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Period 41800-1848
APUSH
4.1 I: The United States went through a lot of
growing pains as it became the world’s first
modern mass democracy.
Key Concept 4.1: The United States developed the world’s first modern
mass democracy and celebrated a new national culture, while Americans
sought to define the nation’s democratic ideals and to reform its
institutions to match them.
I. The nation’s transformation to a more participatory democracy was
accompanied by continued debates over federal power, the relationship
between the federal government and the states, the authority of
different branches of the federal government, and the rights and
responsibilities of individual citizens. (POL-2) (POL-5) (POL-6) (ID-5)
Maryland vs. McCulloch – (1819) – States cannot tax the
United States bank or notes printed in other states
Gibbons vs. Ogden – (1824) – Supreme Court rules that only
the federal government can rule on interstate trade
Two Key Court Cases Create Unity
The Congress shall have Power ... To make
all Laws which shall be necessary and
proper for carrying into Execution the
foregoing Powers, and all other Powers
vested by this Constitution in the
Government of the United States, or in any
Department or Officer thereof.
Necessary and Proper Clause
Supreme Court used “Necessary and Proper Clause” (Article I,
Section 8, Clause 18) – McCulloch v. Maryland
Gibbons v. Ogden – Commerce Clause (I.8.3)
McCulloch v. Maryland and Gibbons v. Ogden show the power of
the federal government in limiting states’ individual power
The Supreme Court shows Federal
Government’s Power
4.1 I: The United States went through a lot of
growing pains as it became the world’s first
modern mass democracy.
Key Concept 4.1: The United States developed the world’s first modern
mass democracy and celebrated a new national culture, while Americans
sought to define the nation’s democratic ideals and to reform its
institutions to match them.
I. The nation’s transformation to a more participatory democracy was
accompanied by continued debates over federal power, the relationship
between the federal government and the states, the authority of
different branches of the federal government, and the rights and
responsibilities of individual citizens. (POL-2) (POL-5) (POL-6) (ID-5)
US buys the entire Louisiana Territory from Napoleon’s France -
doubled size of US
US now controls Mississippi River – soon would stretch to Pacific
Jefferson re-elected – popular - 1804
Lewis and Clark -1804-06
Louisiana Purchase – 1803 (4.1 I con’t)
Lewis and Clark Expedition – 1804-1806
Jefferson’s re-election
Napoleon’s France vs. Britain
British blocked Napoleon’s Europe from US ships (1806, 1807)
British forced captured US sailors into British navy (impressment)
Fighting Between Britain & France
Chesapeake Affair – June 1807 – American captain refuses
British from searching his ship; attacked
Jefferson convinces congress to pass Embargo Act (export ban)
Embargo Act – hurts American business; repealed by 1809 –
except against Britain/France
Embargo Act -1807
Indian presence – Indiana territory
Treaty of Fort Wayne - Warhawks trick Indians into signing
away 3 million acres to the US (1809)
New President – James Madison (1809)
Tecumseh’s Confederacy – Indiana
Problems with Indians
Tecumseh’s Confederacy vs. US
Indians defeated at Battle of Tippecanoe (1811)
Warhawks angered – Indians used British Canadian Weapons
Battle Cry - ON TO CANADA! – War of 1812 Declared
On to Canada!
Treaty of Ghent signed on Christmas Eve 1814 – ends war – no
clear winner
Andrew Jackson Battle of New Orleans – January 8, 1815!!!
America has now survived 25 years!!!
Ending War
Federal Hegemony, National Sovereignty
By 1830s – US taking over entire
territory east of the Mississippi
Indian Removal Act (1830)
Worcester v. Georgia (1832)
Cherokee Trail of Tears
Cherokee Trail of Tears
David Walker’s “Appeal”
Make a comparison of Walker’s background and his article
“Appeal” to the background and some of the works of the
homework assignment’s. What commonalities could you find?
What differences? What does this show you about the
antebellum United States?
4.1 II: WHO ARE WE???
Key Concept 4.1: The United States developed the world’s first modern mass
democracy and celebrated a new national culture, while Americans sought to
define the nation’s democratic ideals and to reform its institutions to match
them.
II. Concurrent with an increasing international exchange of goods and ideas,
larger numbers of Americans began struggling with how to match democratic
political ideals to political institutions and social realities.
By 1830 – 2 million slaves – mostly in South
Louisiana Purchase, Cotton Gin = expansion of slavery
Conditions varied – all slaves were unfree
Growth of Slavery
“We are natives of this country, we only wish to be treated as well as
foreigners”
- Black Pastor from New York
Religion in 1820s-30s-becoming more inclusive
Northern Religious leaders led push to end slavery
Black Church became source of strength for blacks in their
opposition to slavery
Religious Foundations
1820s- American Colonization Society – supported
settling blacks in Africa – only 1400 went
William Lloyd Garrison – white New Englander –
immediate emancipation -1830s
David Walker – free black- Boston – slaves should take
freedom by force
Early Movements to end Slavery
Nat Turner’s Rebellion- 1831- violent slave rebellion in VA
Virginia Debate – 1832 – led to tightening of restrictions on slaves (slave codes)
Frederick Douglass – born a slave – became educated- supported non-violent
abolition end of slavery – North Star – antislavery newspaper
Slavery – beneficial for slaves or inhumane?
A Violent or non-violent end to slavery?
4.1 II: WHO ARE WE???
Key Concept 4.1: The United States developed the world’s first modern mass
democracy and celebrated a new national culture, while Americans sought to
define the nation’s democratic ideals and to reform its institutions to match
them.
II. Concurrent with an increasing international exchange of goods and ideas,
larger numbers of Americans began struggling with how to match democratic
political ideals to political institutions and social realities.
Despite still not having full rights, women fought for own
rights and those of slaves
Sarah and Angelina Grimke – daughters of a slaveholder –
spoke out for abolition
Women and Slavery Abolition
Seneca Falls Convention – 1848- women’s rights
convention; Lucretia Mott; Elizabeth Cady Staton
Spurred annual women’s rights conventions
Culminated 1920 – 19th amendment – women’s voting
rights
Women’s Rights
Transcendentalism
Emerson, Henry Thoreau, Whitman, Dickinson and more
Uniquely American – vaguely defined belief system – emerged in
Northeast – goodness of people, nature, influenced by nature,
philosophy, various religions
society’s institutions - corrupt or have power to corrupt
Utopian communities
Brook Farm – utopian community – George Ripley –
transcendental ideals – communal living – Massachusetts
Other experiments in utopian communities, communal
living
4.1 III: A new American culture emerged
Key Concept 4.1: The United States developed the world’s first modern mass
democracy and celebrated a new national culture, while Americans sought to
define the nation’s democratic ideals and to reform its institutions to match
them.
III: While Americans celebrated their nation’s progress toward a unified new
national culture that blended Old World forms with New World ideas, various
groups of the nation’s inhabitants developed distinctive cultures of their own.
New National Culture
Was a combination of European and local culture
New American Art, literature, and architectural ideas
emerged
Hudson River School Thomas Cole – emerged in 1820s
Inspired others, focused on American landscape, themes
Inspired landscape painters – Hudson River Valley – Catskills,
Adirondacks, White Mountains
Romanticism, oneness of humans/nature
James Audubon – knowledge of bird species
Diverse, uniquely American cultures
Cultures developed based on interests and experiences of specific groups
American Indians: throughout most of early 19th century, Indians pushed
further and further west – Indian Removal Act – reservations formed
Women: more women became educated; “Cult of Domesticity”
Seneca Falls Convention – 1848 – Declaration of Sentiments
Enslaved African Americans - sought to protect family structures and dignity
Slave music – used to help pass time while working
Instrumental part of religious services
Key Concept 4.1 III Cont.
Cultures developed based on interests, experiences of specific groups (Continued)
Religious followers: Shakers and Mormons
Shakers: practiced celibacy; believed in sexual equality
Mormons: after years of turbulence, moved to Utah – religious freedom
Urban middle class: more and more Americans were owning shops and
businesses, and became professionals
Lived in large houses that they owned
Bought new inventions – cast-iron stove
READING of texts – Mill life
1. Identify what you see as the two most important themes
with an example.
2. What historical patterns of continuity and change over time
are evident in the text? How might this be better used to
understand the themes?
3. How does this story about mill life fit into the larger story
of US History (contextualization)
4. Outline the basic weekly schedule for a mill worker.
Work, Exchange, and Technology changed a lot
and affected other aspects of life during the
first half o the 1800s
Key Concept 4.2: Developments in technology, agriculture, and commerce
precipitated profound changes in U.S. settlement patterns, regional
identities, gender and family relations, political power, and distribution
of consumer goods.
I. A global market and communications revolution, influencing and
influenced by technological innovations, led to dramatic shifts in the
nature of agriculture and manufacturing.
Huge Ideas
Social and economic impacts of the Market Revolution on
immigrants, men, women, Natives, and African-Americans
The South’s unique regional identity
Sectionalism and the federal government’s ability to deal
with it
Technological innovations increased efficiency and markets:
Textile machines – made production faster – Spinning Jenny
Cotton Gin – made cotton a consumer product (Eli Whitney)
Steam engines – boats go against CURRENT!
Interchangeable parts!
Canals – goods go further– Erie Canal!
Railroads!
Telegraph – INFO!
Samuel Slater –factory system!
Key Concept 4.2 I
Trends and Developments as a result of
technology
Americans shifted from subsistence farming to producing
goods; some entrepreneurs focused on finance
Lowell System – factories- MA; farmers’ daughters worked
in factories in 12-13 hour shifts; boarding houses/dorms
Impacts of cotton:
Raw mat’l - textile production Northeast
Economic ties increased (specialization for each region)
Trade –Europe (Britain and France) int’l economy
Internal slave trade increased - demand for slaves up after 1808
Efforts to create a unified nat’l economy never fully realized
North & Midwest linked more than South
Key Concept 4.2 II
4.2 II, III: The market revolution contributed to
the formation of distinct regional identities,
and changing settlement and work patterns
Key Concept 4.2: Developments in technology, agriculture, and commerce
precipitated profound changes in U.S. settlement patterns, regional
identities, gender and family relations, political power, and distribution of
consumer goods.
II. Regional economic specialization, especially the demands of cultivating
southern cotton, shaped settlement patterns and the national and
international economy.
III. The economic changes caused by the market revolution had significant
effects on migration patterns, gender and family relations, and the
distribution of political power.
Henry Clay’s American System
Three Part System
1. Internal improvements – roads, canals, etc.
2. Tariffs – (1816) goal was to use to fund internal improvements
3. Bank of the United States
The American System had its critics: inter vs. intra state trade
Andrew Jackson and the Maysville Road Veto (an intrastate project
Maysville, KY to Lexington, KY – Jackson saw as unconstitutional)
Orestes Brownson – On the Laboring
Classes
Critical of wage-labor system, inequalities between
laboring classes and capitalists
Saw workers as losing freedoms due to wage-labor system
Saw system as in need of a complete overhaul
Free migration of people – as the population grew, and threats
were removed (War of 1812), more Americans expanded West
Infrastructure (roads, canals – Erie Canal, National Road)
helped encourage westward expansion
Forced migration of people:
Slavery expanded further and further west – cause of Civil
War
Native Americans – Indian Removal Act and the Trail of Tears
** Debates about system ensued
Impacts of Seeking Natural Resources
New Labor Systems
Unions – Commonwealth v. Hunt – MA State Supreme Court
decision ruling that labor unions were legal
Labor unions became more common and influential in
later years
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