Nationalism
SSUSH6 The student will analyze the impact of territorial
expansion and population growth and the impact of this
growth in the early decades of the new nation.
• d. Describe the construction of the Erie Canal, the rise of
New York City, and the development of the nation’s
infrastructure.
• e. Describe the reasons for and importance of the
Monroe Doctrine.
SSUSH7 Students will explain the process of economic
growth, its regional and national impact in the first half
of the 19th century, and the different responses to it.
• a. Explain the impact of the Industrial Revolution as seen in
Eli Whitney’s invention of the cotton gin and his development
of interchangeable parts for muskets.
• b. Describe the westward growth of the United States; include
the emerging concept of Manifest Destiny.
• c. Describe reform movements, specifically temperance,
abolitionism, and public school.
• d. Explain women’s efforts to gain suffrage; include Elizabeth
Cady Stanton and the Seneca Falls Conference.
• e. Explain Jacksonian Democracy, expanding suffrage, the rise
of popular political culture, and the development of
American nationalism.
Vocabulary
• Nationalism • Spoils System
• Rush Bagot • Missouri Compromise
• Adams Onis • Doctrine of
• Monroe Doctrine Nullification
• Pet Banks
• Specie
• Mass Production • Indian Removal
• Interchangeable Parts • Trail of Tears
• Tariff Actof 1816 • Panic of 1837
• Panicof 1819
• The War of 1812 stirred a new sense of
nationalism, or national pride and loyalty.
• -In 1816, Republicans in Congress nominated
Madison's secretary of state, James Monroe
of Virginia, for president. Monroe easily
defeated the Federalist candidate.
• Monroe's election as president started what
was known as "The Era of Good Feelings"
• -Monroe negotiated a treaty with Great
Britain known as the Rush-Bagot Agreement.
• This pact limited naval power on the
Great Lakes for the United States and
Great Britain.
• -Convention of 1818 allowed both
countries to fish in disputed waters, it
also set the US-Canada border to the
49th parallel
• U.S. officials had tried to purchase
Spanish-owned West Florida.
• This strip of land on the Gulf of Mexico
stretched across what is now southern
Mississippi, Alabama, and eastern
Louisiana.
• Georgia residents complained that the
Seminoles were crossing the border to
raid U.S. towns. The Seminoles also
harbored many runaway slaves from
the South.
• -In December 1817 President Monroe
gave General Andrew Jackson
command of a force to stop the Indian
raids.
• -The conflict that followed became
known as the First Seminole War.
Jackson's troops not only crossed over
into Florida but also began seizing
Spanish forts in the area.
• Spain complained about Jackson's
actions.
• Monroe issued a forceful ultimatum.
Spain must either guarantee that it
could control the Seminoles or else it
must cede Florida to the United States.
• -Needing their military forces in Europe
and South America, Spanish officials
decided they had no choice. They gave
up Florida.
• In the Adams-Onís Treaty of 1819,
Spain transferred Florida to the United
States.
• By the early 1820s most of Spain's
Latin American colonies had launched
revolutions.
• U.S. citizens tended to support these
rebellions, many of which were inspired
by the American Revolution.
• In what came to be called the Monroe
Doctrine, the president vowed that the United
States would not interfere with any existing
European colonies in Latin America.
• However, the United States would consider
any European attempt to regain former
colonies or establish new ones in the
Western Hemisphere "dangerous to our
peace and safety."
• -The Monroe Doctrine was a warning to
European countries to stay out of the affairs
of any American Nation.
• The first trains were extremely slow.
• The Tom Thumb, the first commercially successful
steam locomotive in the United States, lost a race
against a horse-drawn wagon.
• Peter Cooper was an inventor, manufacturer, and
philanthropist from New York City who built the Tom
Thumb locomotive and founded The Cooper Union
for the Advancement of Science and Art in New York
City.
• Another steam-powered invention, the locomotive,
originated in Europe and came into commercial use
in the United States in the 1830s.
• Trains had one big advantage over steamboats, they
could go anywhere that tracks could be laid.
LOCOMOTIVE
• Inventor Robert Fulton's, Clermont,
completed in 1807, was the first
steamboat capable of carrying heavy
loads upstream.
• He also created the first operating
submarine called the Nautilus.
• Improvements in steamboat
construction also aided transportation
to the interior.
• The first American steam-powered
riverboat began operating in 1787.
• A shift to machine production was part
of the Industrial Revolution, a period of
dynamic changes in manufacturing.
• The Industrial Revolution began in
Britain in the mid-1700s with the
invention of new spinning machines.
• These machines revolutionized the
textile industry by allowing for mass
production, which is the manufacture
of large quantities of goods.
• Samuel Slater was responsible for the
industrial revolution spreading into the
U.S.
• "Father of the American Industrial
Revolution"
• He came to the United States in 1789
with hopes of making a fortune.
• He quickly convinced Moses Brown, a
Rhode Island manufacturer, to finance
the construction of a British-style
spinning mill.
• Slater's gamble paid off. Brown and
Slater soon had mills all over Rhode
Island and Massachusetts.
• Other inventors influenced the
Industrial Revolution.
• Chief among them was Eli Whitney,
who employed interchangeable parts in
the manufacture of firearms.
• He reasoned that various musket parts
could be machine-produced in mass
quantities and used interchangeably in
making individual weapons.
• Henry Clay was appointed Speaker of
the House in 1811.
• He started what became known as the
American System.
• Clay's plan had three main features.
• 1. It called for a national bank to
provide sound currency and free the
government from having to borrow
from many different banks. .
• 2. It called for a protective tariff to
encourage industrial development;
• 3. Formation of a national
transportation system to unite northern
manufacturers, western farmers, and
southern planters.
• In 1817 New York began one of the
most ambitious transportation projects
of the era-the Erie Canal.
• The 363-mile-long canal was intended
as a cheaper and faster route to and
from the interior of the country than
roads.
• It eventually linked the Hudson River
with Lake Erie.
• In 1815 construction of the Cumberland
Road, later called the National Road,
began.
• By 1818 it reached as far as what is
now Wheeling, West Virginia, and was
later extended to Vandalia, Illinois.
• Congress passed the Tariff Act of 1816.
This act placed a 25 percent duty on
most imported factory goods, to pay for
these improvements.
The Wheeling Suspension Bridge
• Late in 1818 the Second Bank of the
United States ordered state banks to
demand repayment of all loans.
• It also required state banks to exchange
their notes for gold and silver.
• Few banks could do this. The result was
the Panic of 1819, a chain reaction of
bank failures, falling land prices, and
foreclosures.
• The nation quickly sank into an
economic depression that lasted several
years.
• The debate over slavery increased in
1819, when the Missouri territory
applied for statehood.
• The nation was then equally divided
between slave states and free states
(11 to 11).
• Missouri's admission as a slave state
would tip the balance in the Senate in
favor of the South and give the South
more power.
• Congress member James Tallmadge of
New York tried to amend the Missouri
statehood bill to require the gradual
elimination of slavery in the state.
• To end the bitter debate, Henry Clay led
Congress in working out the Missouri
Compromise in 1820.
• The agreement admitted Missouri as a
slave state and Maine as a free state,
thus keeping the balance in the Senate.
James Tallmadge Henry Clay
• The agreement also banned slavery in
the rest of the Louisiana Purchase
north of latitude 36°30´-Missouri's
southern boundary.
EQ
• What was the Trail of Tears?
• Westward expansion played an
important role in the 1824 presidential
election
• Five Democratic--Republicans
competed for the presidency:
• 1.William Crawford of Georgia,
• 2.John C. Calhoun of South Carolina,
• 3.John Quincy Adams of
Massachusetts,
• 4.Henry Clay of Kentucky,
• 5. Andrew Jackson of Tennessee.
John Calhoun
Henry Clay
Andrew Jackson
William Crawford
John Quincy
Adams
The Election of 1824
•Even with Jackson
winning the popular
vote, he had to win the
electoral vote as well.
•There were 261 total
•261 electoral votes and
electoral Jackson needed 131 to
votes and win the electoral vote
and the election.
131 needed
to win. •Jackson did not
receive a majority of
electoral votes to win
the election.
•Sent to the House of
Representatives to
choose the president.
• Jackson received the most popular
votes, but no candidate won a majority
of the electoral votes.
• In such situations, the House of
Representatives chose a president
from the top three candidates.
• Clay, who considered Jackson
unqualified, threw his support behind
Adams.
• Jackson and his followers angrily
accused the two men of making a
"corrupt bargain."
•Common Man and the
Common man cluster
west become politically
powerful
Land easy to •Jackson brought Bricklayers
obtain in the democracy to the Blacksmith
West so Common man
property Farmers
qualifications Carpenters
were dropped The Working
Rise of the Common Class
Education Man and The New
not as Democracy
important
Jackson stood
Other Common for the
Men in US Powerful movement common man
History: in the country to
expand involvement which was
Davy Crockett and participation of most of the
Sam Houston the common man in population
democracy.
New Democracy
• based on universal white manhood suffrage rather
than property qualifications -- common man now
more influential.
• Between 1812 and 1821, 6 new western states
granted universal manhood suffrage
• Between 1810 and 1821, four eastern states
significantly reduced voting requirements.
• -- However, blacks in north gradually
disenfranchised; by Civil War only New England
allowed blacks to vote.
• The South granted increased suffrage later than in
the West and East.
• New voters demanded a new type of politician that
would represent common peoples' interests
• Jackson was the result of the "New Democracy"
rather than the cause of it.
Causes of the New Democracy
1. Panic of 1819
• Workers and farmers blamed bankers (esp.
BUS) and speculators for foreclosures on
their farms
• Answer was to get more politically involved,
especially followers of Andrew Jackson.
• a. Sought control of the gov't to reform the
BUS
• b. State legislatures waged tax wars against
the BUS (e.g., McCullough v. Maryland,
1819)
c. State laws for prevention of debt
imprisonment enacted
Causes of the New Democracy
2. The Missouri Compromise
a. Northern opposition to Missouri’s admission as a
slave state aroused southern fears that the federal
gov’t would trample on states' rights.
b. Slavery especially was seen to be under attack
c. Prime Goal of white southerners: Control the federal
gov't for South’s preservation
Causes of the New Democracy
3. New Political Age
A new two-party system reemerged by 1832: Democrats vs.
National Republicans/Whigs
Voter turnout rose dramatically: 25% of eligible voters in 1824;
78% in 1840
New style of politicking emerged (esp. in 1840 election)
-- Banners, badges, parades, barbecues, free drinks, baby kissing,
etc.
Voting reform -- Demise of the caucus (caucus now viewed as
elitist)
a. Members of the Electoral College were being chosen directly by
the people rather than state legislatures: 18 of 24 states in 1824
election. This resembles today's system
b. 1831, first nominating convention held (Anti-Masonic party).
Causes of New Democracy
• 4. Election of 1824 "The Corrupt Bargain"
• Candidates: Jackson, Clay, William H. Crawford of GA, and J.Q. Adams of Mass.
-- All four rivals were "Republicans"
• Jackson polled the most popular votes but did not have a majority of the electoral
vote.
– 12th Amendment states House of Reps must choose among first three
finishers
– Clay finished 4th but was Speaker of the House and in charge of selection.
– Henry Clay sided with John Quincy Adams
1. He hated Jackson, his archrival for leadership in the West
2. Like Clay, John Q. Adams was a nationalist and supported Clay’s
"American System"
– Early 1825, House of Representatives elected Adams president.
1. Largely due to Clay's behind-the-scenes influence
2. Jackson with the largest % of the vote lost to second place Adams
– Adams announced Clay as secretary of state a few days later
– Jackson's supporters called the affair the "corrupt bargain"
John Quincy Adams
• One of the ablest men, hardest
workers, and finest intellectuals
ever in the White House.
– Tried to promote not only
manufacturing and agriculture, but
also the arts, literature, and science.
• But he lacked the common touch
and refused to play the game of
politics.
– Most found him cold and tactless.
– Could not build any popular
support for his programs.
John Quincy Adams
Successful as Sec. of State
Not popular, failed to relate the
common man.
Supported protective tariff,
BUS and internal improvements
Minority president, last of the
Federalists and connection with
the Founding Fathers….
John Quincy Adams
• The election had united his enemies
and was creating a new party system
– Adams, Clay, and the minority became
National-Republicans
– Jackson and the majority became the
Democratic-Republicans (later just
Democrats)
New parties
AFTER ELECTION OF 1824
JACKSONIAN DEMOCRACY
Political world changed during the New Democracy. Two new
political parties emerge
NATIONAL REPUBLICANS DEMOCRATS
1. Adams, Clay and Webster 1. Jackson and Calhoun
2. strong national govt. 2. Believed in state’s rights and
federal restraint in economic
3. Favored the BUS, tariffs, and social affairs.
internal improvements, 3. Favored the liberty of the
industry, public schools and individual and were fiercely
moral reforms such as on guard against the inroads
prohibition of liquor and of privilege into the
abolition of slavery. government.
4. Best/privileged run the govt. 4. Protected the common man.
“Tariff of Abominations”
– The tariff (tax on imports) became the hot
issue in the 1820s and 30s. It nearly brought
America to civil war before being worked out
by compromise.
– Congress had raised the tariff significantly in
1824, but wool manufacturers called for an
even higher tariff.
“Tariff of Abominations”
Congress had increased the general tariff in 1824
from 23% on dutiable goods to 37%
-- Eastern wool manufacturers pleaded for
even higher tariffs for protection from British
goods.
Jacksonites rigged up a plan for unseating Adams
by creating a tariff bill that would send duties as
high as 45% on New England manufactured
goods. Westerners would blame Adams.
-- Most people would presumably object to the tariff
and vote for Jackson in 1828.
“Tariff of Abominations”
– Jackson and his followers hated the tariff.
They felt it was a tool of the rich to get richer
by jacking up prices that the poor would
have to pay.
– Jacksonians planned to hike the tariff to the
sky-high rate of 45%, thinking it would never
pass.
– The plan backfired and sectional warfare
began…
“Tariff of Abominations”
• John C. Calhoun secretly wrote the "South
Carolina Exposition" that took the Virginia and
Kentucky Resolutions to the next level.
• The Exposition said that the states, such as
South Carolina, could nullify (or declare null and
void) the tariff.
• This was a direct challenge to the federal
government.
• Would the federal government allow states to
pick-and-choose the laws they followed? Or
would all federal laws be binding?
“Nullies” in South Carolina
– A showdown had developed between the
federal government and the states.
– Congress eased tensions with the Tariff of
1832 that removed the worst parts of the
Tariff of 1828 (AKA Tariff of Abominations).
– Still, the principle of nullification was under
question. South Carolina again led the
nullification charge…
“Nullies” in South Carolina
– Andrew Jackson was not a president with
whom to bluff or pick a fight. Jackson was
the old fighter, dueler, and warrior.
– Henry Clay proposed a compromise which
settled the situation.
“Nullies” in South Carolina
– Clay's personal motives were to prevent
his foe Andrew Jackson from scoring a
victory.
– Clay's compromise said that the tariff rate
would be reduced by about 10% over 8
years. Despite debate, the compromise
passed and violence was thwarted.
– Congress also passed the Force Bill (AKA
"Bloody Bill" in the Carolinas) authorizing
the president to use force if necessary to
collect the tariff.
“Nullies” in South Carolina
• Like a true compromise, the "winner" of the
nullification crisis was unclear.
• South Carolina and the states did not join behind
the nullification cause like SC expected. But,
South Carolina won in that, all by itself, it
succeeded in driving the tariff down.
• The federal government won in the sense that it
got SC to abide by the tariff (Ie. SC repealed its
nullification law).
•End corruption in Washington, D.C.
•Reform and eliminate the National debt
•The People vs. Special Interests
•Against King Caucus
• In the 1828 election, opponents of
President Adams rallied around the tall
war hero from Tennessee.
• His soldiers had nicknamed Jackson
"Old Hickory" because he seemed as
tough as the strong hardwood.
• Jackson's image as a "common man"
won the support of farmers, workers,
and frontier settlers.
• His supporters, who had no official
name at first, later became known as the
Democratic Party.
• The campaign developed into
"Mudslinging", which is where each
side uses personal attacks to win
votes.
• Adams's purchase of a chess set and
billiard table for the White House raised
charges that he was a snob who
wasted money on "gambling devices."
• Supporters of Adams labeled Jackson
a murderer because of his involvement
in a duel that had left a man dead.
• They also spread rumors about
Jackson's wife, Rachel, who had been
separated from her first husband when
she first met Jackson. Some Adams
supporters even spread rumors about
Jackson's mother!
• Jackson easily won the election. The
election of Andrew Jackson in 1828
marked a clear break with the politics
of the past.
• On Inauguration Day the people
celebrated this change.
•Jackson’s Inaugural was a victory for the Common Man
•Thousands of commoners came to Washington, D.C. to
see Jackson inaugurated……
Inaugural
• To emphasize this point, Jackson allowed his
followers to join in a celebration party at the
White House.
• The party soon got out of control when as
many as 20,000 visitors joined the festivities.
The crowd caused extensive damage to the
presidential home.
• Once in office, he rewarded his supporters
by giving some of them government jobs.
• This practice became known as the spoils
system, from the expression "to the victor
belong the spoils."
• By rewarding political supporters with
government appointments, politicians
could ensure future support from the
state branches of their party.
Indian Removal
Jackson’s Goal?
Expansion into the southwest for
southern planters
1830: Indian Removal Act
5 Civilized Tribes: (forced removal)
Cherokee Creek Choctaw
Chickasaw Seminole
Cherokee Nation v. GA (1831)
“domestic dependent nation”
Worcester v. GA (1832)
Cherokee law is sovereign and Georgia
law does not apply in Cherokee nation.
Jackson: John Marshall has made
his decision, now let him enforce it!
• The issue of eastern American Indians
arose during Andrew Jackson's
presidency.
• By the early 1820s many government
officials had begun to call for the removal
of all American Indians to lands beyond
the U.S. borders.
• This change in attitude profoundly affected
many Indian groups, particularly the
Cherokee, Chickasaw, Choctaw, Creek,
and Seminole in the Southeast.
• The Cherokee Indians resisted their forced
removal.
• The Cherokee were greatly assisted in
their efforts by the work of one man,
Sequoya.
• He saw that literacy enabled white settlers
to spread ideas, keep records, and
communicate over long distances.
• Sequoya hoped that literacy would do the
same for the Cherokee.
• By 1828 the tribe was publishing its own
newspaper, the Cherokee Phoenix, written
in both English and Cherokee.
• In addition, numerous books, including
editions of the Bible, were published in the
Cherokee language.
• In 1830 Congress passed the Indian
Removal Act, providing for the relocation
of Indian nations living east of the
Mississippi River to Indian Territory in
what is now Oklahoma.
• By the end of the decade, the U.S.
government had removed most American
Indians from the Southeast. Few went
willingly.
• Many doubted Jackson's promise of a
permanent homeland.
• Some wrote appeals to Congress.
• Osceola , a Seminole leader, was more
defiant.
• In Florida, resistance to removal led to the
Second Seminole War.
• After spending millions of dollars, U.S.
officials decided to end the fighting.
• Some Seminole later chose to migrate to
Indian Territory.
• Several hundred remained carefully
hidden in the Florida Everglades.
• The Cherokee fought for their rights
through the courts.
• Arguing that they were a sovereign nation,
similar to a foreign country, the group
appealed to the Supreme Court.
• In 1831 the Court ruled that Indian nations
were not like foreign countries, but rather
"domestic dependent nations," with neither
the freedom of a foreign country nor the
rights of U.S. citizens.
• This meant that while Indians were subject
to federal laws, they did not have the right
to sue in federal court.
• Without federal protection, the Cherokee
could not hold out.
• In 1835 a group representing a minority of
the Cherokee signed a treaty that granted
Cherokee land to the United States.
• In return the Cherokee would receive
money and land in Indian Territory.
• The U.S. government ordered the nation
to move west within three years.
• By the 1838 deadline, few of the some
18,000 Cherokee had moved west.
• Federal troops began forcing the
remaining Cherokee to make the journey
to Indian Territory.
• An estimated 4,000 Cherokee died on the
800-mile journey that came to be known
as the Trail of Tears.
A triumphant
Jackson holds his
order to remove
government
deposits from the
bank as the bank
crumbles and a
host of demonic
characters scurry
from its ruins.
The Bank War
• Andrew Jackson held the common
western view of a distrust in banks.
• Mainly, he distrusted the B.U.S., the Bank
of the United States
The Bank War
• Jackson's view was that the B.U.S. was a tool
of the rich to get richer at the poor's expense.
Jacksonians felt that the rich used "hard
money" to keep the common man down.
• The B.U.S. minted "hard money" (actual
metal money) which the wealthy preferred
since it gave the economy stability.
• The farmers preferred "soft money" (paper
money) that would lead to inflation, devalue
the dollar, and make loans easier to pay off.
Opposition to the 2nd B.U.S.
“Soft” “Hard”
(paper) $ (specie) $
state bankers felt felt that coin was
it restrained their the only safe
banks from issuing currency.
bank notes freely.
didn’t like any bank
supported rapid that issued bank
economic growth notes.
& speculation.
suspicious of
expansion &
speculation.
The Bank War
B.U.S. president Nicholas Biddle carried out
bank policies of
(a) coining hard money and
(b) cracking down on western "wildcat banks" by
calling in loans.
He, and the B.U.S., was compared to a serpent
that could grow multiple heads when one was
cut off.
The B.U.S. was used as a political
football…
• Although the B.U.S. charter didn't expire
until 1836, Henry Clay and Daniel
Webster started a re-charter bill in 1832.
The goal was to have Andrew Jackson
veto it (as expected) and therefore give
himself a political black eye.
The B.U.S. was used as a political
football…
The thought was that Jackson would be in a
lose-lose situation…
– If he vetoed it…the North would be
angry and would not vote for his re-
election.
– If he signed it…the South and West
would be angry because he'd gone to
Washington and "sold them out" to big
business. Either way, he'd be in
trouble come election time in 1836.
The B.U.S. was used as a political
football…
• Congress passed it and Jackson vetoed
the B.U.S. re-charter bill saying,
• "The Bank…is trying to kill me, but I will
kill it."
The “Monster” Is Destroyed!
“pet banks” or wildcat banks
1832: Jackson vetoed the
extension of the 2nd
National Bank of the
United States.
1836: the charter expired.
1841: the bank went
bankrupt!
The Specie Circular (1936)
“wildcat banks.”
buy future federal
land only with gold or
silver.
Jackson’s goal?
“Old Hickory” Wallops Clay in
1832
– In the 1832 election, it was Andrew
Jackson for reelection being
challenged by Henry Clay.
• Jackson again appealed to the
common man and urged them to
"Go the whole hog."
• Clay's slogan was "Freedom and
Clay" but was criticized for his
gambling, dueling, cockfighting,
etc.
– The 1832 election also brought some
political firsts. All helped move America in
a more democratic direction.
– The new things were… The emergence
of a third party, the Anti-Masonic Party.
– The Masons or Freemasons were (and still
are) a secret society. Due to its secret nature,
questions, mystery, and a skeptical air swirled
around them.
– The Anti-Masonic Party was made up of a mix
of various groups that were joined by (a)
dislike of the Masons and/or (b) dislike of
Jackson (who was a Mason).
• The use of national nominating conventions.
This meant that the people of each party
nominated their candidate, not the "big whigs"
in a backroom choosing a candidate for the
people.
• The use of a printed party platform. This was
done by the Anti-Masonic Party when they
printed their positions on the issues. This
would become the norm for all parties.
• The voting was anti-climatic. Jackson was
loved by the people and easily won, 219 to 49
in the electoral vote.
SSUSH6 The student will analyze the impact of territorial
expansion and population growth and the impact of this
growth in the early decades of the new nation.
• a. Explain the Northwest Ordinance’s importance in the
westward migration of Americans, and on slavery, public
education, and the addition of new states.
• b. Describe Jefferson’s diplomacy in obtaining the Louisiana
Purchase from France and the territory’s exploration by
Lewis and Clark.
• c. Explain major reasons for the War of 1812 and the war’s
significance on the development of a national identity.
• d. Describe the construction of the Erie Canal, the rise of New
York City, and the development of the nation’s infrastructure.
• e. Describe the reasons for and importance of the
Monroe Doctrine.
SSUSH7 Students will explain the process of economic
growth, its regional and national impact in the first half
of the 19th century, and the different responses to it.
• a. Explain the impact of the Industrial Revolution as seen in Eli
Whitney’s invention of the cotton gin and his development of
interchangeable parts for muskets.
• b. Describe the westward growth of the United States; include
the emerging concept of Manifest Destiny.
• c. Describe reform movements, specifically temperance,
abolitionism, and public school.
• d. Explain women’s efforts to gain suffrage; include Elizabeth
Cady Stanton and the Seneca Falls Conference.
• e. Explain Jacksonian Democracy, expanding suffrage, the rise
of popular political culture, and the development of
American nationalism.
Chapter 8
Chapter 8 Vocabulary
• Middle Class • Spirituals
• Strike • Francis Cabot Lowell
• Nativism • Know Nothings
• Factory System • Nat Turner
• Know Nothings • Harriet Tubman
• Antebellum • Elias Howe
• Yeoman Farmers • Gabriel Prosser
• Overseers • Denmark Vesey
• Drivers • Cotton Gin
• Gang Labor
• REFORMS
• During the early 1800s a new social
class arose between the wealthy and
the poor.
• This middle class included prosperous
artisans, farmers, lawyers, ministers,
shopkeepers, and their families.
• -The rise of the middle class led to a
greater specialization of male and
female roles.
• Men were expected to work outside the
home and earn the money to support
their families.
• -Women were expected to stay at
home, care for the children, and do the
housework.
• Middle-class children typically did not
have to work to help support their
families as children of poorer families
did.
• The Market Revolution was made
possible by a dramatic change in the
means of production.
• -In the early 1800s, Francis Cabot
Lowell designed and constructed a
power loom that he set up in a factory
in Waltham, Massachusetts.
• -To cut costs and increase output,
machines did everything under one
roof—from spinning the thread to
weaving the cloth.
• This system of manufacturing came to
be called the factory system.
• -Lowell usually hired young, single
women they gained the name of Lowell
Girls.
• This was because most women had the
necessary skills for textile mills since
they had experience making cloth at
home. They were also cheaper to hire
than male workers.
• -John Deere, a blacksmith from Illinois,
designed a light but strong steel plow.
• -Cyrus McCormick developed a
mechanical reaper that harvested six
acres of grain in a day on its first trial
practice.
• By 1857 McCormick had sold more
than 23,000 reapers.
John Deere Cyrus McCormick
• -Elias Howe, a factory apprentice in
Lowell Factory, patented a sewing
machine for the home in 1846.
• -Children living on farms had always
worked, so manufacturers took for
granted the availability of child labor
for factory work as well.
• By 1832 in New England, two out of
every five factory workers were
children.
• Labor leaders held a national
convention in 1834 and founded the
National Trades Union, which sought
work reforms such as a shorter
workday.
• -Methods Used to Press for Reform.
• -One tactic was the strike—the refusal
to work until employers met union
demands.
• -
• The largest group of immigrants—more
than 1.6 million by 1860—came from
Ireland.
• They were forced over here for three
reasons:
• 1. Discrimination- by the British.
• 2. Hunger- potato famine of the 1840’s
• 3. Poverty- most land was rented as the
population grew land ran out.
• -In the mid-1800s the second-largest
group of immigrants to the United
States came from what is now
Germany.
• They left Germany because the
industrialization had left little demand
for skilled labor.
• Many German immigrants went into
skilled occupations. (bankers, brewers,
butchers, cabinet makers etc…)
• -Some native-born Americans
protested the arrival of these
immigrants.
• Such feelings gave rise to nativism, or
favoring native-born Americans over
the foreign-born.
• Nativist blamed immigrants for slum
conditions in the cities, lower wages,
and the lack of jobs.
• In 1849 a secret society of nativist called
the Order of the Star Spangled Banner
was formed.
• 1. They lobbied to have a 21 year waiting
period for naturalization,
• 2. to fight against the Roman Catholic
Church.
• -The group will reorganized to form the
American Party.
• When asked about their nativist
activities, party members would answer
"I know nothing."
• -They were thus called the Know-
Nothings.
• Their organization was nicknamed the
Know-Nothing Party.
SSUSH7 Students will explain the
process of economic growth, its
regional and national impact in the
first half of the 19th century, and the
different responses to it.
• a. Explain the impact of the Industrial
Revolution as seen in Eli Whitney’s
invention of the cotton gin and his
development of interchangeable parts for
muskets.
SSUSH8 The student will explain the
relationship between growing north-
south divisions and westward expansion.
• a. Explain how slavery became a
significant issue in American politics;
include the slave rebellion of Nat Turner
and the rise of abolitionism (William
Lloyd Garrison, Frederick Douglass, and
the Grimke sisters).
• b. Explain the Missouri Compromise and
the issue of slavery in western states and
territories.
• Why did Industrialization take so long to
develop in the South?
• Southern farmers had grown cotton
since the late 1600s, but they could not
keep up with market demands, because
it took time to remove the seeds.
• All this changed in 1793 when Eli
Whitney developed a cotton gin that
made it easier to gin, or separate, the
seeds from cotton bolls.
• A person operating the gin could clean
50 times as much cotton in a day as a
person working by hand.
• U.S. cotton production soared from
about 730,000 bales harvested in 1830
to a peak of some 5,387,000 bales in
1859.
• From 1815 to 1860, cotton represented
more than half of all American exports.
• Industrialization developed more slowly
in the South than in the North.
• This was true for 4 reasons.
• 1. First, most southern investors put
their money in land and slaves rather
than in new factories.
• 2. Second, planters used their influence
to discourage states from imposing
taxes to fund improvements that might
have promoted manufacturing.
• 3. Third, factory workers were in short
supply because the region's reliance on
slave labor discouraged immigrants
from coming to the South.
• 4. Fourth, the market for manufactured
goods suffered from the fact that
slaves and poor whites—the bulk of the
rural population—had little or no
purchasing power.
• The class structure of the antebellum,
or pre-Civil War, South reflected the
importance of land and slaves to the
region's economy.
• Just one in four southern white
families owned slaves, but this group
dominated southern society and
politics.
• At the top of Southern Society were
slaveholders who held 20 slaves or
more called plantations.
• 46,300 plantations (estates with 20 or
more slaves) existed in the United States.
• Of these: 20,800 plantations (45%) had
between 20 and 30 slaves.
• 2,278 plantations (5%) had 100-500
slaves.
• 13 plantations had 500-1000
slaves.
• 1 plantation had over 1000 slaves (a
South Carolina rice plantation).
• Small farmers made up the majority of
southern white society.
• Most of these small farmers lived on
fertile lands, but they often lacked easy
access to markets.
• They built simple two-room log cabins
filled with homemade furniture, raised
cattle and pigs, and sold crops—
typically grain or tobacco—for cash.
• They also grew their own food, usually in
small plots near their homes. Although most
small farmers owned no slaves, some
managed to purchase a few.
• The poorest white people made up a small
percentage of the South's population and
farmed the least-productive soil.
• They lived in rough cabins, ate poorly, and
sometimes suffered from medical problems
such as malaria and hookworm.
• These southerners owned no slaves.
• They often survived by farming, fishing,
hunting, and raising pigs.
• Religion may have united white
southerners more than any other
cultural element.
• Although most black southerners were
enslaved, by 1860 some 260,000 free
African Americans lived in the South.
• White southerners greatly restricted the
rights of free African Americans.
• Free African Americans in the South
were not permitted to vote, hold public
meetings, carry weapons, or testify in
court against whites.
• As cotton plantations spread
throughout the South, the number of
slaves in the South also grew—from
half a million in 1790 to nearly 4 million
in 1860.
• Cotton cultivation required a great deal
of labor. More than 75 percent of
enslaved African Americans lived and
worked on plantations and farms.
• Most field hands on plantations worked
from dawn to dusk and beyond—as
many as 18 to 20 hours per day during
the harvest.
• Women could work in the fields, but
usually served the plantation
household as cooks, maids, or nannies.
Others did sewing or laundry.
• Some male slaves worked as
blacksmiths, carpenters, coach drivers,
or gardeners.
• On small farms, slaveholders usually
supervised their slaves directly.
• On larger plantations, overseers—who
were usually small farmers, skilled
workers, or planters' younger sons or
other relatives—managed the slaves.
• Overseers used drivers—assistants
picked from among the slaves.
• Drivers occupied a difficult position
between owner and slave.
• On plantations, slaves were organized
into work crews with drivers as
foremen.
• This system of gang labor allowed
overseers to assign groups of slaves to
do specialized jobs, such as hoeing,
picking, or plowing.
• Most slaves were not allowed to learn
to read, however.
• The spoken word was therefore very
important, particularly for maintaining
links to the past.
• Slaves also told folktales to preserve
and pass on their culture.
• These stories were based on African
stories but incorporated local
situations and personal experiences.
• Several small uprisings involving
slaves occurred in the early 1800s.
• White southerners' worst fears
materialized in 1831, when Nat Turner
led a violent slave uprising in
Southampton County, Virginia.
• The deeply religious Turner believed
that God had chosen him to free the
slaves.
• On August 21, Turner and a small band
of followers took action.
• They killed Turner's owner and about
60 other whites in the area.
• The state militia and terrified local
whites organized a hunt for Turner.
• They killed at least 100 slaves during
the two months that it took to track him
down.
• After being captured at his hideout in a
cave, the fugitive was brought to trial.
He was hanged on November 11, 1831.
• Jerusalem, Virginia
• Following these slave uprisings, some
southern states passed stricter slave
codes.
• These laws made it illegal to teach
slaves to read and placed increased
restrictions on slaves' movements.
• The most tempting form of resistance
to slavery was to run away. Some ran
away in hopes of securing their
freedom in the North.
• Chances of success were slim, and
punishment, if caught, could be brutal.
• Some assistance came from the
Underground Railroad, a network of
white and African American
abolitionists who helped slaves escape
to freedom in the North or in Canada.
• Escaping slaves made their way slowly
out of the South. During the daytime
they hid in attics and haylofts.
• At night, the escaping slaves were
taken by "conductors" to the next safe
house under the cover of darkness.
• Slaves were sometimes smuggled to
safety in covered wagons and carriages
and even hidden inside crates.
• The conductors on the Underground
Railroad helped thousands of slaves
gain their freedom.
• Harriet Tubman was the most famous
and successful conductor.
ABOLITION
• During the colonial period, the Quakers were
among the first Americans to speak out against
slavery as a violation of religious principles.
• Most northern states had abolished slavery by
the early 1800s.
• Some northerners supported a plan by the
American Colonization Society to send freed
African Americans to Africa to found new
settlements.
• In 1822 the society established Liberia, on the
west coast of Africa.
• By 1830 just some 1,400 African Americans had
settled in Liberia.
• William Lloyd Garrison, a white New England
journalist, launched the Liberator, an abolitionist
newspaper, in 1831.
• Garrison insisted that slavery was a sin and a
crime because it contradicted both the Bible and
the Declaration of Independence.
• In 1833 prominent black and white abolitionists
formed the American Anti-Slavery Society-first
national antislavery organization to be devoted
to immediate abolition and racial equality.
• Among the best at winning members for
the American Anti-Slavery Society was
Frederick Douglass, a fugitive slave from
Maryland. Douglass became the most
prominent escaped slave to speak out
publicly against slavery.
• His autobiography, Narrative of the Life
of Frederick Douglass (1845), became a
classic critique of the institution of slavery.
• Sojourner Truth was another former slave who
worked tirelessly for the American Anti-Slavery
Society. Claimed to have had a religious vision,
in which God instructed her to find a new
mission, she traveled throughout New England,
preaching the gospel of abolition and women's
rights.
• Two of the most effective antislavery activists,
Sarah Grimké and Angelina Grimké, came
from South Carolina. After becoming Quakers,
the sisters decided that they could no longer
tolerate living in a society that endorsed slavery.
• In her 1836 pamphlet, Appeal to the
Christian Women of the South, Angelina
Grimké tried to convince other southern
women to join her cause. As a result of
this essay's popularity, the Grimkés were
among the first women to speak on behalf
of the American Anti-Slavery Society.