buildings, and electric streetlights.

▪ Zoning divided the city into functional sections (commercial, residential, industrial, etc.).

▪ Public spaces like parks, libraries, government buildings, and universities.

▪ Frederick Law Olmsted designed public parks for several major cities in the late 1800s.

Social Issues Created By City Life

▪ Housing Conditions Worsen: Existing housing was aging and overcrowded- tenement housing (multifamily dwellings designed to squeezing as many families as possible) with few windows, bad ventilation, & sanitation.

▪ Sometimes multiple families in the same space and piecework (income generating side work) done at home.

▪ Constant contact with other diverse people (unlike isolation of farms).

▪ Public Health Concerns:

▪ 1890s- city streets were unpaved, filled with trash, food waste, and rotting dead animals.

▪ Epidemics spread rapidly given the unsanitary conditions. Cholera epidemics occurred several times in the 1800s and killed thousands (drinking contaminated water).

▪ Cities began to regulate housing, sanitation, sewers, and public health, increasing city standard of living.

▪ Constant risk of fire, crime, and conflict in cities. Fires caused from an open fire or gas light could destroy entire cities like the Chicago fire of 1871 (which killed 200-300 people) and left 100,000 homeless.

▪ Professional fire brigades began.

▪ Professional city police began and streetlights lit dark city streets to deter crime.

▪ Ethnic & racial tensions continued. Gangs appeared for protection based on race, class, & neighborhood.

Quick Check

▪ Groups A & C: List the benefits cities offered people at the turn of the century.

▪ Groups B & D: List the dangers and drawbacks of city life at the turn of the century.

Problem 59. City Kids

▪ The Old Brewery, and the New Mission House at the Five Points (1854)



1. Describe life for the children of the city that the author describes.

2. How was life different depending on a person’s social class?

Lesson 79 Objectives

▪ Students will be able to:

▪ Describe the advances in society made during the late 1800s;

▪ Explain why some people called the late 1800s the Golden Age and others called it the Gilded Age;

▪ Explain the rise of the Middle Class and conspicuous consumerism;

▪ Describe the importance of newspapers in creating a mass culture in the late 1800s;

▪ Explain the importance of public schools in the spread of information and creation of mass culture; and

▪ Describe the different types of entertainment that the Middle Class resorted to in the late 1800s.

Golden Age or Gilded Age?

▪ Golden Age?:

▪ Shopping, sports, and popular magazines led to a shared American culture.

▪ Industrialization and urbanization changed lives of wage workers.

▪ Science, technology, and free enterprise increased the standard of living.

▪ Businesses created products and services that made life easier, more fun, and more convenient than ever.

▪ Mass production allowed consumers to obtain less expensive products, previously too expensive. More products were available, leading to conspicuous consumerism (where people bought the newest and latest products).

▪ New ways of shopping. 1858 Rowland H. Macy opened a department store in New York. Others followed (Jordan Marsh in Boston and Marshall Field in Chicago). Mail order catalogues- trendy shopping option.

▪ Trademarks were filed on brand name items and people wanted items because of those names.

▪ Success became what you could buy (clothing and technology at home). More shopping led to more jobs, & more wealth and buying power.

▪ Better health and sanitation increased life expectancies.

▪ Middle Class grew and had more money to spend on things, not just necessities.

▪ Victorian Era (after the queen of England)- rich built large mansions and Middle Class aspired to live like the rich. Indoor plumbing became common.

▪ Suburban Middle Class families lived outside of the city- men commuted to work each day. Nevertheless, with their hard work they believed that they could earn more money and buy more “stuff.”

▪ Gilded Age: Mark Twain wrote about late nineteenth century in his 1873 novel, The Gilded Age, where he depicted American society as having a rotten core but covered with golden paint. The label for the era stuck.

A New Common Culture

▪ Mass Culture- transportation, communication, and advertising, led people across the U.S. to became more alike. Rich and poor wanted the same clothing, gadgets, and food.

▪ Spread of Newspapers: 1870 to 1900, more than 600 new newspapers helped spread information.

▪ Joseph Pulitzer’s Evening World Newspaper was widely read, informing people and stirring up controversy. Papers were inexpensive because they were partially paid for by advertisements.

▪ William Randolph Hearst’s The Morning Journal provided Pulitzer with competition.

▪ Ethnic and special interest newspapers also gained in popularity.

▪ Arts: Novels, music, and graphic artists each provided their own commentary on the Gilded Age.

▪ Public Schools: literacy increased to 90% by 1900 thanks to public education. Elementary school education became required and many towns began to offer high schools.

▪ Science, woodworking, drafting, civics, business training. Immigrants used the schools to learn English.

▪ John Dewey began a teacher education program to improve student learning.

▪ Colleges and universities expanded and liberal arts education started in the Gilded Age.

▪ Middle Class women became teachers, social workers, and nurses.

▪ Women’s & African American schools expanded.

A Boom in Popular Entertainment

▪ New Forms of Entertainment: Clubs, music halls, sports, & family vacations in the Gilded Age to escape the daily routine.

▪ Amusement Parks: 1884, the world’s first roller coaster opened at Coney Island, New York, designed by Lamarcus Thompson. A ride cost ten cents but Thompson made $600 per day. Even poor city dwellers could afford the park.

▪ Outdoor Events:

▪ “Buffalo Bill’s Wild West Show” toured U.S. & Europe and offered live entertainment, including Cowboy and Indian battles, riding, roping, and shooting. Acts by Annie Oakley & Sioux Chief Sitting Bull- shaped the popular image of the American West.

▪ Chautauqua Circuit- religious retreat with lectures on morals and politics, comic storytelling, bands, singers, & “moving pictures” or movies. Theodore Roosevelt called it “the most American thing in America.”

▪ Shows & Entertainment:

▪ Vaudeville Variety Shows- included dancing, singing, and comedy sketches. 1881- Tony Pastor opened a Vaudeville theater in NYC.

▪ Nickelodeon Theaters: movie theaters that charged a nickel for admission also became popular.

▪ Music Halls featuring Ragtime Music (upbeat, rhythmic forerunner to Jazz created by African Americans).

▪ Technology Expositions displayed the newest machines and gadgets.

▪ Professional Sports:

▪ Baseball- famous stadiums like Fenway Park and Take Me Out to the Ball Game, written in 1908, opened in the Gilded Age.

▪ Horse racing, bicycle racing, boxing, and football also became popular entertainment options.

▪ James Naismith invented basketball in Springfield, Massachusetts at the YMCA in 1891.

▪ But- was the age golden or gilded?

Quick Check

▪ Groups 1 & 3: Do we engage in conspicuous consumerism today? Explain.

▪ Groups 2 & 4: Was the turn of the century the Golden Age or the Gilded Age? Explain.

Problem 60. What is Success?

▪ ““What is a Successful Life?” Firemen’s Magazine, October 1884.

▪ What critique does the author give about the Middle and Upper Classes?

▪ What does the author believe defines success? Do you agree? Explain.

Lesson 80-81 Objectives

▪ Students will be able to:

▪ Demonstrate their understanding of the unit objectives through an Industrial Revolution activity.

Lesson 82-83 Objectives

▪ Lesson 82: Review- Students will review and refine their understandings of the unit content objectives.

▪ Lesson 83: Unit Test- Students will demonstrate understanding of the unit objectives through a unit test.

Lesson 84-85 Objectives

▪ Lesson 84: Final Exam Review- Students will review the course content objectives in preparation for the course Final Examination.

▪ Lesson 85: Final Exam- Students will demonstrate their understanding of the course content objectives through performance on the course Final Examination.

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