Unit 04: Begining of Modern Day American Democracy (1800 - 1848) Flashcards
You’ll examine how the young nation developed politically, culturally, and economically in this period. Topics may include: • The rise of political parties • American foreign policy • Innovations in technology, agriculture, and business • Debates about federal power • The Second Great Awakening • Reform movements • The experience of African Americans On The Exam 10%–17% of score
Chapter 09: Market Revolution (1800-1840)
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Chapter 09: The Market Revolution
(1800 - 1840)
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Chapter 09: Market Revolution (1800-1840)
What (3) impacts on the economy did railroads, steamboats, and canals have during the first half of the 19th century?
[1] Lowered transportation costs
[2] Easier to sell products
[3] Linked farmers to wider markets
- linked with world markets
- made farmers major consumers of manufactured goods
Chapter 09: Market Revolution (1800-1840)
Explain the steamboat development from the 1790s-1807?
What was the effects?
Who: Robert Fulton (Pennsylvania)
1790s: experiment steamboat designs while in France
1807: Clermont
- navigated Hudson river
- Technologically and commercially feasibility
Effect:
- upstream commerce possible
- Used Great Lakes (Later Atlantic Ocean)
Introduced in 1811 → 1821: 200 in waters
Chapter 09: Market Revolution (1800-1840)
What was the Erie Canal?
Complete: 1825
What:
- 363-miles long
- Connected Great Lakes & New York City
- Financed State Government (Governor: DeWitt Clinton)
Effects:
- attracted influx farmers migrating from New England
Cities: Buffalo, Rochester, Syracuse
- made NYC → primacy over competing ports→ access to Old Northwest
Chapter 09: Market Revolution (1800-1840)
What was the effects of railroad development during the early 19th century?
opened new areas of American interior
stimulated:
- mining coal (fuel)
- iron (railts and trains)
Chapter 09: Market Revolution (1800-1840)
When was the telegraph invented?
Possible: instantaneous communication
The 1830s: Samuel F.B. Morse
- creator
- artist & amateur scientist NYC
Results:
- spread flow info
- uniformity to prices in country
Chapter 09: Market Revolution (1800-1840)
Describe the migration pattern west from 1790 to 1814:
1790 - 1814: 4.5 million people (accross Appalachian Mtn.)
Mostly after War of 1812
- flood hungry land settlers
- 1821: 6 new states (Indiana, Illinois, Missouri, Alabama, Mississippi, Maine)
Manner of Travel:
- Cooperated with each other
- build houses and barns
- communities
Chapter 09: Market Revolution (1800-1840)
What led to the Adams-Onís Treaty of 1819? What was it?
Events Leading Up:
1810: Americans (West Florida) rebelled & seized Baton Rouge > US annexed area
- Drive acquisition of East Florida → started Georgia & Alabama planters
wanted: eliminate a refuge for fugitive slaves & hostile Indians
1818: Andrew Jackson led troops into the area
International crisis
- battle of horse executed 2 British traders & Indian chiefs
[1] Andrew withdrew
[2] Spanish realize not defend territory
[3] Adams-Onís Treaty of 1819
- sold territory to US
What:
International crisis
- battle of horse executed 2 British traders & Indian chiefs
[1] Andrew withdrew
[2] Spanish realize not defend territory
[3] Adams-Onís Treaty of 1819
- sold territory to US
Chapter 09: Market Revolution (1800-1840)
How was the Ohio River a boundary between slave territories during the early 19th century?
Northwest Ordinance of 1787: prohibited slavery in Old Northwest
Boundary: Between Free and Slave Society
- Slave State: *Kentucky
- Non-slave: (southern counties) *Ohio, Indiana, Illinois
- key battleground (politically) regarding slavery
Region northern:
- similar Kentucky (food, speech, settlement)
Chapter 09: Market Revolution (1800-1840)
How did developments in the North and South compare in the early 19th century? How did cotton connect the two?
North and South:
- Market revolution & westwards expansion → simultaneous
Cotton Kingdom:
- most dynamic feature of American economy
- began in England*
North: centered on Factories producing cotton textiles
- required Cotton → produced in Lower South
Chapter 09: Market Revolution (1800-1840)
Who invented the Cotton Gin? What was its effect?
1793: Cotton Gin
Who: Eli Whitney
- Yale graduate worked in Georgia as a private tutor
What: Gin quickly separated the seed from cotton
Effects:
- Coupled with rising demand of cotton
- revolutionized American slavery
Many Americans thought slavery will die out after tobacco exhausted the soil
Chapter 09: Market Revolution (1800-1840)
How was land in the South monopolized after the War of 1812?
Monopolization of Fertile Land
After the War of 1812: The federal government moved to consolidate American control Deep South
- Defeated Indians cede land
- encourage white settlement
- acquire Florida
Wealthy planters: monopolize fertile land
Poorer: confined less productive land
Chapter 09: Market Revolution (1800-1840)
How did cotton alter the slave trade after Congress prohibited the slave trade through the Middle Passage of 1808?
Result: massive trade in slaves within
supply labor force required by the new Cotton Kingdom
Organization:
From: Maryland, Virginia, South Carolina
To: Mobile, Natchez, and New Orleans
- slave coffles common
- destruction family ties for African-Americans
Chapter 09: Market Revolution (1800-1840)
How did an integrated economy develop in the North during the early industrial revolution?
What was the result (2)?
(North) Market Revolution + Westward expansion = integrated economy
- commercial farming
- manufacturing cities
Chapter 09: Market Revolution (1800-1840)
How were farmers in the Old Northwest drawn into the Market Economy during the early 19th century and what was the result?
farmers drew into the market economy
why:
- web of transportation
- credit to eastern centers of commerce and banking
Result:
- increased focus on growing crops and raising stock = SALE
- no longer for personal usage
Chapter 09: Market Revolution (1800-1840)
How did eastern and western farmers compare during the early industrial revolution?
Eastern Farmers: produced fruit, vegetables, and dairy products
Western Farmers: Wheat and corn
Eastern farmers not grow wheat and corn as cheaply as westerners
Chapter 09: Market Revolution (1800-1840)
How did the nature of work change due to the Market Revolution?
Wanted to [1] reduce labor costs** & [2] **increase production
- gathered artisans into large workshops
- (past: create an entire product) now: labor process broken into steps
- pressure from supervisors
- pressure for greater output at lower wages
Chapter 09: Market Revolution (1800-1840)
How did “Factory Systems” surpass traditional craft production?
- Large group of workers
- replaced hands with power-driven machinery
Chapter 09: Market Revolution (1800-1840)
What type of working shedule did the first factory use?
“Outwork” system:
- prudcted yarn in factories
- send to traditional hand-loom weavers to be woven
System: typified early industry
Later: entire manufacturing process in one factory
Chapter 09: Market Revolution (1800-1840)
How created the factory in Waltham, Massachusetts during 1814. What factory was it?
Who: Boston Associates
1812: created entire factory town (included city of Lowell in 1836)
- textile factories
- all phases of production
Chapter 09: Market Revolution (1800-1840)
What was the “fall line” and why were the fist factories established here?
Location of the first Factories: [including Pawtucket, Waltham, Lowell]
Along “FALL LINE”
waterfalls & river rapids harnessed to provide power for spinning and machinery
Chapter 09: Market Revolution (1800-1840)
Describe the nature of work for women at Lowell during the early 19th century?
Lowell: young women (unmarried) from Yankee farms
- convinced parents: owners set up boarding houses
- strict rules & lecture halls & free time
frist time history large numbers of women left home to participate in public world
Chapter 09: Market Revolution (1800-1840)
Why was women working at Lowell significant historically?
frist time history large numbers of women left home to participate in public world
“Mill Girls”:
- complained: [1] long hours & [2] low wages
- valued opportunity
- young women (unmarried) from Yankee farms
not permanent class of factory workers > few years > married, return home, move west
Chapter 09: Market Revolution (1800-1840)
What 4 things contributed to the influx of migrants in the US during the Market Revolution?
- (Europe) modernization of agriculture and industrial revolution > disrupted patterns of life
- Introduction oceangoing seamships & railroad
- America’s political & religious freedom attractive
- Running from disaster
Chapter 09: Market Revolution (1800-1840)
What was the Great Famine of 1845-1851?
How did it affect immigration to the US?
Great Famine of 1845-1851:
Ireland: blight destroyed potato crop
- 1 million people starved
- 1 million emigrated
- lacked industrial skills & capital: low-wage unskilled jobs
Men: build railroads, canals, common laborers, servants, longshoremen, factory operatives
Women: servants to Americas
The 1850s: Lowell > replaced Yankee women with Irish families
Chapter 09: Market Revolution (1800-1840)
Describe German migration to the US during the Market Revolution?
second largest group
more skilled than the Irish
- some in tight-nit eastern cities
- In west: craftsmen, shopkeepers, farmers
“German Triangle:”
- Cincinnati, St. Louis, Milwaukee
- large German pop
Chapter 09: Market Revolution (1800-1840)
How did Archbishop John Hughes try to make Catholicism more assertive in the US? [4]
What were Protestant’s response?
- condemned usage of Protestant King James Bible in schools
- Urged Catholic parents send children to parochial school
- wanted the government to pay for schools
- Wanted win converts from Protestantism
Protestant Response:
- Raised questions about national identity
- Catholics > threatened American institutions and freedom
- “A Plea for the West”
Reaction to Archbishop John Hughes’s actions.
1834: Lyman Beecher
- prominent Presbyterian minister
- published: “A Plea for the West”
warned Catholics seeking domination of America
Inspired a mob to burn Catholic convent in city
Chapter 09: Market Revolution (1800-1840)
How did corporations become central to the economy during the Market Revolution?
Corporate form of businesses → central economy
- firms - special privilages
- charters form government
- investors/directors not directly liable for debts
Chapter 09: Market Revolution (1800-1840)
Dartmouth College v. Woodward (1819)
John Marshall’s Supreme Court:
a defined corporate charter issued by state legislatures as contracts
- future lawmakers not alter or rescind
Chapter 09: Market Revolution (1800-1840)
Gibbon v. Odgen (1824):
Court struck down monopoly the NY legislature had granted for steamboat navigation
- unconstitutional
- Congress exclusive authority for regulating interstate commerce
Chapter 09: Market Revolution (1800-1840)
How did the new chief of justice, Roger B. Taney, change the Gibbon v. Ogden (1824) case in 1837?
Ruled Massachusetts legislature:
- not infringe charter of existing company constructed bridge over Charles River
- empowered second company build a competing bridge
Taney argument: legitimate interest promoting transportation and prosperity
Chapter 09: Market Revolution (1800-1840)
What was John L. O’Sullivan’s “Manifest destiny?”
How did John L. O’Sullivan’s “manifest destiny” connect old ideas of freedom with the new?
NY journalist
coined [1845]: “manifest destiny”
- US divinely appointed mission
- Occupy North America
- “last home freeborn American”
Connect New and Old ideas of freedom:
Americans believed settlement to West:
- prevent the US becoming Europe (with fixed social classes, and poor)
West:
- more land
- less oppressive factory labor
- increased opportunity economic independence
Chapter 09: Market Revolution (1800-1840)
How did the competitive world of the market revolution influence freedom?
- self-directed individual seeking economic advancement
- personal development
Chapter 09: Market Revolution (1800-1840)
What were Transcendentalists?
Insisted on the primacy of individual judgment over existing social traditions and institutions
Who: Ralph Emerson, Henry David Thoreau
Henry Thoreau views:
The primacy of individual conscience:
- political
- social
- personal
- find own way rather than following the crowd
Modern society → stifled individual judgment:
- trapped jobs
- no time contemplate beauties of nature
Chapter 09: Market Revolution (1800-1840)
What was Henry David Thoreau’s Walden (1854) about?
- retreated 2 years cabin on Walden Pond (near Concord)
- wrote an account of experiences
- Market revolution:
degrading American values and nature
“genuine freedom” lay within
Chapter 09: Market Revolution (1800-1840)
what was the Second Great Awakening?
Religious Revivals
religious underpinning to the celebration of personal stuff
Begining: turn of the century
- Religious leaders alarmed low levels of church attendance in youth
Peak: 1820s and 1830s
Reverend Charles Grandison Finney → month-long revival meetings
- similar to evangelists preachers of the First Great Awakening
- warned hell in vivid imagery and promises of salvation
Chapter 09: Market Revolution (1800-1840)
How did revivalist ministers use the market revolution to spread their message?
Independence: 2,000 ministers
1845: 40,000 ministers
- Methodists and Baptists massive growth
- Methodists largest group (1 million)
- all levels of society
- raised funds
- preaching tours by canal, steamboat, railroad
Shaped personal spiritual destinies resonate with spread of market values
Chapter 09: Market Revolution (1800-1840)
What ideas regarding the market revolution did revivalists oppose? (2)
- Railed against greed
- Indifference to poor as sins
Chapter 09: Market Revolution (1800-1840)
Who and how created the Church of Jesus Christ and Latter-Day Saints?
The 1820s: founded Joseph Smith
- farmer upstate NY
- the youth experienced religious visions
Creation of religion:
- “saw” gold plated covered strange writing
- translated published in The Book of Mormon
Story three families:
- traveled Middle East to America (Native American tribes)
- Jesus appeared in one group after the death
- The second coming of Christ takes place in the New World
- Smith: God’s prophet
Chapter 09: Market Revolution (1800-1840)
How was Mormonism different and similar to other religious beliefs during the Second Great Awakening?
Similarities to other denominations:
- focus on the family
- community basis faith
Controversial doctrines (due to Smith’s visions):
- polygamy
- Smith 30+ marriages
- Absolute control over followers
Chapter 09: Market Revolution (1800-1840)
What broader implications did Mormonism have and reveal about American society?
- limits religious toleration
- opportunity offered by religious pluralism
Chapter 09: Market Revolution (1800-1840)
What idea became the cornerstone of American freedom during the Market Revolution?
Right to Compete for Economic Advancement
Celebrate opportunities open to “self-made man”
- Those who achieved stuff → due to intelligence and hard work (not hereditary privilege)
Chapter 09: Market Revolution (1800-1840)
How did the Market Revolution fail blacks?
free blacks excluded new economic opportunities
- discrimination
- poorest places of NY, Phili, Cincinnati
subject assault by white mob
Institutions:
- barred schools and public facilities
Own institutional life:
- centered mutual-aid & educational societies
- independent churches (African Methodist Episcopal Church)
Chapter 09: Market Revolution (1800-1840)
How did social mobility during the Market Revolution compare between whites and blacks?
White people: look forwards to the life of economic accumulations and individual advancement
Black people:
[1] Time of abolition in North: slaves craft skills
White view:
- freed slaves as low-wage competitors
- wanted to bar them from skilled employment
[2] Refuse hired for anything but menial positions
[3] Whites do not want to be served by blacks
2&3:
- the rapid decline in economic status
[4] Not access the West
- Federal law: bar access to public land
- 1860 4 states: prohibited entering territory altogether
Chapter 09: Market Revolution (1800-1840)
What downwards social mobility did blacks experience during the Market Revolution?
Black people:
[1] Time of abolition in North: slaves craft skills
White view:
- freed slaves as low-wage competitors
- wanted to bar them from skilled employment
[2] Refuse hired for anything but menial positions
[3] Whites do not want to be served by blacks
2&3:
- the rapid decline in economic status
[4] Not access the West
- Federal law: bar access to public land
- 1860 4 states: prohibited entering territory altogether
Chapter 09: Market Revolution (1800-1840)
What happened to the “female role” during the Market Revolution when the idea of the household as the center of production declined? (4)
[1] women traditional roles undermined by the availability of mass-produced goods
[2] moved from household to factory
[3] a new view of femininity:
Glorified women’s ability to create a private environment outside tensions of the market economy
[4] Woman’s place at home
“Home:” no productive functions
- sustain nonmarket values (love, friendship, mutual obligation)
- provide men with a shelter from market economy
Chapter 09: Market Revolution (1800-1840)
How did republican motherhood evolve during the Market Revolution?
CULT OF DOMESTICITY
Cult of True Womanhood
19th-century ideology: “virtue” and “modesty” as qualities essential to proper womanhood
- modest
- submission
- complete obedience to the husband
- domesticity
- avoidance of personal/intellectual pursuits
Social Factors contributed:
[1] Females more power of personal affairs
- more men let home
[2] Declining birthrate
- conscious decision million women limit number children
Chapter 09: Market Revolution (1800-1840)
What were the disadvantages for females during the Market Revolution?
[1] Not freely complete for employment
- only low-paying jobs available
[2] Married women still no sign independent contracts or sue
[3] Husbands controlled wages
Poor people: entire family need to work
- domestic servants
- factory workers
- seamstresses
Chapter 09: Market Revolution (1800-1840)
what badge of respectability did middle-class women have during the Market Revolution?
Badge respectability stay at home
Middle-class neighborhoods develop:
- merchants, factory owners, professionals*
- domestic servants do housework
large employment category for women
Chapter 09: Market Revolution (1800-1840)
What was the idea of a “family wage” during the Market Revolution?
- rarely mentioned: housewives, domestic servants, females outworkers,
The popular idea of social justice: male head of the household → command “family wage”
- support wife and children
Chapter 09: Market Revolution (1800-1840)
What economic downturns occurred from the War of 1812 to 1840?
How was it perceived as a loss of freedom?
War of 1812 - the 1840s:
1819: the sharp economic downturn
1837: depression
- ups and down in-between
- employment irregular
- businesses failed
Result: widened gap between:
- merchants and industrialists
- factory workers
Chapter 09: Market Revolution (1800-1840)
What were the Workingmen’s Parties in the 1830s?
Why:
- alarmed erosion traditional skills
- threat dependence wage earners
Objectives:
mobilize lower-class support candidates press:
- free public education
- end imprisonment for debts
- legislation limiting work to 10 hours
What is one of the critiques of the Market Revolution?
Rooted; idea small producer and identification of freedom with economic independence
[1] market economy challenge self-improvement
Chapter 10: Democarcy in America (1815-1840)
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Chapter 10:
Democracy in America
(1815 - 1840)
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Chapter 10: Democarcy in America (1815-1840)
What are the three central elements of American freedom?
[1] Market Revoltion
[2] Territorial Expansion
[3] Political Democracy
problems with property qualifications for the voting → climax in the 19th century
- not a single state entered initial Union (13 states) property qualifications
- Older states in the 1860s:
- 12 no property qualifications
- some barred persons accepting replied (not economically independent)
Era’s individualism:
- not property ownership
- ownership one’s self
Chapter 10: Democarcy in America (1815-1840)
How did the 19th century’s view of individualism change?
Era’s individualism:
- not property ownership
- ownership one’s self
Chapter 10: Democarcy in America (1815-1840)
What was the People’s Convention (October 1841)?
Rhode Island voting qualification (1841)?
Exception to the trend towards democracy
Center of factory production → population propertyless wage owners unable to vote
October 1841: People’s Convention
- proponents democratic conform
- leader: Thomas Dorr
New state constitution
- all white men vote
- Blacks not vote (subsequent referendum, allowed to vote again)
Chapter 10: Democarcy in America (1815-1840)
How did President John Tyler respond to the People’s Convention in 1841 (Rhode Island)?
October 1841: People’s Convention
- proponents democratic conform
New state consitution
- all white men vote
- Blacks not vote (subsequent referendum, allowed to vote again)
Dorr War
Reformers ratified constitution & inaugurated Thomas Dorr (Rhode Island lawyer)
President John Tyler:
- dispatched federal troops
- quashed revolt & Dorr 2 year prison for treason
Significance:
Passion aroused by continuing exclusion any group of white men from voting
Chapter 10: Democarcy in America (1815-1840)
What was Alexis de Tocqueville’s 1830 “Democracy in America” about?
Who: French writer
How:
- came the US > study prisons
- realized: to understand America, must understand democracy
- was aristocrat → disliked idea*
What: account society in midst political transformation
- more than voting or institution
- “habit of the heart”
- Culture: encouraging individual initiative, belief equality, the active public sphere
- essential to American freedom
Tocqueville realize: the idea of sovereignty belonged mass ordinary citizens profound shift in political thought
Founders: wanted people to vote & protect from excessive influence
Chapter 10: Democarcy in America (1815-1840)
What was the Information Revolution?
Causes:
- Market Revolution
- Political democracy
What:
- expansion public sphere
- increased printing
Chapter 10: Democarcy in America (1815-1840)
How did mass circulated press create a new style of journalism?
A new style of journalism:
Introduced: New York Sun & New York Herald
Mass circulated press→”Penny Press”
- application of steam power → increased output
- 1 cent per issue
- appealed mass audience
- Emphasis: sensationalism, crime stories, exposes misconduct
1840s: more circulation than Europe
Chapter 10: Democarcy in America (1815-1840)
How did mass circulated press create a new style of journalism?
A new style of journalism:
Introduced: New York Sun & New York Herald
- appealed mass audience
- Emphasis: sensationalism, crime stories, exposes misconduct
1840s: more circulation than Europe
Chapter 10: Democarcy in America (1815-1840)
When was Andrew Jackson’s presidency? What was Andrew Jackson’s view of democracy during his presidency?
1829-1837
axiom: “the people” universally accepted
* opposition: Tocqueville wrote “hid their heads”
Needed defined boundaries of the political nation:
Why: very centrality of democracy to define both [1] freedom and [2] nationality
Chapter 10: Democarcy in America (1815-1840)
What did “universal suffrage” mean during the Age of Jackson?
United States Magazine and Democatic Review (1851): “principle of universal suffrage”
“white males of age constituted the political nation” > not women or blacks
“universal”
intellectual grounds for exclusion shift:
- Form: economic dependence
- To: natural incapacity
white males superior
intellectual grounds for exclusion shift:
- Form: economic dependence
- To: natural incapacity
white males superior
Chapter 10: Democarcy in America (1815-1840)
Explain racism imagery in the theater and books:
Theater:
Blacks excluded “democracy”
Racist imagery:
- popular theater
whites in blackface portrayed AA → stupid, dishonest,
Books:
American authors portray blacks:
- happy, superstitious slaves
- long-suffering and Christian
Chapter 10: Democarcy in America (1815-1840)
What voting rights did immigrants have during the early 19th century?
Race: boundary on voting rights
Solidified sense national identity among diverse groups of Europeans
- white, male immigrants → almost vote immediately
- Free blacks: not vote
Chapter 10: Democarcy in America (1815-1840)
How did the War of 1812 affect American nationalism?
War of 1812 and American nationalism
Result of war
- outburst nationalistic pride
- Show US not truly integrated
Chapter 10: Democarcy in America (1815-1840)
How two things proved that America economic integration during the early 1800s?
[1] 1811: Bank of United States charter expires
- lack uniform currency
- unable to raise funds for the war
primitive state transportation: hard move men and goods
[2] Local goods faced intense competition from cheap, foreign goods
Chapter 10: Democarcy in America (1815-1840)
What was the “American System?”
December 1815: James Madison State of the Union
blueprint government-promoted economic development
Three pillars:
[1] federal financing of improving roads & canals
important those worried about geographical disunity
[2] New national bank
[3] Tariff important manufactured goods (protect Industry)
Chapter 10: Democarcy in America (1815-1840)
How were the three pillars of the American System realized?
[1] March 1817:
Congress internal improvement program → vetoed by president eve of retirements
Why: believed exercising powers not mention in the Constitution is dangerous
other parts of plan law
[2] New National Bank (1816)
27 year charter from Congress
[3] Tariff of 1816
-
protection good not produced the US
- ex: cheap cotton textiles
- Tax-free for products not manufactured in the US
Support:
- southern states: enable region to develop manufacturing base rival New England
Chapter 10: Democarcy in America (1815-1840)
What was the Second Bank of the United States?
- private, for-profit, corporation
- acted government financial agent
issued money, collected taxes, paid government debts
- make sure local bank’s currency real value
Chapter 10: Democarcy in America (1815-1840)
What actions did the banks do to cause the Panic of 1819 after the War of 1812?
After War of 1812:
Bank of United States & local banks → economic bubble
Should have done: effectively regulate currency & loans by local banks
What did: helped fever swept US
Bank Printed more money
- resumption overseas trade with Europe → huge market for cotton and grain
- rapid expansion westwards
Especially had the South → Cotton Kingdom expanded
Chapter 10: Democarcy in America (1815-1840)
What caused the Panic of 1819?
Event 01: European demand American products declined normal level
Event 02: Bank US (and state banks) ask for payments for loans
- not able to repay debts
- unemployment rose eastern cities
Chapter 10: Democarcy in America (1815-1840)
How did the Panic of 1819 affect western states?
suspended collection of debts
Kentucky: established state bank
- flooded state paper money
- creditors had to accept
Result:
- ease burden farmers; injured creditors
- deepened American distrust Banks
- undermined reputation SBUS
Retaliation: (some) states taxes local branches
Chapter 10: Democarcy in America (1815-1840)
McCulloch v. Maryland (1819)
One of John Marshall’s landmark Supreme Court decision
What: Maryland wanted Tax SBUS
Result: declared Bank legitimate exercise of congressional authority
Why: Consitution’s clause allowed Congress pass “necessary and proper” laws
Contradicted “strict construction” view limited Congress to power specifically granted in Consitution
Chapter 10: Democarcy in America (1815-1840)
What was the Era of Good Feeling?
1816: James Monroe president
- last Virginia president
1820: Federalists only electoral tickets 2 states
- Monroe carried the entire country
- 2 terms
“One-Party” government
Result: political organization along competing sectional interests → sectionalism
Chapter 10: Democarcy in America (1815-1840)
What was Senator Jesse Thomas’s compromise about accepting Missouri into the Union in 1819?
Missouri accepted without Tallmadge’s restriction
[1] Maine (restricted slavery) accepted as well
- the sectional balance between free and slave states
[2] Slavery prohibited all remaining territory within Louisiana Purchase [north latitude 36°30’]
Chapter 10: Democarcy in America (1815-1840)
What was the Missouri Compromise (1819)?
1819: Missouri draft consitution be accepted into Union
Slave population: 10,000
James Tallmadge: (NY)
wanted further slaves prohibited & children freed 25
Result:
- 2 year controvery
- Republicans split sectional lines
Passed House
- support from northern congressmen
Senate: died
Senator Jesse Thomas (Illinois)
compromise
Missouri accepted without Tallmadge’s restriction
[1] Maine (restricted slavery) accepted as well
- the sectional balance between free and slave states
[2] Slavery prohibited all remaining territory within Louisiana Purchase [north latitude ***36°30’***]
Chapter 10: Democarcy in America (1815-1840)
How did politics in America reflect the sympathy Americans felt towards the rebellions in LA?
1810-1822: Spain’s Latin American colonies rebelled → independent nations
- MEXICO
- VENEZUELA
- ECUADOR
- PERO
1825: Spanish empire: [1] Cuba & [2] Puerto Rico
1822: Monroe administration first government extend diplomatic recognition to LA republics
Chapter 10: Democarcy in America (1815-1840)
What were the parallels between the Spanish and American revolutions?
[1] Launched by sovereign wanting them to contribute more financially to empire
[2] Local elites demanded status same residents imperial power
[3] Borrowed Declarations of Independence from the US
1811: (first) “United Provinces” of Venezuela → similar language Jefferson
Chapter 10: Democarcy in America (1815-1840)
How did the constitution of the Latin American republics compare to the America’s?
MORE democratic than US
- tried to create diverse “people” (different types of people in the Spanish Empire)
- Suffrage: Indians and free black
- Gradual abolition of slavery
Chapter 10: Democarcy in America (1815-1840)
What was the Monroe Doctrine of 1823?
1823: Monroe Doctrine
drafted section president’s annual message to Congress
“mutual noninterference”
Three Principles:
~ 1 ~ US oppose any further efforts at colonization by Europe power in Americas
~ 2 ~ US abstain involvement war from Europe
~ 3 ~ Warned Europe not involve LA
Monroe Doctrine → called “Diplomatic Declaration of Independence”
- decades cornerstone US foreign policy
- US role of dominant power in Western Hemisphere
Chapter 10: Democarcy in America (1815-1840)
Who were the Andrew Jackson supporters during the 1824 Election?
not policy → loved for military victories: Battle of New Orleans
- Who: mostly New England (North in general, wanted presidency from south)
Chapter 10: Democarcy in America (1815-1840)
What was the result of the 1824 Election? How did it lead to the “curropt bargain?”
Jackson: 153,544 votes
none majority electoral vote
- Clay (last): eliminated
- Choice: House of Representatives
Clay and the creation of paries
Henry Clay Support: John Quincy Adams
Why:
- Adams: most qualified and promote American System
- electing Jackson (westerner) impede own chances
Result: John Quincy Adams elected
“Corrupt Bargain;”
- Clay became Secretary of State
- bartering critical votes for the office
clung rest career → never President
Chapter 10: Democarcy in America (1815-1840)
How did the Election of 1824 lay the groundwork for the new political parties?
- Democratic Party: Jackson and Crawford
- Whig Party: Clay and Adams
Chapter 10: Democarcy in America (1815-1840)
What was John Quincy Adams’s political views on home and abroad?
Home: supported American System
Abroad:
- encourage American commerce
- Monroe Doctrine: increase power in Western Hemisphere
- Believed America absorb Canada, Cuba, Mexico
Chapter 10: Democarcy in America (1815-1840)
What were 2 of Adams’s administration’s achievements?
[1] Spend more on internal improvements than 5 predecessors combines
[2] 1828: Steep increase tariffs
Rest ambitions little support Congress
Chapter 10: Democarcy in America (1815-1840)
How did the clash between Adams and Van Buren represent the democratic change in the election of 1828?
Representation: democracy changing
Adams:
- typified old politics
- (Like Madison & Jefferson) sterling intellectual accomplishment
- after president
Van Buren:
- New political era
- Talented party manager (not of great vision or intellect)
- father of tavern keeper
Chapter 10: Democarcy in America (1815-1840)
What was Jackson’s base in the election of 1828? What was the oppostition’s points?
Support:
- view campaign promisses
- relied candidate’s popularity
Praised Jackson: frontier manliness
Rediculed Adams: intellectual attainments
Opponents:
- muderer: killed army deserters and men in duels
- questioned morality of wife (Rachel) → married before previous devorce final
Chapter 10: Democarcy in America (1815-1840)
What was the result of Jackson’s win in 1828?
Jackson resounding victory
- carried entire South and West
- entered the Age of Jackson
Demonstrated:
- advent universal white, male voting
- national political parties
Chapter 10: Democarcy in America (1815-1840)
How can the Age of Jackson be characterized?
Age of Jackson politics:
- spectacle
- mass entertainment
- daily lives
People:
- millions took parts in parades
- nicknames
- Jackson: Old Hickory
- Clay Harry of the West
- Van Buren the Little Magician (or Sly Fox)
- partook debates
Chapter 10: Democarcy in America (1815-1840)
What achievements did the Jackson’s presidency have? (5)
What was the restul?
Jackson’s Presidency:
- reduce expenditure
- lowered tariffs
- killed national bank
- refused please federal aid
- 1835: payed off national debts
Result:
- states replace gov as main economic actors
- states planned canals, roads, and charters
Chapter 10: Democarcy in America (1815-1840)
Who were the “Democrats” in the Jacksonian age?
- Issues
- Beliefs
- Who
~ Jacksonian politics ~
Issues:
- market revolution
- tension between national and sectional loyalists
Beliefs:
-
alarmed widening socioeconomic gap
said: “nonproducers” (bankers, merchants) use government enhance wealth to disadvantage “producing class” (farmers, laborers) -
Government:
- hand-off approach
- not award special favors enhance economic interest → fair-opportunity
Who:
- aspiring entrepreneurs
- farmers
poorer farmer regions tended to vote dem
- city-workers
- slave-owners
Chapter 10: Democarcy in America (1815-1840)
Who were the “Whigs” in the Jacksonian age?
- Geographical support
- Beliefs
- Who
~ United behind American System ~
Beliefs:
- protective tariffs
- national bank
- aid international improvement
- guide economic development
Georgraphical Support:
- Northwest (modernizing area)
- Great Lakes
- Upstate NY → stronghold
Who:
- businessmen
- bankers
- large southern planters
Chapter 10: Democarcy in America (1815-1840)
What was the democratic view about “public life” and “private life” during the Jacksonian age?
Private Life
> Individual morality private matter
- opposed attempts at unified moral vision
ex: Temperance legislation- attempts outlaw liquor
- prohibit entertainment Sundays
Liberty:
- set private rights
- beast secured local government
- Seperation of Powers important
Chapter 10: Democarcy in America (1815-1840)
What was the whigs view about “public life” and “private life” during the Jacksonian age?
Private Life:
> Government must interfere private matters
- Government install certain moral + character traits in individual
- needed for societal function
Liberty:
- Liberty and Power reinforced earth other
- government create secure and balanced economy
Supporters of Views:
Evangelical Protestants
Government induce “principals of morality”
- public education
- building schools and asylums
- temperance legislation
Chapter 10: Democarcy in America (1815-1840)
How did the government try to shape morals during the Jacksonian era?
Laws, ordinances, and regulations:
- banning prostitution
- banned consumption alcohol
- regulated other personal behavior
Chapter 10: Democarcy in America (1815-1840)
What was Tariffs of Abominations? Why did it have opposition in the South?
What: Tariff of 1828
Why:
- raised taxes imported manufacturing goods (wool & iron)
Opposition South:
- impossible compete with North industrywise
- South Carolina: called “Tariffs of Abominations”
State leaders:
Argument:
taxes benefited North and not South
Response:
Would nullify it in their own states
Chapter 10: Democarcy in America (1815-1840)
How did South Carolina oppose the Tariff of 1819?
- South Carolina:*
- largest slave population
Controlled tightly knit group planters
grip state power
- State constitutions: greater representation than planter population warranted
- High property qualifications for voting
Why opposition to Tariffs:
- Economic complaints
- Federal government must be weakened → not take actions against slavery
Chapter 10: Democarcy in America (1815-1840)
Why was John C. Calhoun in the background after he became a VP in 1828?
Why: secretly drafted Exposition and Protest
- South Carolina legislature justified nullification
- Response Tariff of 1819
- *1833**: Nullification Doctrine
- national government:
agreement among sovereign states
each right prevent enforcement within borders
Chapter 10: Democarcy in America (1815-1840)
What was the Webster-Hayne Debate (January 1830) and what was the effects?
Webster-Hayne Debate (January 1830)
Daniel Webster (Response to Roberty Y. Hayne, Calhoun supporter)
> people, not the state, created Constitution; federal government sovereign over states
nullification illegal
Result: divided Jackson & Calhoun
White House diner (few days later) → disagreement
1831: Calhoun publicly emered leading theorist of states’ rights.
Chapter 10: Democarcy in America (1815-1840)
What was the (2) Nullification issue?
[1] not purely sectional issue
[2] South Carolina - alone in nullification crisis
- several southern states passes resolutions condemed actions
- compact theory of Constitution: well developed political philosophy
Chapter 10: Democarcy in America (1815-1840)
What was the Nullification Crisis (1832)? What was Jackson’s response?
1832:Tariff of 1832
- South Carolina declare null and void
Jackson:
presuaded Congress pass Force Act
- use army and navy to get custom duties
Henry Clay: (Calhoun assistance)
1833: reduced duties
- wanted avert confrontation
Chapter 10: Democarcy in America (1815-1840)
How did Jackson treat the Indians during his presidency?
Excluded Indians from era’s assertive democratic nationalism
Final act in centuries-long conflict between white Americans and Indians
- east of Mississippi River
- expanding cotton plantations → pressure Indians
- Indian Removal Act of 1803:
- What: funds uprooted Five Civilized Tribed
Cherokee, Chickasaw, Choctaw, Creek, Seminole
Chapter 10: Democarcy in America (1815-1840)
How did Jackson view the Indian Removal Act, and was his actions towards Indians?
Jackson view: “civilized” Indians assimilate into society
Tribes make an effort:
Cherokee:
- establish schools, written laws, consitution modeled on US
- farmers (owned slaves)
Jackson actions:
- refered “savages”
- supported Georgia’s effort seize Cherokee lands
Chapter 10: Democarcy in America (1815-1840)
What did the Creek Indians say in their momorial to Congress in 1832?
1832: sent memorial to Congress
- dwelled meaning freedom
- oppression by Alabama’s lawmakers → land taken
Wanted:
- place in nation’s life
- own identity came before American identity
Freedom meant maintaining cultural independence, required keeping possession of ancestral lands
Chapter 10: Democarcy in America (1815-1840)
How did the Cherokee Indians try to combat removal?
Went to court:
protect rights garunteed government
Result: force Supreme Court clarify unique status of American Indians
Chapter 10: Democarcy in America (1815-1840)
Johnson v. M’Intosh (1832)?
Court: Indians not owners of their land only *“right of occupancy”*
Chief Justice John Marshall
> From early colonial era, hunters & nomads not farmers
Serious blow agianst Indian efforts retain lands
Chapter 10: Democarcy in America (1815-1840)
1831: Cherokee Nation v. Georgia
Marshall:
> Indians “wards” federal government
- deserved paternal regard and protection
- lacked standing citizens
Chapter 10: Democarcy in America (1815-1840)
1832: Worcester v. Georgia
Marshall belief: supremacy of federal government over states
In case: change mind
What:
> Indians distinct people right maintain seprate political identity
- Indians deal direct federal government
- Georgia’s actions violated Cherokees’ treaties with Washington
Chapter 10: Democarcy in America (1815-1840)
What was the Trail of Tears?
1838-1839: Trail of Tears
Federal soldiers removed Ross’s Indians
During Martin Van Buren’s presidency
18,000 Cherokees → forced move west (Georgia to Okhaloma)
- 1/4 died
Chapter 10: Democarcy in America (1815-1840)
What happened during the Second Seminole War (1835-1842)?
(Florida)
- 1500 Americans & 1500 Indians dead
- 3,000 Indians & 500 blacks forced move west
- small population remained*
Chapter 10: Democarcy in America (1815-1840)
What was the result of the Indian Removals?
Reinforced racial definition of American nationhood & freedom
1840: eyes whites east of Mississippi River
- Indian relic of past
- Trans-Mississippi West*: Indians dominant
- still presistant westwards movement
Chapter 10: Democarcy in America (1815-1840)
How was Jackson’s opposition to the UBUS central to his presidency?
Central political struggle Age of Jackson: president’s war on SBUS
symbolized hopes & fears market revolution
- Finance economic development
- distrusted as “nonproducers”
bank over-issued money → deterioration in value reduced wages
Chapter 10: Democarcy in America (1815-1840)
What happened when Congress wanted to extend the SBUS charter in 1832?
1832:
> Ability to “destroy” any local bank
Democrats: not think anyone should possess such power
Banks charter:
supposed end 1836
Biddle convince Congress extend another 20 years
- Force Jackson to sign the bill
- vetoed
Chapter 10: Democarcy in America (1815-1840)
What was the central document to Jackson’s presidency?
Veto on extended bank charter
> Congress not create source central power and economic privilege unaccountable to the people
- charter would widen wealth gap
Chapter 10: Democarcy in America (1815-1840)
What was “pet banks” and how did it play into the ending of the SBUS?
Local banks of choice: pet banks
- chosen for personal connections
Result:
two secretaties refuse transfer funds:
- law creating the Bank specified government funds not removed except for good cause
Jacksone Response:
Appointed Attorney General Roger B. Taney
- carried out order
- 1835: (John Marshall died) Taney chief justice
Chapter 10: Democarcy in America (1815-1840)
What Speculative Boom occured due to the SBUS?
[1] Without funds: SBUS lost ability to regulate activities of state bank
[2] Note circulation rose
- “read wages” declined
- multiple labor unions emerged
- tried to cash in rising land prices
- bought lots of land
- resold to farmers or eastern purchasers
Chapter 10: Democarcy in America (1815-1840)
What was the Specie Circular after the collapse of the Speculative Boom?
Speculative Boom collapsed
1836: 20 million acres of federal land (10 times more than 1830)
July 1836: Specie Circular
> Only accept gold or silver as payment for public land
Same time: Bank of England
demanded American merchants pay creditors in London gold or silver
Chapter 10: Democarcy in America (1815-1840)
What was the Panic of 1837?
Cause:
- Economic downturn in Britain → dampened demand for American cotton (major export)
- Speculative Boom
Results:
Result:
- Panic of 1837
- Depression that lasted to 1843
Implications:
- businesses failed
- many farmers lost land
- 10,000s urban workers jobs disappear
- Labor movements collapsed
- surplus unemployment labor*
Chapter 10: Democarcy in America (1815-1840)
What was the “Independent Treasury”, what caused its creation? How did the Treasury change from 1840 - 1846?
1837:
- wanted removed federal funds from pet banks
- hold in Treasury Department in Washington
under government controlseparated federal government from nations’s banking system
1841: repealed
Whigs returned to power
1846: reinstated
President James K. Polk
Chapter 10: Democarcy in America (1815-1840)
What happened during the election of 1840?
1840s: Mass democratic politics of Age of Jackson → absorbed logic of marketplace
Had to “sell” the candidates
highly organized parties competed nationally
- 80% voter turnout
Result: Harrison WON
Chapter 10: Democarcy in America (1815-1840)
What did Harrison do in office?
Immediately in office: Harrison contracted pneumonia
- died month later
- John Tyler successor
What did John Tyler do in office?
Whig majority Congress: tried to pass American System
Tyler vetoes nearly every measure
Ex:
- national bank
- higher tariffs
Result:
- most cabinet resigned
- party repudiated him
Time in office:
barley any acomplishments
♣
Chapter 11:
The Peculiar Institution
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Chapter 11: The Pecular Institution
How did cotton “rise” during the 19th century? How did slavery factor in to this?
19th century: cotton replace sugar world’s major crops
- produced by slave labor
Brazil, Spain, French Colonies: survived instutition
British Empire: (1883) abolished
US: center New World Slavery
Chapter 11: The Pecular Institution
Why was cotton important in the market revolution?
Industrial revoltion: centered factories → cotton raw material
- important international market
- 3/4th from sourthern US
Cotton sales = money abroad = pay manufactured goods
Civil War: cotton 1/2 exprots
slaves valued exceeded values rest nations wealth
Chapter 11: The Pecular Institution
What was the Second Middle Passage, and what is its significance?
1820 - 1860: Second Middle Passage
- Replaced the Middle Passage*
- 2 million slaves
Main commercial districts (south): offices slave trade
- auctions
- advertisements in newspapers
- southern banks financed slave
- railroad commerse
- taxes slave sales
Chapter 11: The Pecular Institution
How did the Second Middle Passage benefit the North? How did it influence New York?
shared profits:
Money in cotton trade:
- finance industrial development
- internal improvement in North
Northern:
- Ships: cotton to NY and Europe
- Bankers: finance cotton plantations
- Companies: insured slave property
New York:
Rise commercial prominence:
depend establishment shipping lines
- gathered South’s cotton
- transports Europe on
Erie Canal
Chapter 11: The Pecular Institution
How did the Lower South compare to the Upper South?
Lower South:
- 7 states
South Carolina - Texas
1860-1861:
during secession crisis
first leave Union
Upper South:
- 8 slave states
Slave & planter population less than total of Lower States
Major centers of industry:
- Baltimore
- Richmond
- St. Louis
Economy:
More diverse Lower
Chapter 11: The Pecular Institution
How did slavery impact the development of the south during the Market Revolution?
Slavery: South very different economic path than North
- limited growth of industry
- discourage immigration
- inhibited technological process
- Not same urban growth (as rest country)
Only significant city: New Orleans
* world's leading exporter of slave-grown crops
Chapter 11: The Pecular Institution
How did slavery effect the economic growth of the south?
1860: South produced less 10% manufactured goods
Northern View: slavery obstacle progress
New Orleans:
slavery and economic growth hand-in-hand
Southern economies:
- stagnant
- very profitable most owners
Profits in South: obstacle for abolition
Chapter 11: The Pecular Institution
What social, political, and economical distiction between planters and “plain folk” during the 1800s?
Poorer whites: resented power & privileges great planters
politicians:
self-proclaimed spokesmen of the common man against “slavocracy”
Bonds between planters and South’s “plain folk”
- racism
- kinship
- common participation in democratic political culture
- sectionalism
- belief economic and personal freedom rested slavery
Chapter 11: The Pecular Institution
How did slave ownership and status play into Southern society?
Slave ownership: route to wealth, status, and influence
- majority slaves
- most fertile land
- highest income
- dominated state and local offices
- leadership both parties
Slavery → profit-making scheme
- watch prices for products
- invested enterprises
Chapter 11: The Pecular Institution
What were the “plationation mistresses” in the South?
planter’s wives
Idealized southern lore:
- femininity,
- beauty,
- dependence on men
Works:
- care sick slaves
- directed domestic slaves
- supervised entire plantations
Husbands sexualy exploited slaves: caused wives resent slaves
Chapter 11: The Pecular Institution
What was parenalism?
(from latin word “father”)
Planter’s values glorified:
not competitive capitalist marketplace
Did:
- harierchical
- agrarian society
- personal responsibility for physical and moral well-being for dependents (women, slaves, children)
Chapter 11: The Pecular Institution
Why did the paternalist ethos become prevelant with the rise of the Middle Passage? How did it justify slavery?
- Paternalism:*
- present 18th century
- 1808: most ingrained after closed African slave trade
narrowed cultural gap between master and slave
West Indies & Great Britain: absentee planters
South: year-round contact
Masked & justified slavery
slaveowners perspective:
> kind, responsible masters
Chapter 11: The Pecular Institution
What was the proslavery argument in the South before the Civil War (7)?
[1] Racism
[2] biblical passages
- slaves should obey masters
[3] essential to human progress
- unable cultivate art, sciences
[4] “modern” in tune with the times
- Other types of unfree labor in world
[5] Essential economy
- cotton
- interest international affairs
- used power in government to promote foreign policy interest in slavery
[6] Granted equality for whites
prevented growth of a class doomed to unskilled labor
[7] Claimed committed to ideal of freedom
- slavery among blacks = “perfect equality” among whites
- liberted whites from menial jobs (as in the North)
Chapter 11: The Pecular Institution
How did systems of slavery develop and deteriorate during the 19th century in the western hemisphere?
Observed: results of emancipation swept hemisphere in first 4 decades
- slavery abolished most Spanish and British empire
- effected debate over slavery in US
Pro-slavery: British emancipation failure
Abolitionists:
- rising standards of living of freed slaves
- spread eduction among them
Mid-19th century slavery remained:
- Cuba
- Puerto Rico
- Brazil
- US
Chapter 11: The Pecular Institution
How did South Carolina respond to proslavary arguments about “freedom” in the 1830s?
White Southerners declared themselves:
> True heirs of the American Revoltion
- “same spirit freedom and independence
- *
1830s: Proslave writers questioned ideals of liberty, equality, democracy
South Carolina:
Majority whites owned slaves
- home aggressively defense slavery
- repudiated idea freedom universal element
Chapter 11: The Pecular Institution
What legal rights did slaves have during the 1800s in the South (before CV)?
Legal rights: (not well enforced)
-
illegal kill slave
- except self-defense
-
Serious crimes → court
- white judges and juries
Chapter 11: The Pecular Institution
What legal restrictions did slaves have during the 1800s in the South (before CV)?
- testify in court against white
- own firearms
- hold meetings (unless white person present)
- leave farms or plantation without premission
- (1830s) illegal learn read or write
* Not rigorously enforced:*- taught slave children read
- gatherings without supervisions
Chapter 11: The Pecular Institution
What was the Louisiana Law regarding slaves?
> No aspects of slaves’ lives outside sphere of owners interference
System: enforce master’s control over persons labor of slaves
Chapter 11: The Pecular Institution
Explain the events of the 1855 Missouri court case about Celia the slave that killed her master?
Who: Celia
What: killed master while resisting sexual assault
State Law: “any woman” in situation acting self-defense
Result: Celia not a “woman” eyes of the law
- master complete power
- she sentenced to death
Celia pregant:
delayed execution until child born
not deney owner’s heir property rights
Chapter 11: The Pecular Institution
How did pre-CV slave conditions in the south compare with Brazil and the West Indies?
- better diets
- lower rates infant mortality
- longer life expectancies
Factors contributed improving material conditions:
-
Location
- outside geographical area tropical diseases
malaria, yellow fever, typhoid fever flourish
* health better than Caribbean
-
Costs
- cost increase after Middle Passage closed 1808
- economicly advantages keep them alive
Chapter 11: The Pecular Institution
Who were the free blacks in American before the Civil War(2)?
[1] Who: descendants of slaves freed
- freed aftermath of Revolution
- gradual emancipation laws in North
OR
[2] Who: slaves freed
- voluntary liberation
- purchase freedom
- ran away
Chapter 11: The Pecular Institution
What restrictions did free blacks have before the Civil War?
- no voice selecting office
- not allowed testify in court against white
- not allowed be juries
- carry certificate of freedom
1850: most southern sates prohibited free blacks entered
- few states tried ban all together
Chapter 11: The Pecular Institution
Describe pre-CV war black communities in New Orleans and Charleston?
Prosperous free black communities
Who:
- mixed-race descendants
What:
- had education
- skilled craftsmen
- churches
Upper South:
large majority free blacks
- wages on farms
Chapter 11: The Pecular Institution
Describe the system of labor for slaves (pre-CV) and the distiction between small and large plationatios?
Slavery = system of labor
- interruptions for meals
- work occupies most time
Large plantations: (125 slaves)
- Diversified communities*
- various tasks (butler, waitresses, nurse, dairymaid, gardener)
- Majority: Worked in Fields
Small Plantations:
owners worked with slaves
Chapter 11: The Pecular Institution
Describe pre-CV South Carolina and Georgia plantations?
Rice plantations
Task System (colonial era prevailed)
- daily tasks
- set own pace of work
- complete: liesure
Chapter 11: The Pecular Institution
Describe how slaves in the Upper South (1860s) worked in “industry” and what was the result?
1860: 200,000 slaves in industry (Upper South)
- ironwork
- tobacco factories
- domestic laborers
Result:
[1] slaves make own work arrangement → wages go to owners
[2] (some) Lived alone
Chapter 11: The Pecular Institution
How did people respond to the increased independence slave experienced in the Upper South in the 1840s?
Increased independence > change the relation between master and slave
Result:
1850s:
- City slaves sold to countryside
- replaced among skilled white labor
Chapter 11: The Pecular Institution
What methords did southern slave owners used - besides force - to maintian order on plantations?
[1] exploited division among slaves
- field hands and house servants
[2] System of incentives
- good work: time off & money
[3] (Most powerful) Threat of Sale
- separate slaves from families & communities
Chapter 11: The Pecular Institution
How did slave families in the 1830s compare between the West Indies and the US?
West Indies:
- males exceeded females
- lived barracks-type buildings
Families → nearly impossible
United States:
- population grew naturally
- even male-female ratio
Families → possible
Marriage:
- not recognized
- constant danger broken up by sale
Chapter 11: The Pecular Institution
Describe pre-CV marriages amongst slaves?
Marriages (if not disrupted) → lasted lifetime
- named children after cousins, uncles, sales
Higher number of female-headed households:
- constant sales
Virginia: 1/3 marriages broken sale
children borken children
- non-kin assumed responsability raise children
Chapter 11: The Pecular Institution
How were pre-CV gender roles different among slaves than whites?
Different larger society
> Equality of powerlessness
- not appeal slave woman
- men not act as providers / protect wives
Chapter 11: The Pecular Institution
How were pre-CV gender roles conventional?
Task System → conventional gender roles
Men:
- hunted, chopped wood, fished,
Women:
- sewed,
- primary responsability of children
- charge “garden plots”
Chapter 11: The Pecular Institution
How did a distinctive version of Christianity rise amongst pre-CV slaves?
Distinctive version Christianity
- offered solace to slaves
- hope liberation
late 18th and early 19th century: Took part Second Great Awakening
- in South’s Baptist and Methodist churches
1801: Cane Ridge (Kentucky)
no distinction based race, color, sex
Chapter 11: The Pecular Institution
Describe the nature of the black preachers on each plantation:
- “self-called” slaves
- no formal education
- understood Bible
- most respected in slave community
Chapter 11: The Pecular Institution
What did biracial congregations in the South look like (pre-CV)?
Blacks allowed worship with whites
- sit back peys or balcony
Chapter 11: The Pecular Institution
What did Urban Free slaves congregations in the North look like (pre-CV)?
attended by slaves
own churches
Chapter 11: The Pecular Institution
How did pre-CV plantations masters use christiany to their advantages?
Christianity means social control:
- required slaves attend services (white ministers)
- preached:
- theft immortal
- Bible required servants obey masters
Chapter 11: The Pecular Institution
How did blacks transform Christianity to apply to their cercumstances?
Turned to own purposes:
[1] Exodus: central black Christianity
- “chosen” people
[2] Jesus Christ:
- personal redeemer
- cared for oppressed
Christianity:
- message of brotherhood
- equality of all souls before Creator
Chapter 11: The Pecular Institution
What were central themes in the slave folk tales?
- Injustices of bondage
- Desire for freedom
- glorified weak outwitted stronger foes
Bear and fox
- religoius songs
lives of sorrows & ultimate liberation
Chapter 11: The Pecular Institution
How did slaves get information and create “neighborhood networks?”
Ownership: prevented learning about world as a whole
neighborhood networks:
- transmitted information between plantations
Ex: (1844) James Henry Hammond
> Astonished find slaves understood the nature of Henry Clay and James K. Pok presidential election
Chapter 11: The Pecular Institution
What was the “day-to-day” resistance in plantations?
- poor work
- breaking tools
- abusing animals
- disrupting routine
- stole food
- southern physician diagnose hereditary disease unique to blacks*
- *
Chapter 11: The Pecular Institution
What obsticles did pre-CV fugitive slaves face upon escape?
Fugitive slaves → obstacles
[1] Patrols constant lookout
[2] lack knowledge geography
thought north star led freedom
Most successful people:
- lived Upper South (close free states)
- majority fugitives: young men [ex: Frederick Douglass]
- women not want to leave children*
Chapter 11: The Pecular Institution
Where did fugatives go after escaping the planations in the Lower South? (1840s)
- New Orleans
-
Charleston
* hoped loose within free black communities* -
Remote areas
- Great Dismal Swamp of Virginia
- Florida Everglades [Seminole Indians offer refuge]
* * *
Chapter 11: The Pecular Institution
What was the underground railroads?
Loose organization of sympathetic abolitionists who hid fugitives in homes and sent next “station”
Chapter 11: The Pecular Institution
What happened on The Amistad in 1839? How did the government respond?
- 53 slaves took control Amistad ship
- In Cuba → tried to force ship go to Africa*
American vessel seized it
Van Buren: wanted to return them to Cuba
Abolitionists: case Supreme Court
John Quincy Adams:
> Recently brought Africa, violation of international treaties banning slave trade; captives should be freed
Result: most returned Africa
Chapter 11: The Pecular Institution
What were the 4 largest slave conspiracies in America?
- 1800: Gabriel’s Rebellion
- 1811: Uprising on sugar plantation (New Orleans)
- 1822: Denmark Vesey’s Conspiracy
- 1831: Nat Turner’s Rebellion
Chapter 11: The Pecular Institution
What happened during the Uprising on sugar plantation (New Orleans) (1811)?
What: 500 slaves marched city
- destroyed property
- white population panicked
Result:
2 days: militia dispersed rebels and killed 66
Chapter 11: The Pecular Institution
What happened during the Denmark Vesey’s Conspiracy (1822)?
Leader: Denmark Vesey (Charleston)
- purchased freedom after local lottery
- reflected combination in American and African influences
- often quoted Declaration of Independence
plot discovered before fruition
Chapter 11: The Pecular Institution
What happens in the Nat Turner Rebellion? (1831)
Leader: Nat Turner
- slave preacher in Southampton Country, Virginia
- Thought chosen by God to lead black uprising
- travelled to conduct services
4 July 1831: Initial date for rebellion
- fell ill
22 August 1831: Rebellion
What: followers marched farms assulting whites
- 80 blacks & 60 whites killed
Response:
- Turner & 17 rebells → death
Chapter 11: The Pecular Institution
What were the implications of the Nat Turner Rebellion? (1831)
- whites panic
100s whipped and executed
- debates on whether “peculiar institutions” should remain
1832: Virginia legislature → tightend bondage
< >prohibiting preachersstrengthened militia and patrol systembanned free blacks for owning firearmsprohibited teaching read
other southern states did same
1831 turning point Old South
♣
1820 - 1840
Chapter 12: An Age of Reform
♣
Chapter 12:
What were Utopian Communities in the Reformation?
Utopia; 16th century Thomas More novel → outline perfect society
decade before Civil War: 100 reform communities
- most arose religious conviction
- (or) secular desire couteract social & economic changes
Objective:
- Social harmony
- narrow wealth gap
Chapter 12:
What gender roles existed in the Utopian societies?
Tried to find substitutes for conventional gender roles & marriage
Some:
- prohibited sex
- (or) allowed polygamy
Chapter 12:
Who were “the shakers?”
Most successful religious communities
Peak: 1840s
- 5000+ members
Chapter 12:
What beliefs did the shakers have (3)?
[1] God → “dual” personality
male & female
- sexes spiritual equality
[2] “Virgin Purity”
- sexes lived seperate dormitories
Increased members:
not natural reproduction
- converst
- adoption
[3] Rejected private accumulation of wealth
successful economy
- among first to market fruit and vegetables, seeds, herbal medicines
- beautiful furniture
Chapter 12:
How was the founder of Oneida? (1848)
1848: founded by John Humphrey Noyes
upstate NY
- Vermont-born
- son congress man
Chapter 12:
What “complex marriages” existed in Oneida?
Community → notorious “complex Marriages”
- man propose sexual relations any women
- women right accept or reject
registered public record book
Noyes feared: “exclusive affection”
- destroyed social harmony
Chapter 12:
How did outsides compared to insiders of the Utopian communties?
outside view: “voluntary slavery”:
Insiders:
- selfless devotion
- spiritual oriented communities
Chapter 12:
What made the Utopian community “worldly orientated?”
beset internal division
shorter periods of time
Chapter 12:
Who was Robert Owen?
Most important secular communicant
- British factory owner
- Appalled degradating workers in early industrial revoltion
Ideology: Communitarianism
- establishing small communities based on common ownership*
- less competitive and less individualistic
Chapter 12:
Describe Robert Owen’s New Lanark community in Scotland:
- strict rules
- good housing
- free education
1815: 1,500 employees
Result: largest center cotton manufacturing in the world
Chapter 12:
Describe Robert Owen’s second community, New Harmon:
- India (previously owned Protestant religious leader
objective: new world morality
1. children remove early age from care parents
schools: subordinate individual ambition to common
2. Women’s rights- access to education
- right to divorce
wanted abandon “false notions” about sexes
Result:
- squashed everything: community’s constitution & distribution of property
- only lasted a few years
Chapter 12:
Describe the objectives of mainstream reformers in the 2nd Great Awakening:
Most Americans: Ownership of property → key economic independence
- few joined societies required giving it up
Therefore: reform movements tended focus liberating people:
- Externalities:
Slavery, war
- Internal “servitudes”
drinking, illiteracy, criminality
Define the reformist idea of perfectionism:
What resulted from the ideology? (3)
> Individuals and society capable indefinite improvement
Result:
older reform efforts became radical
[1] Temperance Movement
Temperance: moderation in consumption of alcohol
Transformed into crusade to eliminate drinking entirely
[2] Criticism war → pacifism
[3] Critics slavery → demanded immidate emancipation
Chapter 12:
When was the American Temporance Society founded and what was their effect in the 1830s and 1840s?
1826: founded
- sought redeem habitual drinker and occasional drinker
1830s: 100s Americans renounce liquor
1840s: reduction consumption of nation’s alcohol
Chapter 12:
How did moderate reformists impact middle-class society? (1830?)
Middle class → reformism badge respectability
- individual took control lives
- morally accountable
Chapter 12:
What did critics of reformism think? (especially regarding liquor)
Saw attack own freedom:
- Taverns: meetings for workingmen
- political discussion, recreation
Drinking → central festivities
Chapter 12:
How did Catholicism and reformism clash ideologically?
American Catholics:
- numbers grew → Irish & German immigation
- hostile to reform
View Freedom:
Sin inescapable burden
- perfectionist idea that evil eradicated → affront to genuine religion
- opposed Protestant attempts impose view morality on neighbors
- Protestants: Men free moral agent
- Catholics: less emphasis → importance on communities centered around church and family
Chapter 12:
How were reformers views of freedom challenged (tention between liberation and control)?
Reformers view freedom: liberating and controlling same time
Opponents:
- freedom meant opportunity compete economic gain and individual improvement
Proponents: goal enact “genuine” liberty
- Liberty → freeing from forms of “slavery” (drink, poverty, sin)
- self-fulfillment = self-discipline
needed self control
America: excess liberty
**“natural liberty** (posed John Winthrop)” opposed “Christian liberty”
Chapter 12:
What was the American Tract Society?
Eastern religious groups worry → West: immirgrants
- lacked self-control
- led lives of vice (drinking, lack Protestant devotion)
1825-1835: American Tract Society & American Bible Society
- flooded East
- copies pamphelts
- promoted religious vitrue
Chapter 12:
How did reform institutions change American institutions due to the idea of perfectionism (1830s-1840s)?
Previously in colonial America:
- Crimes: whipping, fines, banishment
- Poor → relief
- Orphans lived with neighbors
- Families took care mentally ill
1830s-1840s: Reform Institutions
- Jails
- Poorhouses
- Asylums
- Orphanages
Perfectionism: social ills can be eliminated
- Initial idea of institutions: people be released as productive, self-disiplined
Chapter 12:
What were “common schools?” How did it change American schools?
- tax-supported
- state school system open all
Early 19th century:
children educated in locally supported schools, private academies, charity schools, home
Many not access
Chapter 12:
How was Horace Mann and what was his contribution to education reform?
- Massachusetts lawyer & Whigs politician
- director state’s board education
- Leading educational reformer
> Universal public education restore equality in society
Chapter 12:
How did 1860s public education in the north and south compare?
North:
1860s: every northern state tax-supported school system
- first career opportunity for women (teachers)
South:
- not want to pay poor white children
- Widened gap north and South
Chapter 12:
What was the idea of “colonization” in the 1810s? How did Liberia play into it?
Before 1830: Abolitionists
- end bondage
- “colonization” freed slaves → ship back to Africa, Caribbean, or Central America
1816: American Colonization Society
- gradually abolish slavery
- deport to Africa
Result: Establish Liberia
west coast Africa
Chapter 12:
Who were the opponents and proponents of colonization?
Opponents: impractical
Proponents:
- Henry Clay, John Marshall, Andrew Jackson
why: racism and slavery deeply embeded society - never achieve equality
- America fundamentally white society
Chapter 12:
Why did African Americans (some) oppose migration to Liberia?
- motivated free blacks claim rights as Americans
1817: 3,000 blacks → (philadelphia) first national black convention
1. Blacks = Americans 2. entitled same freedom
Chapter 12:
What religious and secular convictions did abolitionists have in 1830s?
Religious convictions: slavery unparalleled sin
Secular conviction: contradiction Declaration of Independence
Chapter 12:
How were abolitionists in the 1830s different from their predecessors?
- Rejected: gradual emancipation
-
Explosive language againt insitution
- incorporated rather than deported
- Perfect Americanism: uprooting racism and slavery
Chapter 12:
What was David Walker’s contribution to abolitionism? How did he create the “new” abolitionism?
Who: free black born in North Carolina → clothing store in Boston
1829: An Appeal to the Coloured Citizens of the World
- first of new spirit of abolitionists
> Passionate indictment of slavery and racial prejudice
- whites divine punishment not give up sinful ways
- blacks:
- take pride in achievemetns of ancient African civilization
- claim rights as Americans
1830: died mysterious circumstances
Chapter 12:
What was William Lloyd Garrison ‘s contribution to abolitionism?
Who: publisher in Boston journal
1831: The Liberator
- Garrrison’s weekly published journal
New type abolitionism permanent voice
Ideas rejected:
- North abrogate Constitution
- dissolve Union to end complicity
Ideas accepted:
- call immediate abolition
- Thoughts on African Conlonization
persuaded many blacks recognized as part of America
Chapter 12:
How did abolitionists & preachers use the press to spread their message?
Movement spread swiftly through North
Antislavery leaders took advantage:
- developing print technology
- expansion of literacy (common schools)
Evangelical ministers same
- pamphets
- newspapers
- petitions
- novels
Chapter 12:
What was Theodore Weld’s contribution to abolitionism?
- young minister
Trained band speakers → brought abolitionist movement rural North
- fervent preaching
- call renounce immoral ways
- Slavery = sin
Chapter 12:
Decribe “non-resistant’ abolitionists and their strategies:
Southerners: feared slave insurrections
- strengthened by Nat Turner’s Rebellion (few months after The Liberator)
- most abolitionist against violence
“non-resistance” or pacifists
coercion eliminated human relationships and institutions
Strategy: MORAL SUASION
> End slavery persuade slaveowners and complicit northerners slavery evil
Chapter 12:
How did 1830s abolitionists attempt to influence politics?
Not: infiltrating political parties
Did: awaken nation to moral evil of slavery
- language → provocative
- “natural liberty” took predecedence over other forms freedom
Chapter 12:
What happened at the 1843 National Convention of Colored Citizens?
> native free born must be citizen
wanted:
- same civil rights
- same “public rights”
Chapter 12:
Describe the campaigns of attempts to grant citizenship to blacks in the 1830s and their success:
Campaigns:
- rights vote
- sued streetcar companies excluding blacks
- challenge discrimination in legislative
Result:
mostly unsuccessful
Victories:
- 1849: repeal Ohio’s discriminatory Black Laws
- 1855: racial integration Boston’s public schools
Chapter 12:
How did abolitionists view the Constitution?
Abolitionists debated Constitution’s stance slavery
- William Lloyd Garrison: burned → “document of the devil”
- Frederick Douglass: no national protection slavery
Result:
> Alternative, right-oriented view constitutional law; grounded universal liberty
Chapter 12:
How did abolitionists view cruelty to slaves and depict it? What was the restult?
Literature expand definition cruelty
Why: graphic descriptions
Result: popularize idea of bodily integrity basic right
Chapter 12:
What was the Revolutionary Heritage movement?
- seized Declaration of Independence
preamble → condemnation of slavery
- Liberty Bell
status after adoption of symbol
Chapter 12:
What was Frederick Douglass’s role in abolition literature?
- published account life in bondage
- convinced northerners evils of slavery
Chapter 12:
What was Harriet Beecher Stowe’s role in abolitionism?
- novel: Uncle Tom’s Cabin
most effective antislavery literature
modeled autobiography Josiah Henson
* **1851**: serialized Washinton newspaper * **1854**: 1 million copies sold & productions on stage * **powerful human appeal** 1. slaves: sympathetic 2. Christians at mercy slaveholders
Chapter 12:
What was the (black) abolitionist Henry Highland Garnet role?
- escaped Maryland slavery as child
1843 (at gathering):
> slaves rise rebellion throw off shackels
- odds with belief of moral suasion
Chapter 12:
Describe Frederick Douglass’s speech on July 04, 1852:
4th July 1852: greatest oration American slavery (Rockester)
- annual Independence Day celebration
> What, to slavery, is the 4th of July?
* hypocrisy * abolition of slavery & freeding Declaration Independence → recapture original message
Chapter 12:
Who was the “Gentermen of Property and Standing?”
Some northerners: abolition lead disrupt Union
Who: merchants (close commercial ties South)
What: mobs disrupted abolitionist meetings
Chapter 12:
What antiabolitionist mobs occured between 1837-1838?
1837: Elijah P. Lovejoy
- antislavery first martyr
- killed mob in Alton, Illinois (defended his press)
1838: burned Pennsylvania Hall
- abolitionists hold meetings
- carried portrait George Washington to safety
Chapter 12:
What was the Gag Rule in 1836?
1836: abolitionists flooded Washington petitions emancipation
House Representatives: Gag Rule
- prohibited consideration abolitionist petitions
1844: reppealed
- due to opposition from John Quincy Adams
1831: represented Massachusetts
Chapter 12:
How did the Gag Rule help abolitionists generate support in the north?
Result: abolitionists broadened appeal win support northerners
- cared little black rights
- convinced slavery endangered own freedom
- Gag Rule very unpopular*
Chapter 12:
How were women involved in the public sphere before being allowed to vote?
Public sphere open women (government and party politics not)
Female letters and diaries:
- interst in politics
Before allowed voting:
- circulated petitions
- attended mass gatherings
- gave public lectures
Chapter 12:
Who was Dorothea Dox?
Massachusetts school teacher
leading advocate more humane treatment of insane
- result: 28 states mental hospitals before Civil War
Chapter 12:
How did abolitionism influence women rights movements? How did Angelina and Sarah Grimke play into this?
Crave place public sphere
participation abolitionist movements inspired movement for women’s rights
- working rights of slaves
- understood own subordinate status
Angelina and Sarah Grimké:
popular lectures:
- condemnation of slavery
- first apply abolitionist doctrine (universal freedom) to women
Chapter 12:
Why was Letters on Equality of sexes written and what was it about?
Massachusetts clergymen: denounced sisters Angelina and Sarah Grimke
- sacrificed “modesty and delicacy” by lectures
Response:
- defended women’s rights in political debate, right share education
Letters on the Equality of the Sexes (1838)
Sarah Grimké
- call equal rights
- “equal pay for equal work”
Chapter 12:
What did Elizabeth Cady Stanton and Lucretia Mott do? (1840s)
What was their response?
Elizabeth Cady Stanton & Lucretia Mott
- organizers convention
- veterans antislavery crusade
1840s: traveled London delegated World Anti-Slavery Convention
- banned participation due sex
- *
1848: Senanca Falls Convention:
- raised question of woman suffrage (first time)
- modeled Declaration of Independence
- added “women” Jefferson’s axiom “all men are created equal”
- “injuries and usurpation on part of men to women” part list injustices by George III
denying voting rights
Chapter 12:
What was the 1848: Senanca Falls Convention:
1848: Senanca Falls Convention:
- raised question of woman suffrage (first time)
- modeled Declaration of Independence
- added “women” Jefferson’s axiom “all men are created equal”
- “injuries and usurpation on part of men to women” part list injustices by George III
denying voting rights
Chapter 12:
What was the Declaration of Sentiments?
Senanca Falls → start 77 year struggle suffrage
Declaration of Sentiments:
- condemned entire structure of inequality:
- denied women access eduction
- gave husbands property control and wives’ wages
- restricted them to home
Chapter 12:
Who was Margaret Fuller and what was her achievements?
> Women same rights as men develop talents
who:
- daughter Jeffersonian congressman
- Part transcendentalist circiles
- 1840-1842: edited The Dial
- 1844: editor New York Tribute
- first women achieve important role American journalism*
1845: Women in the Nineteenth Century
- apply transcendentalist ideas quest personal development
1850: traveled Europe correspondent for Tribute
- married Italian patriot
- died shipreck + husband and baby
Chapter 12:
Who was Sojourner Truth and what was her speech in 1851 about?
- black abolitionist
- 1799: born NY
- 1827: freedom (after slavery ended in state)
1851: speech
- end idea women to delicate work outside the home
- taled about experience as a slave
> flexed arm, spoken years of hard labor, “And aren’t I a women?”
Chapter 12:
How did southerners view the relationship between marriage and slavery?
Defenders slavery:
> Linked slavery and marriage as natural and just forms of inequality
- eliminating one = threaten other
Chapter 12:
What feminism law was enacted in Mississppi in 1839?
- laws enact married women → property rights
why:
1. not expand women's rights 2. prevent families losing property during depression of 1837
Chapter 12:
What feminism law was enacted in New York in 1860?
- far-reaching measures
- allow married women sign contract
- buy and sell property
- keep own wages
Chapter 12:
What domestic relations presuppositions existed before the feminism movement?
- husband right sexual access wife
- inflict corporal punishment
Courts:
- reluctant intervene
Chapter 12:
What happened in the feminist meeting in Boston in 1859?
- right to regulate own sexual activities
- procreated protected state
challenged notion of private life separate federal government
Chapter 12:
What differences existed in the feminism movement?
Feminist thought:
> Equality of sexes and sexes’ natural differences = coexisted
Debated entered public sphere:
- challenged notion of “cult of domesticity “
- (or) accepted other elements of “femininity:
- female reformers bring maternal instincts public life
Chapter 12:
What spit occured in 1840 in the abolitionism movement?
Caused: [1] role women in antislavery work !
other: [2] fear radicalism impede movement’s growth
Garrison’s:
- support women’s rights
- refusal support ida of abolitionist voting/running office
Wanted make politcal party: Liberty Party
nominee: James G. Birney
* 7000 votes (1/3)
Chapter 12:
What feminism achievements occured in the early 1800s?
Success: making “the woman question” permanent part transatlantic discussion
Chapter 12:
What abolitionist achievements occured in the early 1840s?
1840: accomplished most important work
- 1,000 local antislavery societies in North
- awakening moral issue slavery
- (greatest) shattering conspiracy of silence on public debate of slavery
Module 04: American Civil War
Why do images of John Brown, such as this one, vary so much in their portrayal of the man? (5 points)
- Few images of Brown exist from the time, so artists can only guess at his actual appearance.
- Brown was convicted and executed as a criminal, yet he was seen as a hero by many abolitionists.
- Few supporters of Brown existed during his time, yet that changed after his death.
- Brown was suspected of insanity, and some artists focus on that instead of his acts.
2. Brown was convicted and executed as a criminal, yet he was seen as a hero by many abolitionists.
Module 04: American Civil War
How did people in the North react to the Fugitive Slave Law? (5 points)
- Most accepted it as an unavoidable evil to achieve the Compromise of 1850 and so followed the law.
- Some refused outright to honor it, and some abolitionists actively helped runaway slaves to evade it.
- Few tried to resist the law, and many actually spoke out against those who did as troublemakers and thieves.
- A majority openly denounced the law and found ways to support the Underground Railroad to Canada.
2. Some refused outright to honor it, and some abolitionists actively helped runaway slaves to evade it.
Module 04: American Civil War
How did railroad building lead to increased division between the North and South? (5 points)
- The South had no interest in building railroads and saw the North as destroying the landscape by initiating them.
- The South needed railroads to expand markets for their crops, but Northern businessmen refused to invest there.
- The North was increasingly a manufacturing economy and tied with the West, while the South remained agrarian.
- The North built railroads to the West to encourage settlement there by those who were against expanding slavery.
3. The North was increasingly a manufacturing economy and tied with the West, while the South remained agrarian.
Module 04: American Civil War
How did the Panic of 1857 reveal the sectional nature of the economy? (5 points)
- The North saw little effect, while the South was devastated.
- The West saw little effect, while the East was devastated.
- The North was more severely affected than the South.
- The West was more severely affected than the East.
3. The North was more severely affected than the South.
Module 04: American Civil War
In John C. Calhoun’s eyes, what made slavery “a positive good”? (5 points)
- It led to more rapid economic and industrial development than was possible in the regions without it.
- Slaves who ran away to the North suffered great hardships that led many to return to their former masters.
- It contributed to the strength of the Union because it caused regions to depend so clearly on each other.
- Slaves had a better quality of life than wageworkers in factories, who had no health care or other protections.
4. Slaves had a better quality of life than wageworkers in factories, who had no health care or other protections.
Module 04: American Civil War
How did abolitionists react to the Kansas-Nebraska Act? (5 points)
- They praised popular sovereignty as the best way to end slavery and encouraged others to support it.
- They set up a society to encourage people to move there so they could vote against allowing slavery.
- They vilified Stephen Douglas as a Southern sympathizer, ruining his reputation and political future.
- They claimed that it would lead to violence and suggested that anti-slavery settlers leave the area.
2. They set up a society to encourage people to move there so they could vote against allowing slavery.
Module 04: American Civil War
Why was the Dred Scott Supreme Court decision significant? (5 points)
- It said that free people who assisted runaway slaves could be captured and sold into slavery themselves.
- It provided that any enslaved person who traveled into a free territory or state would be forever free.
- It gave free African Americans the right to seek justice or compensation for their experiences in slavery.
- It ruled that African Americans were not citizens and therefore had no rights or protection under federal law.
4. It ruled that African Americans were not citizens and therefore had no rights or protection under federal law.
Module 04: American Civil War
What is the connection between the event shown on this map and the start of the American Civil War? (5 points)
- The 1860 election had no clear winner, causing deadlock in Congress and the walkout of Southern leaders.
- The election of Abraham Lincoln sparked outrage in the South and led to the secession of several states.
- During the campaign, Abraham Lincoln promised to end slavery as his first priority if elected president.
- During the campaign, Southern members of Congress threatened secession if Breckinridge did not win.
2. The election of Abraham Lincoln sparked outrage in the South and led to the secession of several states.
Module 04: American Civil War
What is the connection between the event shown on this map and the start of the American Civil War? (5 points)
- The 1860 election had no clear winner, causing deadlock in Congress and the walkout of Southern leaders.
- The election of Abraham Lincoln sparked outrage in the South and led to the secession of several states.
- During the campaign, Abraham Lincoln promised to end slavery as his first priority if elected president.
- During the campaign, Southern members of Congress threatened secession if Breckinridge did not win.
2. The election of Abraham Lincoln sparked outrage in the South and led to the secession of several states.
Module 04: American Civil War
Question refers to the excerpt below.
“The people of the State of South Carolina, in Convention assembled, on the 26th day of April, A.D. 1852, declared that the frequent violations of the Constitution of the United States, by the Federal Government, and its encroachments upon the reserved rights of the States, fully justified this State in then withdrawing from the Federal Union; but in deference to the opinions and wishes of the other slaveholding States, she forbore at that time to exercise this right. Since that time, these encroachments have continued to increase, and further forbearance ceases to be a virtue.”—From the Declaration of the Immediate Causes Which Induce and Justify the Secession of South Carolina from the Federal Union, 1860
According to this excerpt, what issue was the main basis for South Carolina’s secession? (5 points)
- Election results
- States’ rights
- Nullification
- Slavery
2. States’ rights
Module 04: American Civil War
Question refers to the excerpt below.
“You dislike the emancipation proclamation; and, perhaps, would have it retracted. You say it is unconstitutional—I think differently. I think the constitution invests its Commander-in-chief, with the law of war, in time of war. The most that can be said, if so much, is, that slaves are property. Is there—has there ever been—any question that by the law of war, property, both of enemies and friends, may be taken when needed?”—President Abraham Lincoln, 1863 letter
Which of the following is supported by the excerpt? (5 points)
- The president maintained correspondence with Confederate leaders he respected.
- Defining slaves as property started to create support for the president in the South.
- People in the North thought the president planned to force former slaves to fight.
- Resistance to the president’s policies existed within the Union itself during the war.
4. Resistance to the president’s policies existed within the Union itself during the war.
Module 04: American Civil War
Which of the following is true about preparations of the North and South for the Civil War? (5 points)
- Both sides were fairly equal in amount and quality of resources at the outset.
- The South had a distinct advantage in industrial goods bought from Europe.
- Each side successfully employed a draft to raise manpower early in the war.
- Overall the North had the resource advantage in goods and infrastructure.
4. Overall the North had the resource advantage in goods and infrastructure.
Module 04: American Civil War
Why does historian Eric Foner call the Emancipation Proclamation “perhaps the most misunderstood of the documents that have shaped American history?” (5 points)
- The document did not actually free any slaves at all.
- It was intended to be a threat and not an actual law.
- The document freed slaves only in areas of rebellion.
- It was meant to encourage slaves to leave the country.
3. The document freed slaves only in areas of rebellion.
Module 04: American Civil War
How was the Emancipation Proclamation intended as a military strategy? (5 points)
- The expected confusion it would cause would scatter armies and elicit surrender to the North.
- It would relieve Northern leaders of responsibility for escaped slaves, who drained resources.
- The outcry and debate would distract Southern leaders as well as troops from their cause.
- It would allow Union enlistment of free and newly free blacks and disrupt work in the South.
4. It would allow Union enlistment of free and newly free blacks and disrupt work in the South.
Module 04: American Civil War
In which of the following did the Confederacy have the advantage early in the war? (5 points)
- Firearms and weapons
- Roads and railroads
- Military leadership
- Population
3. Military leadership
Module 04: American Civil War
How was destruction of the Richmond-Petersburg area, such as that shown in the image, a factor in the South’s surrender in April 1865? (5 points)
- The cities were considered the heart of the South and Confederate morale imploded afterward.
- It was the only significant area that was still under Confederate control as of this point in the war.
- Richmond was the Confederate capital and Petersburg a critical source of supplies by railroad.
- Southern commanders elsewhere surrendered immediately as it was the first total war on a city.
3. Richmond was the Confederate capital and Petersburg a critical source of supplies by railroad.
Module 04: American Civil War
How did the Siege of Vicksburg fit into an overall Union war strategy? (5 points)
- Control of the area would divide the South from critical supply lines.
- Control of the Southern capital would undermine their government.
- It was a defensive plan aimed to maintain control of federal forts.
- It used mostly African American troops to demoralize the South.
1. Control of the area would divide the South from critical supply lines.
Module 04: American Civil War
Why was 1863 a turning point in the war? (5 points)
- General Robert E. Lee began to consider surrender as the only possible outcome to the conflict.
- The Union won key victories at Gettysburg and Vicksburg with stronger strategy and leadership.
- A Confederate win at Chancellorsville emboldened Southern troops and encouraged participation.
- President Lincoln expected the South to give up in response to the Emancipation Proclamation.
2. The Union won key victories at Gettysburg and Vicksburg with stronger strategy and leadership.
Module 04: American Civil War
Question refers to the excerpt below.
“Every time a bunch of No’thern sojers (soldiers) would come through they would tell us we was free and we’d begin celebratin’ … [but] before we would get through somebody else would tell us to go back to work, and we would go. Some of us wanted to jine (join) up with the army, but we didn’t know who was goin’ to win and didn’t take no chances.”—Ambrose Douglass, a former slave in North Carolina
What does this quote suggest about the limits of the Emancipation Proclamation? (5 points)
- Slaves were eager to experience freedom, to fight for it, and were confident the North would protect them.
- Not all slaves left plantations immediately in response to the news out of fear that it was not permanent.
- Most former slaves enlisted in the Union army as soon as Union troops delivered news of the document.
- The document ended up having little effect on slavery, as the majority of slaves did not believe it was true.
2. Not all slaves left plantations immediately in response to the news out of fear that it was not permanent.
Module 04: American Civil War
Question refers to the excerpt below.
“[Because of the Emancipation Proclamation] the condition of things [became] … unsettled, revolutionary, with nothing clearly defined, neither slave nor slaveholder having any rights which they felt bound mutually to respect … Slave property in the state of Missouri was almost a dead weight to the owner; he could not sell because there were no buyers.”—H.C. Bruce, a former slave in Missouri
What does this excerpt suggest about the effects of the Emancipation Proclamation? (5 points)
- It also undermined slavery in the border states despite not being in effect there.
- It caused complete disintegration of southern society in the states that seceded.
- It led to slave owners not even trying to stop their slaves from leaving the farms.
- It prevented riots or chaos as both owners and slaves simply ignored each other.
1. It also undermined slavery in the border states despite not being in effect there.
Module 04: American Civil War
How did the crop-lien system contribute to the survival of sharecropping and tenant farming for generations after Reconstruction? (5 points)
- Farmers who sought to eventually own land in the same area saw it as a way to save money toward the purchase.
- It required former slaves to pay back their value as slaves in increments through the sale of crops before being paid.
- Poor farmers had to borrow against the value of future crops for supplies, creating a cycle of debt they could not escape.
- The system assumed an increasing rate of production, even as the prices were falling and the economy suffered downturns.
3. Poor farmers had to borrow against the value of future crops for supplies, creating a cycle of debt they could not escape.
Module 04: American Civil War
How did sharecropping and tenant farming compare to plantation slavery? (5 points)
- While living and working conditions were similar, freedmen could choose where to work and no longer faced forced sale and relocation.
- By the end of the century, the only significant difference was the arrangement of housing and the existence of schools and churches.
- Landowners treated farm laborers much better and competed to give favorable contract terms in order to secure farm stability.
- Most freedmen found their new conditions much worse, as they did not have the means to provide the way their former masters did.
1. While living and working conditions were similar, freedmen could choose where to work and no longer faced forced sale and relocation.
Module 04: American Civil War
Question refers to the excerpt below.
“The attempt to make black men American citizens was in a certain sense all a failure, but a splendid failure.”—W.E.B. DuBois (1868–1963), African American historian and activist
To which of the following aspects of Radical Reconstruction does the excerpt refer? (5 points)
- 14th Amendment
- Military rule
- Black Codes
- 13th Amendment
1. 14th Amendment
Module 04: American Civil War
Question refers to the excerpt below.
“The attempt to make black men American citizens was in a certain sense all a failure, but a splendid failure.”—W.E.B. DuBois (1868–1963), African American historian and activist
What does DuBois mean by “a splendid failure”? (5 points)
- He saw Radical Reconstruction as a wondrous time for African American history, where anything seemed possible.
- While efforts to gain civil rights for freedmen did not survive, they did have some enduring achievements such as public schools.
- Activists for civil rights learned many great lessons about how people would resist, undermine, and circumvent their work.
- State laws that restricted the rights of freedmen also contained many helpful provisions that went underappreciated.
2. While efforts to gain civil rights for freedmen did not survive, they did have some enduring achievements such as public schools.
Module 04: American Civil War
Question refers to the excerpt below.
“[In order to vote] Must reside in the State [Alabama] two years, one year in the County and three months in the election precinct.
Poll taxes for 1901 and each year since then must be paid before the first of February prior to the election.
Must be registered and hold a certificate of registration.
In order to register, must be able to read and write any Article of the Constitution of the United States, and must be regularly engaged in some work.”—Excerpt from a pamphlet published for African Americans in the South
What was the intention of rules such as those expressed in this excerpt? (5 points)
- Ensure equality in voting opportunities for blacks and whites
- Inform teachers of educational standards for voting citizens
- Raise money to repair damages from the war
- Disenfranchise former slaves and poor whites
4. Disenfranchise former slaves and poor whites
Module 04: American Civil War
How did groups such as the Ku Klux Klan and the White League interfere with the expansion of civil rights for freedmen? (5 points)
- They appealed to local and state leaders to refuse to honor federal laws related to civil rights as they felt the freedmen were not prepared to exercise them.
- Their use of violence and the threat of violence prevented many freedmen from exercising their rights or resisting local political efforts to undermine them.
- They secretly committed widespread election fraud to destroy the ballots of freedmen and white Republicans and return white leaders to elected positions.
- Their main mission was to recruit supporters and enforcers for the Black Codes and operate as a kind of vigilante police in preventing rights for freedmen.
2. Their use of violence and the threat of violence prevented many freedmen from exercising their rights or resisting local political efforts to undermine them.
Module 04: American Civil War
Question refers to the excerpt below.
“[W]oman has a thousand ways to attach herself to the governing power of the land and already exerts an honorable influence on the course of legislation. She is the victim of abuses, to be sure, but it cannot be pretended I think that her cause is as urgent as that of ours [black suffrage].”—Frederick Douglass
The opinion expressed in this excerpt contributed to which of the following events? (5 points)
- Creation of the Women’s Christian Temperance Union
- Removal of military troops from the South
- Split in the women’s rights movement
- The Compromise of 1877
3. Split in the women’s rights movement
Module 04: American Civil War
Question refers to the excerpt below.
“Miss Phoebe Cozzens considered it [the 15th Amendment] an insult to the entire mass of women in the United States. It admitted to suffrage negroes, Chinese, Alaskans, and every description of ignorant and imbruted male foreigners; while it excluded women from that right … In regard to the voting of negro men, she said that not only were white women more fitted to vote than they, but negro women as a class likewise.”—From The New York Times, reporting on an 1869 meeting of the NWSA
According to this excerpt, why did Phoebe Cozzens oppose the 15th Amendment? (5 points)
- It did not extend suffrage to black men.
- It did not extend suffrage to women.
- It did not extend suffrage to migrants.
- It did not extend suffrage to farmers.
2. It did not extend suffrage to women.
Module 04: American Civil War
What was the overall impact of Supreme Court cases related to civil rights in the Reconstruction era, such as United States v. Cruikshank? (5 points)
- They affirmed the constitutionality of legislation such as the Civil War Amendments, but they had no power to enforce them.
- They encouraged Congress to pass additional civil rights laws aimed at supporting and enforcing provisions of the Civil War Amendments.
- They denied the legitimacy of civil rights laws aimed at protecting the legal citizenship and protections of former slaves and their families.
- They left application and enforcement of civil rights in the hands of state governments, which stripped away rights for Southern blacks.
- They left application and enforcement of civil rights in the hands of state governments, which stripped away rights for Southern blacks.
Module 04: American Civil War
Why do historians like Eric Foner emphasize the long-term significance of the Civil War Amendments (Reconstruction Amendments)? (5 points)
- They were central to establishing and protecting rights for freedmen during Reconstruction.
- Their success was limited by state governments, but they were the basis for later civil rights activism.
- The amendments led to services such as public schools and legal aid that would not exist otherwise.
- The amendments had little impact beyond ending slavery, but they remain part of the Constitution.
2. Their success was limited by state governments, but they were the basis for later civil rights activism.
What were the effects of the War of 1812?
- Represented end of Native American abiliy to stop American expansion
- Ended American reliance on British Trade
- Made Andrew Jackson National celebrity
- Victory at New Orleans led to National Euphoria
- Destroyed federalists
What was the LOWELL (or Waltham) system?
labor shortage in New England
needed to “sweeten the deal”
- guarenteed employment housing
- boardinghouses
- cash wages
- social events at the mills
Ended after wave of Irish immigration in the 1840s and 50s
