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