Lecture Outline

1.
Red, White, and Black

i. The Development of Colonial America
2. Red, White, and Black
i. Introduction
b. The seeds of the society that became the United States were planted by three distinct peoples:
i. Native Americans
ii. Europeans
iii. Africans
c. To understand what the meeting of these three cultures meant, we must look at the background of each
i. Native American
b. No one Native American culture
c. Great variation within broad regional groups
i. Native American
b. First settlers
i. Humans first came to the Americas in three waves: 40-20,000 years ago, 12-6,000, 10-5,000
ii. Mostly nomads following the buffalo herds
iii. C. 2,000-1,500 bce, some groups began developing agriculture and more settled life
c. 3 Empires
i. Mayan, Incan, and Aztec
i. Native American
b. By 1500
i. Population estimates range from 8 to over 100 million
ii. Current guess is 43-72 million, 22-48 in NA
iii. Most farmed, major exceptions were the Plains Indians and those tribes along the NW coast
6.
i. A New World for Native Americans
b. European Impact on Native Americans
i. Disease
(1) Virgin soil epidemics
(2) 50-90% death rate from childhood diseases
(3) By 1650, native population only 6 million
ii. Trade
(1) Accepted those items that had a functional use
(2) Exchange cemented relationship v exchange of commodities for profit
(3) Dependent
(4) Overkill of animals
i. A New World for Native Americans
b. European Impact
i. Horses
(1) Transformed plains Indians
(2) More efficient exploitation of the buffalo
ii. Land
(1) Lots of it, few people
(2) Fundamentally different notions of ownership
(3) Communal v individual
9.
i. A New World for Europeans
b. Native Impact on European
i. Primarily material
(1) Technology for dealing with new world
(2) Crops
(3) Place names
ii. Identity
(1) Subtle, but profound impact
(2) Indians represented a vision of the colonists without the benefits of European civilization
(3) Common experience transcending colonial boundaries
(4) Sense of not simply being Englishmen but contributed to sense of being AMERICAN
i. African Culture
b. Introduction
i. As diverse in ethnicity as any area
ii. Language: 200 distinct languages in Nigeria
iii. Focus comments primarily on west Africa
iv. Society, economy, religion, arts
i. African Culture
b. Society
i. Extended kinship network was foundation
ii. Traced ancestry back to common individual
iii. Often matrilineal
iv. Oldest male was the head
v. Polygamy
vi. Lineage and occupation basis of status
vii. Slavery
(1) Not perpetual nor hereditary nor racial
i. African Culture
b. Economy
i. Geography determined dominant mode of economic life
ii. But farming key
iii. Land ownership
iv. Artisans
v. Commerce
i. African Culture
b. Religion
i. Basic form was ancestor worship
ii. Nature alive with spirits
iii. Rituals of magic to achieve particular ends
iv. Blood offered to ancestor, some human sacrifices
v. Muslim influence among elite
vi. Christianity
(1) No missionaries till 16th century
(2) Not much headway till the 19th century
i. African Culture
b. The arts
i. Crafts
ii. Most vital form was music, especially singing
iii. Instruments
iv. Literature
(1) Oral, not written
(2) Passed on from generation to generation
(3) Professional and popular
(4) Joel Chandler Harris, Uncle Remus stories
i. The slave trade
b. Began in 1441, interested in African could offer for trade in Asia
c. Demand for labor on New World plantations opened the floodgates
d. Portugal, Spain, Holland, then England after 1700 dominated the trade
i. The slave trade
b. Pattern of trade
i. King grants monopoly
ii. Company establishes trading posts on African coast
iii. Ships arrived with European goods
iv. Traded with Africans for Africans
v. Males cost 4 times that of females
vi. Ships loaded, then headed to New World
i. The middle passage
b. Second leg of ship’s journey
c. Ships crammed full, 250-300
d. Death rate 1-8, lose 30-40
e. Disease, suicide, loss of will, killed by crew
f. Slaves not passive, greatest danger was a slave revolt
g. “revolt insurance”
i. Destinations
i. Destinations
i. Imports over time
i. European
b. Europe in 1500 was undergoing a cultural revival
c. Columbus’s voyages were both an expression of that revival and an expansion of that revival
d. A revival of
i. Trade
ii. Learning
iii. Strong leaders
iv. Religion
i. Cultural Revival
b. Revival of Trade
i. Part of a general expansion of the economy, based on agricultural change and population growth
ii. Crusades stimulated desire for exotic products of the Middle East and Asia
iii. West European access controlled by Italian and Muslim merchants
iv. Thus look for a sea route to trade directly
i. Cultural Revival
b. Revival of Learning
i. The Renaissance
ii. Reacquaintance with classical texts in astrology, astronomy, and mathematics
iii. Ptolemy of Alexandria
(1) Round earth
(2) Miscalculated circumference by 10,000 miles
iv. Astrolabe
v. Shipbuilding
(1) European ships became larger, faster, more maneuverable and thus economical
25.
i. Cultural Revival
b. Revival of Strong Monarchies
i. Search for sea route expensive
ii. Coincided with consolidation of power and authority in the hands of West European monarchs
iii. They took the lead in financing and supporting exploration
i. Cultural Revival
b. Revival of Religion
i. The Reformation
ii. Religion as part of national identity
iii. Stimulated, made worse national rivalries
i. Cultural Revival
b. Summary
i. Revival of Trade: motivation for expansion
ii. Revival of Learning: technology for expansion
iii. Revival of Strong Leaders: Financing for expansion
iv. Revival of Religion: the dark side of expansion--a sense of cultural superiority
i. Portugal
b. Small country, unexpected leader in expansion
c. Strong merchant class
d. Strong leader in Prince Henry
i. Cape Canaveral for 15th century exploration
e. Discovered Azores and Canaries, explored West coast of Africa
f. 1487 rounded Cape Hope, 1497-99 da Gama reaches India
30.
31. Spanish Colonies
i. Introduction
b. Gospel, Gold, and Glory
i. The motivations for exploration, conquest, and colonization
ii. “We came here to serve God and the King, and also to get rich”
c. Columbus
i. Italian merchant/seaman
ii. 1480s pedaled scheme to reach the east by sailing west
iii. Spanish King and Queen support it
iv. 1492, first voyage, made a total of four
i. Conquest
b. Explored the islands
c. 1519, Cortez begins conquest of Mexico
d. 1531, Pizarro conquers Incans
e. Silver was New Spain’s “gold”
f. Pattern of settlement: the encomienda
i. Spanish elite granted right to rule native villages
ii. Native labor in return for governance
iii. Support the work of the Catholic church
iv. Society of extremes
33.
i. Gospel
b. First permanent colony in future US was St. Augustine, est. 1565 in Florida
c. Most important Spanish influence on what became the US was in the SW
d. Coronado and the cities of gold, 1540s
e. Franciscan missionaries followed, which then brought the military to protect the missionaries
i. Gospel
b. Centered on Santa Fe (est 1608) and California (18th cent)
c. 1526, royal order for at least 2 priest to go with Spanish conquistadores
d. The Requirement: read to natives, accept authority of Pope and King or lose their land
e. Long term, gradual efforts by establishing missions
f. Largely failed
36. English Colonies
i. Introduction
b. 1603, James I becomes king of England
c. Ends war with Spain
d. Channel resources into exploration and colonizatin
e. Financing => joint stock companies
f. English efforts much more private enterprise
i. Virginia
b. 1607 VA Company of London establishes Jamestown
c. Nearly collapsed
i. Poorly supported
ii. 1618=>400 +4,000 arrivals = 1625=>1200
iii. Disease
d. Tobacco became VA’s gold, 1612
i. Indians taught the Spanish, the Spanish taught the rest of Europe
ii. Substituted mild West Indies variety for local VA
i. Virginia
b. Headright system provided access to land
i. 1618 reforms, 50 acres for payment of passage to VA
ii. “the first American boom”
c. To succeed, a planter needed labor
i. Plantation/planter more generic terms in 17th cent.
ii. Plantation could refer to a small farm or a whole colony
iii. Thus planter could refer to a farmer or the master of a large estate
i. Virginia
b. White indentured servants
i. Sold portion of work life in exchange for passage to colony
ii. 4 out of 5 came as servants
iii. Young, 15-24, lower ranks of English society
iv. Contract lasted 4-7 years, bonus at end
v. HARD life
vi. Servants seen as property
vii. Fewer than 1 in 20 became planters
i. Virginia
b. The switch to slave labor
i. 1st report of African slaves in 1620
ii. Status unclear
iii. 1st law not till 1660, becoming Christian didn’t change status
iv. Death rate declines in 1650s
v. Carolina colonies established in 1660s
(1) Support for Caribbean colonies
(2) Slavery in charter
(3) Slave merchants have reason to go to North America
i. Virginia
b. The switch to Slave Labor
i. Slave cost twice as much as a servant
ii. Increase in supply of slaves, decline in supply of servants
iii. 30-40 years out of slave versus 4-7 out of servant
iv. Slave labor reproduces itself
i. Virginia
b. The switch to slave labor
i. Bacon’s Rebellion, 1676
(1) Revolt of landless ex-servants against restrictions on their access to land
(2) Failed, but came close to toppling VA’s government
ii. Social advantages of slave labor
(1) Ends problem of landless ex-servants
(2) Color probable indicator of status
iii. “Unthinking decision”
i. Massachusetts
b. Puritan settlement of New England has had a wild career in professional scholarship
c. H. L. Mencken : Puritanism is “the haunting fear that someone, somewhere might be happy.”
d. Perry Miller: understand them in the context of their times, not judge them by 20th century standards
i. Massachusetts
b. Puritanism in England
i. Reformation in England produced the “via media”
ii. Satisfied most, but some still wanted to “finish” the reformation of the English church
iii. “Purify” it of all remants of Catholocism
(1) Mostly satisfied with theology
(2) Elminate all clergy above the parish pastor
(3) Simplify worship
(4) Reorganize structure
i. Massachusetts
b. Puritanism in England
i. Purify English society of its
(1) Increasing immorality
(2) Corrupt politics
(3) Materialism
ii. Appealed mainly to middle class tradesmen and merchants who found religious justification for their
activities
iii. Efforts opposed by English monarchs
(1) Pastors deprived of pulpits
(2) Loss of political rights
i. Massachusetts
b. Pilgrims
i. Left the Anglican church to establish independent congregations, Separatists/Brownists or Pilgrims
ii. 1607 moved to Holland, but feared corruption of their ideals by Dutch society
iii. 1620, with grant from London Company, set sail on Mayflower, wintered in MA and stayed
iv. Mayflower Compact
v. Demonstrated ability of Englishmen to survive in area
i. Massachusetts
b. Establishing the colony
i. “City on a hill”
(1) For this end, we must be knit together, in this work, as one man. We must entertain each
other in brotherly affection. We must be willing to abridge ourselves of our superfluities, for
the supply of others’ necessities. We must uphold a familiar commerce together in all
meekness, gentleness, patience and liberality. We must delight in each other; make others’
conditions our own; rejoice together, mourn together, labor and suffer together, always
having before our eyes our commission and community in the work, as members of the same
body. So shall we keep the unity of the spirit in the bond of peace. The Lord will be our
God, and delight to dwell among us, as His own people, and will command a blessing upon
us in all our ways, so that we shall see much more of His wisdom, power, goodness and
truth, than formerly we have been acquainted with. We shall find that the God of Israel is
among us, when ten of us shall be able to resist a thousand of our enemies; when He shall
make us a praise and glory that men shall say of succeeding plantations, "may the Lord
make it like that of New England." For we must consider that we shall be as a city upon a
hill. The eyes of all people are upon us. So that if we shall deal falsely with our God in this
work we have undertaken, and so cause Him to withdraw His present help from us, we shall
be made a story and a by-word through the world.
i. Massachusetts
b. Establishing the colony
i. Pilgrim v Puritan
ii. Massachusetts Bay Company
iii. Great Migration, 1630-40
(1) 20,000 to 40,000
(2) Came in family units, more stable basis for society
(3) Mostly farmers, significant proportion of artisans
i. Massachusetts
b. Developing the Colony
i. New arrivals maintain the colony economically
ii. Various efforts to find marketable product failed
iii. Trade became Massachusetts’ gold
(1) Agricultural products and fish to sugar islands
(2) Rum and sugar to England
(3) Manufactured goods to New England
(4) Slaves
i. Massachusetts
b. End of a Dream
i. New town members
ii. Half-way covenant
iii. Impact of the merchants
iv. “The Errand in the Wilderness”
i. Massachusetts
b. The Puritan Legacy
i. New England town--orderly pattern of settlement
ii. Public education
iii. Sense of mission
iv. Puritan ethic
(1) Calling
(2) Encouraged frugality, discouraged extravagance
(3) Taxes as a threat to calling
(4) Boycott of taxed items required self-denial
i. Other colonies
b. Before the English Civil War
i. Virginia (1607)
ii. Massachusetts (1620; 1628)
iii. New Hampshire (1623; 1629)
iv. Maryland (1634)
v. Connecticut (1635)
vi. Rhode Island (1636)
i. Other Colonies
b. After the Restoration
i. The Carolinas (1663; split in 1712)
ii. New Jersey (1664)
iii. New York (1664; New Netherlands, 1614)
iv. Delaware (1664; New Sweden, 1638)
v. Pennsylvania (1682)
vi. Georgia (1732)
1. The Road to Revolution

i. English Colonies in the 18th Century
2. 18th Century Society
i. Urban Growth
b. In 1750 only 5% of colonists lived in towns of 2,500 or more
c. Nevertheless, urban areas were centers of colonial society, culture, and government
d. “urban crucibles” of political change
e. Place where revolutionary ideas were refined
i. Urban Growth, 1690-1770
b. Philadelphia
i. 2,200 to 35,000
c. New York
i. 4,500 to 25,000
d. Boston
i. 6,000 to 16,000
e. Charleston
i. 2,200 to 12,000
i. Trade
b. Cities grew and prospered according to trade
c. Thus merchants were key for cities’ prosperity
i. Workers employed directly
(1) Probably not many: clerks, day laborers
ii. Stimulated demand for ships
(1) Construction, sails, rope, metal
iii. Wholesalers and retailers
(1) Warehouses, transporters, shops
i. Artisans
b. Craft manufacturers
c. Two thirds of city residents involved in crafts
d. Heart of commercial life within cities
e. Apprentice=>Journeyman=>Craftsman
f. Proud of skills and position in life of city
i. The Poor
b. Caste structure
i. Merchants
ii. Professionals/Government officials
iii. Artisans
iv. Unskilled labor
v. Apprentices
vi. Indentured servants
vii. Slaves
i. The Poor
b. Three main groups
i. Widows and orphans
ii. Rural migrants to the city
iii. Recent immigrants from Europe
c. Almshouses
i. Distribution of Wealth
i. Corporate view of society
b. Society=one body of interdependent parts
c. Hierarchical and static
d. Economic security not success
e. Deference
f. Government=betters deserved to rule; expected to rule in interests of the whole
g. Economy=government intervention just and necessary to ensure fairness not profit
h. Religion binds society together and legitimates social order
i. Corporate view of society
b. Forces undermining this view
i. Increasing poverty
ii. War
iii. Great Awakening
iv. The merchant ethic
(1) Emphasized profit
(2) End regulation
(3) Bread riots in Boston during Queen Anne’s War
(4) “Modern” view of society took root in cities, esp among merchants and artisans
(5) Growing resentment of imperial regulations
i. The First Great Awakening
b. Signs of religious decline
i. Half way covenant
ii. Immorality
iii. Cold formality
iv. Lack of trained clergy
v. Low church membership
b. Scattered signs of renewed interest in the 1730s
c. George Whitefield
i. Friend of the John and Charles Wesley
ii. 1739-41 tour to raise money for orphanage
iii. 20,000 in Boston
iv. 5 more tours before death in 1770
d. Reaction
i. Excesses
ii. Criticism from established clergy
b. Legacies
i. Legitimated religious pluralism (Protestant)
ii. Encouraged separation of church and state
iii. Challenged authority
(1) Conversion
(2) Unconverted ministers
iv. Promoted colonial unity
(1) Colonies-wide event
(2) New channels/networks of communication
v. Changed theology
(1) Premillennial to postmillennial
(2) GA as sign of beginning of millennial kingdom
(3) Not achievable while colonies of corrupt England
i. The Enlightenment
b. Core principles
i. Present age more enlightened than the past
ii. Chief means of expanding knowledge was through reason
c. Popularize ideas of Scientific Revolution and apply them to non-science fields
i. John Locke, 2nd Treatise on Government
ii. Baron de Montesquieu, Spirit of the Laws
i. The Enlightenment
b. In the colonies
i. Flourished at the same time as the Great Awakening
ii. Preachers “baptized” the Enlightenment
(1) Judging the “unconvertedness” of ministers
(2) Parallels emphasis on reason
iii. Enlightenment permeated colonial society deeply
(1) Nature of life in colonies
(2) Confronted with a frontier to which no authorities offered a reliable guide
(3) Had to use reason to deal with/understand it
(4) Creating new means of organizing and governing society

i. Imperial Relations and Colonial Wars
17. Imperial Relations
i. The Pattern of Empire
b. Mercantilism
i. Government increases national wealth by discouraging imports and encouraging exports
ii. Colonies as source of raw materials and as a market for finished products
iii. Government had right to regulate economy
iv. What English government wanted was not incompatible with what colonists needed
i. Regulation
b. Prior to 1660
i. Little effective, clear, and consistent regulation
ii. Distracted by English Civil War
iii. Distance
iv. Weak administrative structure to supervise colonies and enforce regulation
i. Regulation
b. The Navigation Acts, 1660, 1663
i. 3 basic principles
(1) Trade must be conducted by English/colonial merchants
(2) “Enumerated” colonial products only to England
(3) Asian/European products through England
ii. Modifications
(1) Expand list of enumerated goods
(2) Forbade export of colonial products that competed with English manufactures
(a) Victory in Parliament of one special interest over another
(b) Perception that Parliament did not govern in interest of whole empire
(3) Taxes
i. Enforcement
b. Not effective until Navigation Acts
c. 1696 law established 3 part system
i. All colonial governors took oath to enforce acts
ii. Establishment of customs service
(1) Writs of assistance, from and supported by governors
iii. Admiralty courts used to prosecute violations
(1) Established in each colony, no jury, judges appointed by king
i. Enforcement
b. Supervised by Board of Trade
i. Advisory role, could not issue orders, but advice rarely ignored
c. Colonial governments
i. By 1730, most governors were royally appointed
ii. Gov’s, in turn, appointed a council
iii. Each colony had legislative assembly
iv. Laws passed must be approved by council, signed by gov, and endorsed by king
v. Assemblies were strongest because they levied taxes
i. Enforcement
b. Admiralty courts weak, unclear jurisdiction
c. Customs offices understaffed, officials poorly paid
d. Thus England’s control came to depend on the governors’ ability to work with Assembly
e. For the first half of the 18th century, the system worked
f. Series of wars undermined
23. Battle for North America
i. Enter the French
b. 1530s: Jacques Cartier in the St. Lawrence River
c. 1608: Samuel de Champlain establishes Quebec
d. Explored Great Lakes, down the Mississippi, laid claim to mouth of Mississippi with settlement at Biloxi in 1700
e. Trading posts around the lakes and in interior
i. Enter the French
b. Fur was New France’s gold
c. Came to trade with not displace Native Americans
d. Low immigration
e. 1750, population was 50-60,000 Europeans v. about a million in the English colonies
i. Wars
b. From 1689-1815, England and France fought series of wars for dominance in Europe and in their empires.
i. King William’s (League of Augsburg) 1689-97
ii. Queen Anne’s (Spanish Succession) 1702-13
iii. King George’s (Austrian Succession) 1745-48
iv. French and Indian (7 Years War) 1754 (56)-63
v. American Revolution 1774-83
vi. French Revolution/Napoleonic Wars 1789-1815
i. Wars
b. First four determined the fate of New France
c. First three, North America was a sideshow, not a main theater of fighting, at least from the European perspective: sugar
colonies were the prize
d. From colonial perspective, European wars gave chance to raid via native allies rivals for control of interior
e. Costs borne by the colonies, esp New England
i. French and Indian War
b. No longer sideshow, war began there, was a main theater of fighting
c. Began over settling the Ohio River valley, French trading posts v. English farms
d. 1754 French build Ft. Duquense, VA gov sends G. Washington, who was forced to retreat
e. VA gov appeals for help, England sends Gen Braddock
b. 1755, Braddock defeated
c. 1757, William Pitt takes reins of Eng govt
i. Vision of empire
ii. Commits resources to dislodge French in New France
iii. Promoted younger generals to command
d. Three pronged assault on New France
e. 1760, Montreal falls
b. Peace of Paris, 1763
i. England in possession of all land east of the Mississippi
ii. England got FL from Spain, in return, Spain got LA from France
iii. For colonists
(1) French threat gone
(2) Less problems with Native Americans
(3) Expand west
30.
b. Consequences
i. Creation of American outlook
(1) Fighting together in a cause that, for the moment, transcended the narrow interests of a particular colony
(2) Victory in South was good for New England and the reverse
(3) This perception was result, in part, of improved communications
b. Consequences
i. Unresolved problems
(1) Government for newly acquired territory
(2) Balance promises to Indians with colonists’ desire for land
(3) Security
(4) Who pays?
(5) British war debt
(6) By what means?
c. The effort of the British government to solve these problems provoked a series of crises that led to the American Revolution
i. Imperial Crisis, 1763-1783
34. Colonial Politics
i. Governing the colonies
b. By 18th century, basic 3 part structure was in place: Governor, a council, and an elected assembly
c. Long, evolutionary process resulted in assemblies being the most powerful part, largely because of taxes, either levied or
approved by assembly action
b. Colonial elites saw assemblies as means of gaining political influence equal to their social and economic standing
c. They believed that
i. their assemblies were like the House of Commons and functioned to protect their interests against the abuse of executive power
ii. They had all the rights of Englishmen in England, esp representation in an elected assembly
iii. Thus colonial assemblies did not existence to King’s consent and were not temporary
b. By 1763, fundamental shift in power had occurred in the colonies, thus a fundamental shift in imperial relations
c. Imperial policy no longer top down, but assemblies asserted right to have a voice in matters that affected them
d. Brit Govt actions threatened power and authority of assemblies, eventually concluded separation as only means of protection
i. “No taxation without representation”
b. Who pays? By what means?
c. Direct taxes levied by British Parliament undermined assemblies power
d. Not a call to send representatives to Parliament
e. Rather, a statement of a right: the only legitimate taxes were those approved by one’s one elected representatives
38. The Big Picture
a. For the merchants, can’t make the profits as long as colonies are under British rule
b. For the religious, colonies can’t play their destined role in establishing the millennium as long as they are attached to a corrupt
England
c. For the political classes, independence seen as way to defend their power and authority within their colonies
i. Whig Ideology
b. Frame for understanding and interpreting the actions of the British government
c. In 1763, colonists were proud subjects of the Brit Empire, esp proud of their political heritage
d. Read widely, but most like the writings of the radical Whig politicians
i. Whig Ideology
b. Whig Ideology
i. 18th century British politicians who criticized the state of British politics
ii. Ideology they developed to justify their criticisms is the one American rebel elite found most relevant in their struggle with
Britain
i. Whig Ideology
b. Whig ideology
i. Politics is a continual struggle between the rulers and the ruled over power and liberty
ii. Purpose of government is to use its power to protect people’s liberty
iii. Liberty is "the power which every man has over his own actions and his right to enjoy the fruit of his labor, art, and industry."
iv. Rulers, though, tend to use their power for their own selfish purposes and gain.
i. Whig Ideology
b. Whig Ideology
i. People had a right to resist, indeed a duty to overthrow government that abused its power.
ii. Right to revolution only to be used in cases of extreme abuse or persistent pattern of abuse
iii. Writings included detailed criticisms of current British politics, specifically corruption
i. Whig Ideology
b. Whig Ideology
i. Corruption is actions that subvert the political process, like manipulating elections or appointing supporters to high office
ii. Tyrant uses military to suppress dissent and deprive people of rights
iii. In England, no one cared, no one listened
i. Whig Ideology
b. Whig Ideology in the colonies
i. Americans did care and came to see British colonial policies as a part of the pattern of abuses the British whigs described
ii. Ultimate goal was to subject ALL citizens to slavery
iii. Thus the irony that this charge carried more weight in the colonies
iv. The fear was not becoming chattel but having no liberty
i. Whig Ideology
b. Occasional abuses not justification for Revolution
c. Pattern of abuse was evidence for a conspiracy
d. “repeated multiplied oppressions that their leaders had formed settled plans to deprive them of their liberties”
e. A “long train of abuses”
i. Mobilizing the Masses
b. 1/3 patriot, 1/3 neutral, 1/3 loyal
c. “Dramatizing” the issues
d. Massed resistance/crowd actions
i. Not unfocused riots, destroying property
ii. Crowd as defender of people’s rights as Englishmen
iii. Not anti-institutional, but extra-institutional
i. Mobilizing the Masses
b. Boston Tea Party
i. Tea Act (1773)
(1) East India Co sell directly to colonies
(2) Import tax on tea to be collected in colonies
(3) Cheaper tea!
ii. Colonial/whig perspective
(1) Parliament captive to special interests
(2) Monopoly to drive out colonial merchants then raise prices
(3) Taxes a threat to property
(4) Slippery slope
iii. Dramatizing the issue
(1) Boycott
(2) The Tea Party
i. “The Long Train of Abuses”
b. Sugar Act (1764) and Stamp Act (1765)
c. Quartering Act (1765)
d. Townshend Acts (1767)
e. Tea Act (1773)
f. Coercive Acts (1774)
g. Quebec Act (1774)
49. The Road to Independence
i. Declaring independence
b. First Continental Congress
i. Coordinate response to Coercive Acts
ii. Complete boycott, but affirmed Parliament’s right to tax trade, external v. internal taxes
iii. Rejected in England, “blows must decide whether they are to be subject to this country or independent”
i. Declaring Independence
b. Lexington to Breed’s Hill
i. 4000 Brit troops in Boston to enforce Coercive Acts
ii. Colonial militias stockpiling arms
iii. 19 April 1774 British troops set out to destroy arms
iv. Siege of Boston nearly broken by battle at Breed’s Hill
v. Clashes in Vermont and NC
b. Second Continental Congress
i. May 1775
ii. Conflicting signs
(1) Raise an army of 20,000, led by Washington
(2) Olive Branch Petition to the King
(3) Still thinking of their rights as rights of Englishmen
iii. Rejected by King and Parliament
(1) More British troops to the colonies
(2) Outlawed all trade
i. Influenced by Common Sense (Jan., 1776)
(1) Thomas Paine
(2) Absurd to seek repeal of laws, monarchy is the problem
ii. Escalating fighting
(1) March: British troops forced out of Boston
(2) Raids on British merchant ships
(3) May: colonies remove royal officials
i. Allies needed to win fight for independence, therefore clear statement of intentions needed
ii. 7 June committee organized
iii. 28 June committee delivers first draft
iv. 2 July Declaration approved
v. 4 July formally adopted
54. Winning Independence
i. On the battlefield
b. Gaining alliances
i. French assistance crucial
(1) Resources, arms, and material
(2) Expand the theaters of war
(3) French fleet to challenge the British
ii. Spanish saw opportunity to regain Florida, though worried about the example set by revolting colonies, technically an ally of
France
iii. The Dutch, not formal allies, diplomatic relations, 4th Anglo-Dutch War
b. Northern Campaigns
i. Saratoga, Oct, 1777
ii. Washington
(1) Strategic retreat
(2) Kept army on the field
(3) War fatigue in Britain
(4) Inspiration
(5) Recognized leaders
(a) Puławski-cavalry
(b) Koścuiszko-engineering
b. Southern Campaigns
i. More loyalists?
ii. A civil war
iii. Yorktown, Oct, 1781
i. At the peace table
b. Peace of Paris, 1783
i. Independence of the 13 colonies
ii. Established boundaries
iii. Florida to Spain
iv. Mutual return of confiscated property, including slaves
v. France did not get New France or Louisiana
vi. Dutch got back what they lost
58.
59. A Social Revolution?
i. Home rule v, who should rule at home?
b. Impact on social class
i. Not much
ii. Some opportunity based on loyalist losses
iii. Economy not good after the war
(1) Lost markets in British colonies
(2) Lost supplies from British manufacturing
iv. Opportunity to improve status was in the west

i. Impact on African Americans
b. Emancipation and abolition
i. Inconsistency not ignored
(1) Abrigal Adams: "it always appeared a most iniquitous scheme to me to fight ourselves for what we are daily robbing and
plundering from those who have as good of right to freedom as we have."
ii. MA court declared slavery unconstitutional
iii. PA passed gradual emancipation law
iv. VA and MD debated emancipation, made manumission easier
v. But no change in SC and GA, harsher codes and continued importing slaves
i. Impact on African Americans
b. African American Initiatives
i. Crispus Attucks and the Boston Massacre, 1770
ii. Volunteered to serve in the Continental Army and colonial militias, and some got freedom for service
iii. PA law, in part, was response to slave petitions
(1) "Every principle from which America has acted in the course of their unhappy difficulties with Great Britain pleads stronger
than a thousand arguments in favor of our petition."
iv. Largest slave rebellion until the Civil War
62. A Social Revolution
i. Impact on Women
b. Abigail Adams:
i. “I cannot say, that I think you are very generous to the ladies. For whilst you are proclaiming peace and good will to men,
emancipating all nations, you insist upon retaining an absolute power over all wives.”
c. John Adams:
i. “As to your extraordinary code of laws, I cannot but laugh.”
i. Impact on women
b. “For the duration...”
i. Under guardianship of father till married then under that of husband
ii. Traditional women’s responsibilities took on political meaning
(1) Boycotts challenged household management
(2) Daughters of Liberty
iii. On farms, in shops, women filled in for men who joined the military
i. Impact on Women
b. New Jersey loophole
c. Long term social changes accelerated by Revolution
i. Decline of arranged marriages
ii. Increasing number of unmarried women
iii. Feminization of church activities
i. Impact on Women
b. The Republican Mother
i. Ideology reshaping the understanding of women’s roles in the new nation
ii. Republic need virtuous citizens
iii. Women’s role to teach those virtues to the next generation, therefore women need education
iv. Recognized importance of domestic sphere in civil society
v. BUT
(1) Denied them the vote
(2) Legimated narrow range of activities
(3) Political opinions stay at home
i. “All men are created equal”?
b. “All white men with property are created equal”
i. 1. politics--these men were arguing for political rights not social rights, they wanted political revolution that would maintain
their place in colonial society, not a social revolution that might undermine their position.
ii. 2. attitudes--this way of thinking was the culture of the society in which they grew up
iii. 3. economic--feared competition; slaves represent large capital investment, and an inexpensive labor force.
iv. 4. property--slaves were considered property and thus were a part of what Jefferson wanted to protect; women didn’t have
property
v. 5. feared emancipation--the issue of what do you do with the freed slave?
c. The outgroups forced a redefinition
67. Reshaping American Politics
i. Creating a New Government for a New Nation
i. The Confederation Experiment
b. Declaration: “these united colonies...ought to be free and independent STATES”
c. Central issue: create a government strong enough to protect independence but not so strong as to threaten the liberty for which
independence was sought
b. 1776-1789, colonies governed by the Confederation Congress
c. Articles of Confederation
i. Legalized what the 2nd Continental Congress was doing
ii. Each state had one vote
iii. 9 of 13 for passing most laws, 13 of 13 for important laws
iv. No separate executive branch
v. Could declare war, make peace, postal service, coin money
vi. Could not levy taxes, force compliance, create courts
b. The Articles of Confederation
i. Weaknesses reflect the concerns over which the Revolution was fought: fear of a strong central government
ii. Probably reflect the ideals of the Declaration better than the Constitution
b. Successes of the Confederation
i. Won the war for Independence, won the peace treaty
ii. Land policy
(1) Convinced seaboard states to give up claims
(2) Land Ordinance of 1785
(3) Northwest Ordinance of 1787
(a) Orderly transistion from territory to state
(b) New states on same standing as old
b. Failures
i. Diplomacy
(1) Britain: Collection of debts, boundaries, evacuation of NW
(2) Spain: Florida, Use of MS River and New Orleans
(3) Little success in any area, treaties failed on sectional votes, northern colonies grumble about creating a separate confederacy
b. Failures
i. Shays’s Rebellion
(1) 1786, mob action to protest debtor courts in MA
(2) Rather small and limited, though similar problems in other states existed
(3) Revealed the inability of Confederation government to solve problems and aid MA
(4) Significance: created popular support for revising Articles of Confederation
i. Creating the Constitution
b. May 1787, general conference in Philadelphia
c. Revise/amend or start over
d. Virginia Plan v. New Jersey Plan
b. Compromises
i. Representation
(1) House based on population, every state gets 2 Senators
ii. Population
(1) Slaves counted as 3/5s of a person
iii. Slavery
(1) No abolition
(2) No laws on slave trade for 20 years
(3) Fugitive slaves must be returned
iv. Voting in Congress
(1) By individual representative
b. The document
i. A more powerful government
(1) Power to tax and regulate trade
(2) Independent executive who is CinC of military
(3) Independent judiciary
(4) Supreme law of the land
b. The document
i. A limited government
(1) A WRITTEN constitution
(2) States still had power => federalism
(a) Electors for president
(b) Legislatures chose senators
(c) Set voter qualifications and run elections
(3) Checks and balances
(a) Not strict separation, but blending
(b) Madison, Federalist 51
i. Ratifying the Constitution
b. 9 of 13 approval for Constitution to take effect
c. Special conventions for ratification
d. Advantages for the Federalists
i. Support of respected leaders
ii. Offered a positive program
e. Advantages for the anti-Federalists
i. Too powerful; independent executive
ii. No bill of rights
i. Ratifying the Constitution
b. Winning strategy
i. Smaller states recognized the good deal
ii. Promise to add a bill of rights (MA)
iii. Federalist Papers (NY)
i. Amending the Constitution
b. The Bill of Rights
i. 10 amendments ratified by December, 1791
ii. 1st protects freedom of expression and conscience
iii. 2nd protects state militias/citizens to bear arms
iv. 3rd no quartering of soldiers
v. 4-8 protects citizens legal rights
vi. 9th other rights reserved to the people
vii. 10th states retain powers not delegated to the Federal government by the Constitution
i. Governing under the Consitution
b. Constitution makes no provision for political parties
c. The story of the 1790s is the creation of political parties
d. Origins in differing visions of America’s future
i. Governing under the Constitution
b. Alexander Hamilton’s vision
i. Strong economy based on manufacturing and commerce
ii. Head of the Treasury under Washington
(1) Report on Public Credit
(2) Report on National Bank
(3) Report on Manufactures
(4) Strict construction v. implied powers “necessary and proper”
(5) Alliance with England
iii. Parties formed over support of or opposition to Hamilton’s proposals
b. Thomas Jefferson’s vision
i. Secretary of State
ii. Political liberty survives under conditions of relative social and economic equality
iii. Backbone of new republic was yeoman farmers not commerce and manufacturing which leads to concentrations of wealth
iv. “Let our workshops stay in Europe”
v. Territorial expansion to create opportunity
i. Governing under the Consitution
b. TJ: “If I could go to heaven but with a party, I would not go there at all”
c. Parties represented a failure of politics
d. Supporters of Hamilton came to be called Federalists
e. Supporters of Jefferson Democratic Republicans
b. Crystallization of parties
i. French Revolution
ii. Jay’s Treaty
iii. Election of 1796
iv. Alien and Sedition Acts 1798
c. Reshaping American Politics
d. The Triumph of Democratic Republicans
i. Collapse of the Federalists
(1) War hawks lusting for war with France
(2) Rammed through Congress bills creating army and navy
(3) Adams feared army, sought peace with France and got it
(4) Party divided
ii. Election of 1800
(1) Victory for Jefferson
(2) Orderly transition from one party to another
(3) Decline of parties

i. The North
87. The North
i. Modernization
b. A modernizing nation is one that
i. Is developing a national market economy
ii. Values change
iii. Determines status through achievement
iv. Has growing literacy
v. Is urbanizing
vi. Is industrializing
c. In 1860, the United States was the most rapidly modernizing nation, with the exception of the South
88. The North
i. Industrialization
b. Craft manufacturing
i. Small scale, decentralized, local market
ii. Made the entire product on order with help of apprentices and family
iii. Merchants key to transformation
(1) Surplus raw material
(2) Access to markets for excess product
(3) Capital
(4) Organizational skills
89.
90. The North
b. 1820-1860
i. Population growth
(1) 9 mil to 32 mil
(2) Consumers and workers
ii. Transportation
(1) Essential to have inexpensive network
(2) Erie Canal, 1825
(3) Railroads
(a) Mostly in the north
(b) Stimulate other industries
(c) Encourage regional specialization
91.
92. The North
b. Characteristics of Industrial production
i. Specialization of labor
ii. Technical innovation creating machines
iii. Large capital investment needed
iv. Separation of producer from consumer
v. Growing class consciousness
vi. Factories as site of mass production
vii. Artisans into wage earners
93. The North
b. Textiles
i. Fiber into thread, thread into cloth, cloth into clothes
94. The North
b. Textiles
i. Fiber into thread, thread into cloth, cloth into clothes
95. The North
i. Indstrialization
b. Lowell, MA
i. Town built for textile mills
ii. Largest mill capitalized at $400,000
iii. All steps of cloth manufacturing in one factory
iv. Tailoring done elsewhere
96. The North
b. Lowell workers
i. 70% of labor force was women
ii. 16-29, daughters of farmers
iii. Worked until they married
iv. Cheaper than men
v. Couldn’t convince men to leave farms
vi. Temporary thus more cooperative
vii. Gave women some measure of economic independence
viii. Save for a dowry
97. The North
b. Working in Lowell
i. Regimented, exhausting, and boring
ii. 12 hours a day, 6 days a week, to earn $3.50 a week
iii. Clock set the schedule, time oriented work
iv. Unskilled, tenders of machines
98. The North
b. Living in Lowell
i. Company boarding houses
ii. 6-8 per room
iii. Supervised by older women
iv. Strict rules
99. The North
b. Defending Lowell
i. Not appropriate work for women
ii. Destroy the family
iii. Corrupt the morals of the workers
iv. Responded by publishing magazine
100. The North
b. Protesting Lowell
i. Little job mobility
ii. Could not become a supervisor
iii. Protests over wage cuts
iv. Threat to workers independence
v. Subjected to wage slavery
vi. Application of revolution’s rhetoric to women’s economic position
101. The North
i. Changing status of women
b. Experience of Lowell’s women suggests modernization creates new circumstances for women
c. Decline in home manufacturing
d. New opportunities but more bound by ideology to the home
e. Separate spheres
102. The North
i. The changing status of women
b. The cult of true womanhood
i. Piety
ii. Purity
iii. Submissiveness
iv. Domesticity
v. The more northern, the more whiter, the more middle class, the more likely the family followed these values
vi. Frame for judging other women
103. The North
b. Seen as liberating by clearly defining a separate sphere for women
c. Seen as a product of American democratic institution
d. Used as basis for women’s actions outside the home
e. IF world’s evils threatened the home and IF women were the moral guardians, THEN attack the evil outside the home
104. The North
b. Women and reform
i. Temperance
ii. Campaigns against prostitution
iii. Abolition
iv. “American women have good cause to be grateful to the slave for in striving to strike his irons off we found most surely that we
were manacled ourselves.”
105. The North
i. Women’s rights
b. Limitations
i. Higher education limited to female seminaries
ii. Excluded from almost all professions and careers
iii. No voting, no holding political office
iv. Legally treated as a minor
v. Husband controlled property, even wages wife earned
vi. Divorce was rare, custody of children went to husband
vii. Double standard of sexual morality
106. The North
i. Women’s rights
b. First wave feminism
i. Born in antislavery movement
ii. Protest against and criticism of Grimke sisters
iii. 1840 antislavery conference in London
iv. 1848 Seneca Falls Convention
v. Declaration of Sentiments
vi. Limited progress
(1) Property rights in a few states
(2) Real college education
(3) Nursing and education as professions
(4) No progress on voting
107. The North
i. Religion and Reform
b. The Second Great Awakening
i. Reform justified theologically; evils to be reformed became objects of crusades sustained by religous zeal.
ii. Spread over 40 years, 1790s to 1830s
iii. Variety of forms: quiet church centered, camp meetings, city wide campaigns
iv. Latter years dominated by Charles Finney
v. Dramatic growth of Methodist and Baptist denominations
108. The North
b. Shift in understanding of conversion
i. Emotions over doctrine in sermons
ii. Conversion now act in obediance to God’s command, not an act of God
iii. Salvation open to all who obeyed not just the elect whom God chose
iv. Emphasis on human ability was relgion’s contribution to reform
v. Social ills were sins to be repented of
109. The North
b. Reform reinforced by postmillennialism
i. Reform was preparation of society for Christ’s return
ii. People chose to do good over evil, thus sin eliminated from world and millennial kingdom established
iii. “Be perfect, even as your Father in heaven is perfect.”
110. The North
i. Abolition
b. Prior to 1831, ending slavery focused on gradual emancipation by individual masters
c. American Colonization Society (1816)
i. End slavery
ii. Address the issue of what to do with freed slaves
iii. 12-15,000 to Liberia
iv. Never had the resources
v. Free blacks adamantly opposed
111. The North
i. Abolition
b. After 1831, immediate abolition
i. William Garrison and the Liberator
(1) Immediate abolition, no compensation, no colonization
(2) Constitution = “A covenant with death, an agreement with hell”
ii. American Anti-Slavery Society (1833)
112. The North
i. Abolition
b. The 1830s: Moral suasion
i. Abolitionists argued that slavery was a sin
ii. Therefore slaveholders could demonstrate their repentance by freeing their slaves
iii. Campaign to convince Northerners of their complicity
(1) “The spirit of slavery is not confined to the South.”
(2) Inhumanity and brutality of slave masters
(3) Destruction of slave families
iv. By late 1830s, moral suasion wasn’t working
113. The North
i. Abolition
b. 1840s: Political means?
i. Garrison rejected politics
ii. Few suggested that Federal government could abolish slavery in states
iii. But could do so in DC and prevent slaves from entering new territories
iv. Liberty Party (1840)
(1) Poor showing in elections
(2) Northerners not willing to abandon traditional parties for a one-issue party
114. The North
i. Abolition
b. Northern attitudes
i. Abolitionists perceived as fanatics
ii. Racism
(1) System of aparthied
(2) Minstrel shows
115. The North
i. Abolition
b. The 1850s: new message
i. Slavery’s immorality not ignored and slowly accepted
ii. Slaveholders were aristocratic and undemocratic and determined to make slavery a national institution
iii. The South was a “slave power” threatening the survival of the republic
iv. Prevent the spread of slavery into the territories
v. Abolitionists failed to achieve the peaceful end of slavery
116. The North
i. The modernizing North
b. Local economy into national integrated market
c. Shift from labor intensive to capital intensive production
d. Industrialization and urbanization, increasing literacy
e. Values that emphasize change
f. Status based on merit
“In most these respects, the US--with the partial and significant exception of the South—was
117. The Antebellum South

i. Southern Society
b. Introduction: Values
i. Emphasized family and status
ii. Paternalism governed relationships
iii. Maintained a chivalrous code of conduct
iv. Aspired to aristocratic order in society
i. Southern Economy
b. Strong, perhaps 4th largest in the world
c. KING COTTON
i. By 1820 largest producer of cotton
ii. Half of all agricultural exports; by 1840, 63% of ALL exports
i. Southern Economy
b. Growth of cotton meant the spread of slavery
i. Importation of slaves ends 1808
ii. Price of slaves rises (1840-$600 to 1860-$1800)
iii. Production shifts west
iv. Growing slave population(1820-1.5m to 1860-4m)
v. Flourishing slave trade (300,000 VA slaves sold to planters in the old SW)
vi. Thus given the profits from cotton and sale of slaves, rational economic decision to invest in cotton and slaves, not industry and
commerce
i. Southern Economy
b. Place of slaves in the southern economy:
i. 75% in agiculture
(1) 55% in cotton
(2) 10% in tobacco
(3) 10% in other crops
ii. 25% in other areas (10% domestic servants)
c. Profitability of slave labor
i. Not free, must provide food, clothing and shelter
ii. In 1859, average field hand produce $78 in cotton earnings while costing $32 for maintenance
i. Southern Economy
b. Other cash crops
i. Tobacco
ii. Rice
iii. Sugar
c. Conclusion:
i. Economic growth was impressive but limited due to dependence on slavery as means organizing work force
ii. South was destined to remain a colonial dependent on the North
i. Southern Society
b. The distribution of slave ownership
i. Southern Society
b. The owners
i. 25% of slaves owned by masters who owned 1-9
ii. 25% 10-19
iii. 25% 20-49
iv. 25% 50 or more
v. Thus 75% of slaves owned by 6.7% of population
i. Southern Society
b. The Planter Elite
i. Set the tone and standard of southern society
ii. In 1850, most were self made men
iii. Not well educated, children were
iv. Saw themselves as an aristocracy
v. The Code of Honor
vi. “The Difference in RACE between Northern People and Southern People”
vii. Military spirit stronger
viii. Resolve disputes by violence, ennobled by calling it dueling
i. “Southern Chivalry”
i. Southern Society
b. Their wives
i. “The Moral Bind”
ii. Double standard of sexuality
(1) Mary Boykin Chesnut: “God forgive us but ours is a montrous system. Like the patriarchs of old, our men live all in in one
house with their wives and concubines, and the mulattoes one sees in every family partly resemble the white children. Any
lady is ready to tell you who is the father of all the mulatto children in everybody’s household but her own. Those, she seems
to think, drop from the clouds.”
iii. The overseer for the household
i. Southern Society
b. Other whites
i. Largely self sufficient, yeoman farmers
ii. Farms of 100 acres (60 hectares) poorer land
iii. Main crops: corn, wheat, hogs, cotton/tobacco
iv. Proud of their independence, didn’t challenge political and social dominance of planters
v. Comprised the rank and file of the Confederate Army
vi. “Planter hegemony”
vii. The poorest whites
i. Defending slavery
b. Necessary evil to positve good
i. Spread of cotton
ii. Abolitionist attacks (1830s)
c. Defense
i. The Bible
ii. History
iii. Constitutional
iv. Science
v. Sociological
vi. Profits and class
129. Antebellum South
i. Slavery
b. Functions the institution performs
i. Means of organizing the Southern agricultural work force
ii. Means of regulating race relations and social control
i. Slavery
b. “Chattel Personal”
i. Property
(1) This aspect was foremost in most Slave Codes
(2) Slaves represented a substantial capital investment
(3) Killing a slave treated as destruction of property
(4) Rape treated as trespass
ii. Person
(1) Yet certain laws recognized humanity of slaves
(2) Conversion didn’t change status
(3) Marriages not recognized
(4) Education forbidden
(5) Can’t own property
i. Slave Life
b. At work
i. Hard, even harder depending on the crop
ii. Field vs House
iii. Gang vs task
iv. Carrot and the stick
i. Slave Life
b. In the family
i. Marriages not recognized
ii. Families broken up by sale
iii. Sexual abuse of female slaves
(1) As partners
(2) As reproducers as well as producers
iv. High infant mortality
v. Some semblance of family life
vi. Role of family
(1) Socialize children into life
(2) Identity separate from what their status imposed
i. Slave life
b. In the house of the Lord
i. Why would masters care about their slaves being Christian?
ii. Why would slaves become Christian?
iii. “The Invisible Institution”
iv. Spirituals
(1) “I’m bound for the land of Cannan”
(2) “Steal Away to Jesus”
(3) “We are the people of the Lord”
v. A psychological defense against the inhumanity of the system in which they found themselves
i. Slave Life
b. Resistance
i. Day to day
(1) Slow down, fake sickness, forgetting tools
(2) Destroying tools, crops, self
(3) Playing overseer against master
ii. Running away
(1) In anticipation of or humiliation from punishment
(2) To reunite with family
(3) For freedom
iii. Rebellion
(1) Gabriel Prosser, Richmond, VA, 1800
(2) Demark Vesey, Charleston, SC, 1822
(3) Nat Turner, SE VA, 1831
135. The Civil War and Reconstruction

136. Origins
i. The historical controversy
b. William H. Seward, 1859
i. Shall I tell you what this collision means? They who think that it is accidental, unnecessary, the work of interested or fanatical
agitators, and therefore ephemeral, mistake the case altogether. It is an irrepressible conflict between opposing and enduring
forces, and it means that the United States must and will, sooner or later, become either entirely a slave-holding nation or
entirely a free-labor nation.
137. Origins
b. “Irrepressible conflict”
i. Civil War not inevitable
ii. Conflict was based on real and substantial differences between the regions
iii. Most basic difference was slavery in the South
138. Origins
b. “Accidental, unnecessary”
i. Root cause: actions of political opportunists
ii. Continuities between North and South
iii. Minimize slavery
(1) Northerner’s moral indifference to slavery
(2) Racism of Northerners
(3) Slavery had reached its natural limits
(4) Forces at work to end slavery
139. Origins
b. A reply to the revisionists
i. Grant the racism and moral indifference
ii. Limits and forces at work are what if questions that cannot be answered
iii. The failure of politicians
(1) Yes, abysmal failure of political leadership
(2) But why did it fail?
(3) The North modernized, the South did not because of slavery
(4) Social/cultural differences translated into political issues, masked by constitutional/legal arguments
(5) The political system found a way of resolving ALL other political issues save one: slavery, specifically, slavery in the territories
140. The Success of Compromise
i. The Missouri Compromise of 1820
b. Circumstances
i. Profits from cotton, need for slaves for labor
ii. Balance between slave and free states
iii. Missouri settled by southerners from KY and TN
iv. Applies for admission in 1819
v. James Tallmadge of NY amendment to prohibit slavery
i. The Missouri Compromise of 1820
b. The debate
i. Southerners:
(1) Congress can’t make abolition of slavery a precondition for admission
(2) Citizen’s right to use property
(3) States’ right to set laws
(4) Not resisted here, set precedent for other laws
ii. Northerners:
(1) FF’s never intended slavery to spread
(2) Congress CAN set conditions
(3) Feared the growth of southern power through the expansion of slavery
i. The Missouri Compromise
b. The Compromise:
i. MO => slave
ii. ME => free
iii. Rest LA Purchase divided
c. T. Jefferson:
i. “A firebell in the night ...”
i. The Interim
b. Politics, 1820-1850
i. Passions faded, debates returned to issues of tariffs, national bank, and internal improvements
ii. Annexation of Texas, 1844-45
iii. War with Mexico, 1845-48
(1) Wilmot Provisio
(2) John C. Calhoun’s resolutions
(3) Popular Sovereignty
iv. Acquisition of vast amount of land (along with settlement of Oregon dispute with GB)
v. GOLD in California, 1849
i. The Compromise of 1850
b. The Issues
i. Admission of California
ii. Organization of the rest of the territory
iii. Texas’s claim to eastern half of New Mexico
iv. Slavery in Washington, DC
v. Fugitive slave law
i. The Compromise of 1850
b. The deal:
i. California => free
ii. UT and NM organize on basis of pop sov
iii. TX gave up claim for $10m
iv. Slave trade banned in DC
v. New, tougher fugitive slave law
c. Limits tested and broken in Kansas
146. The Failure of Compromise
i. The 1850s
b. Kansas Nebraska Act, 1854
c. The Rise of the Republican Party
i. Its success reveals the shift in Northern public opinion
ii. Ideology framed to show how slavery threatened values
d. Republican Ideology
i. Free Labor, broadly defined
ii. Measure of a good society is opportunity for workers to become independent either owning business or farm
iii. Slavery denied both independence and opportunity
iv. Expansion of slavery blocked growth
v. Thus in Northerners’ economic self interest to oppose
147. The Failure of Compromise
i. The 1850s
b. Election of 1856
c. Dred Scott, 1857
d. Government for Kansas
e. John Brown’s raid, 1859
f. Election of Lincoln
g. Secession
148.
149. The Civil War
i. Comparing the sides
b. Population 9.1m (3.5) 23.7
c. Males, 18-40 1.1 4
d. Mobilized .9 2
e. Peaked .261 (63) .622 (65)
150. The Civil War
b. The North had
i. 90% of the industry
ii. 11 times more ships
iii. Twice as much RR tracks
c. The North produced
i. 15 times more iron
ii. 17 times more textiles
iii. 24 times more locomotives
iv. 32 times more firearms
151. The Civil War
b. Advantages for the Confederacy
i. Fairly united population, high morale, confidence in the justness of their cause
ii. Significant pool of military and diplomatic talent
iii. Did not have to defeat the North
iv. Southerners defending their land
v. Cotton
152. The Civil War
i. Southern Strategic Failures
b. Misplayed the cotton card
c. Misconceived war plan
i. Two choices
(1) Conventional war with Napoleonic campaigns
(2) War of national liberation
ii. Chose the first
153. The Civil War
i. The key military turning points
b. Antietam, September 1863
i. Transformed the war
c. Gettysbury and Vicksburg, July 1863
i. Signaled military collapse
d. Atlanta, September 1864
i. Assured reelection of Lincoln
154. The Civil War
i. The Failure of the Confederacy
b. Industrialization
c. Urbanization
d. Diversification of Agriculture
e. Status of Women
f. Failure to develop nationalism
g. The war forced the South to start modernizing
155. The Politics of Reconstruction
i. The national level
b. The key issues:
i. How to restore Southern States to the their political place in the union
ii. What to do with the former slaves
c. The key players:
i. President, under his authority as commander in chief and the power to pardon
ii. Congress, under its authority to define the process by which territories become states
i. The national level
b. Restoring southern states
i. Self reconstruction
ii. Return states to status of territories, strict supervision of process by Congress
c. The freedpeople
i. Do nothing
ii. At the very least, citizenship
iii. Use the former slaves to remake the South in the image of the North
i. The state level
b. The process
i. Register voters, elect constitutional convention, write constitution, ratify it, elect officials
ii. Significant black participation, majorities in SC, MS, LA, FL, and AL
iii. By 1870, all states readmitted to union
c. The results
i. Republicans in power at the state level
i. The state level
b. Southern Republicans
i. 80% African American
ii. ~17% Scalawags
iii. ~3% Carpetbaggers, but dominated political leadership
c. Achievements
i. Most progressive state constitutions
ii. Public educational systems
iii. Public works to rebuild southern infrastructure
iv. Attracted northern investment
i. The state level
b. Opposition
i. Democrats in minority, must undercut African vote
ii. Extralegal means typified by the Ku Klux Klan
(1) Founded in 1867 in Pulaski, TN
(2) Quickly evolved into a terrorist organization to intimidate blacks from voting
(3) 1870 Congressional law breaks power of KKK
i. The state level
b. Redemption
i. Process by which Democrats regain control of southern state governments
ii. Internal divisions in Republican coalition
iii. Record of Republicans on taxes, state debts, corruption
iv. No indigeneous roots in the South
v. Northerners tired of the issue
vi. Intimidation
i. The state level
b. Compromise of 1877
i. Tilden (D) v Hayes ( R) for president on reform
ii. Republicans wave “the bloody shirt”
iii. Tilden short of victory by 1 vote in electoral college due to disputed returns in SC, FL, and LA
iv. The deal:
(1) Southern Dems support Hayes
(2) Hayes pulls troops out of SC, FL, and LA

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Red, White, and Black

1. The Road to Revolution

16. The Road to Revolution

60. A Social Revolution?

86. 19th Century Society

117. The Antebellum South

135. The Civil War and Reconstruction

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