Discussion 2 Indian Assimilation

M1 Discussion 2: Indian Assimilation

 Available on Wednesday, August 18, 2021 12:01 AM EDT until Wednesday, August 25, 2021 11:59 PM EDT Must post first.Subscribe

Overview

The purpose of this discussion is to help you imagine how it felt to be an Indian forced to undergo assimilation at a boarding school far from home and try to understand also the point of view of other people at the time.

Instructions

For this discussion, review your readings for Unit 2.  Afterwards, you will analyze the photo of Tom Torlino embedded here. You might also look at Tom Torlino’s school record at the Carlisle Indian School site. Feel free to do research outside the course if you’d like other points of view.

Then form groups that represent: a Navajo student, a white male Christian missionary, or an African American who has his or her own issues with assimilation.  Each group will answer the following question: How would your character describe the impact of the transformation on Tom Torlino and others like him who attended the Carlisle Boarding School?  How did this experience echo the expectations of other Americans for this type of school?

To form groups, students with last names beginning with A-H will take the role of a Navajo child sent to a boarding school. Students with names beginning with I-P will take the role of a white male Christian missionary.  Everyone else will take the role of an African American.  Be sure to put yourself in the shoes of the person you are speaking for — try to imagine how that person felt, what their ideals were, what they thought was good or right or appropriate at the time, even if you personally do not feel that way. Remember, history is not about you; it is about what people knew and felt and believed in the past, based on different knowledge than you and other modern people have about what happened later.

These are two photos of Tom Torlino, an Indian child from the Navajo nation.  In the first taken on his arrival to school, his hair is long but tied off his face with a kerchief around his head.  He wears an elaborate necklace with silver squash blossom beads, a dragonfly pendant and a Christian cross.  He appears to be clothed in a blanket crossed over his shoulders, and he has two large hoop earrings.  His expression is unhappy, his face is gaunt, his skin heavily tanned.  In the second photo taken upon his graduation, his face has filled out, his hair is closely cropped, and he wears a suit jacket, tie and white shirt with just the collar showing.  His skin does not appear to be tanned. His expression is solemn but not unhappy.

Tom Torlino, a member of the Navajo Nation, entered the Carlisle Indian School, a Native American boarding school founded by the United States government in 1879, on October 21, 1882 and just before he departed on August 28, 1886. Torlino’s student file contained photographs from 1882 and 1885. Carlisle Indian School Digital Resource Center.

Before you complete your discussion, make sure you refer to the course rubric for the expectations for this assignment.  Participating in the course discussions is an important part of your final grade. In your discussions, you cannot simply reply to someone’s posting with “ditto” or “I agree with you”.   You must answer the question(s) asked in a minimum of two paragraphs and maximum of three paragraphs. Your responses should also quote and cite the material you have read in the class so far; you may also do outside research. Use the Purdue OWL Chicago Style guide  for help with the correct citation style for your quotes.

Then, respond to at least TWO classmates’ postings referring to at least one element of critical thinking.  Your response to your classmates should be a minimum of two sentences, and a maximum of four sentences (refer to your Introduction to Critical Thinking and to the How to Read History Sources modules for a review of how to read primary sources).

History Journal entries

  • Journal #1 Instructions
    In this course, you will complete a series of History Journal  entries, which you will submit twice during the term. Refer to the  Assignments and Course Schedule on Syllabus Page 2 for due dates.
    Journal #1
    In this first journal activity, you may write about any topic(s) of your choice, but it is best to use the textbook to study.
  • For this activity, topics should address content covered in Chapters 1 – 8 in the textbook.
    • It is expected that, at a minimum, you are reading the assigned textbook chapters.
    • You are encouraged to read collateral historical writings on topics covered in the textbook.
  • This activity will consist of 10 separate journal entries; you will have a total of 20 entries by the end of the course.
  • Each separate entry should:
    • contain a minimum of 120 words.
    • consist of a summary, paraphrase, and synthesis of material you are reading/studying in this course.
    • be written in your own words – do not quote the work of others verbatim.
    • discuss the subject matter that you are studying – do not simply agree/disagree.
  • Your study involves, first and foremost, learning the nation’s  past; doing so requires a review of previously published studies, so you  are encouraged to conduct research using outside resources, but be sure  to draft your journal entries in your own words.
    • Direct quotations should not be used; citations are not necessary.
    • Do not copy/paste information from any source.
    • No citations
  •    Grading Criteria for Journals
    You will make two separate journal submissions during this course. Each submission will be worth 50 points.
  • Each submission will consist of 10 separate journal entries.
  • Save the file containing your first set of 10 entries in .rtf (rich text format), and name the file Journal #1.
  • For clarity and ease, please title your entries as Entry 1, Entry 2, Entry 3, etc.
  • Each separate journal entry should be a minimum of 120 words in length.
  • Each entry should pertain to United States History prior to 1877.
  • Each entry should be written in your own words.
  • Submission of only half the required length/number of journals will earn half of the available points.
  • To gain a better understanding of journal entry expectations, please review the sample entry below:
    Entry 1
    What was the Declaration of Independence all about? It was  written by Thomas Jefferson but was probably not signed on July 4th,  1776. It was written after hostilities had broken out. Lexington,  Concord, Bunker Hill had taken place a year earlier. Why so late? The  reason might be that the colonies were not yet united in their response  to Britain. Many did not want to leave the empire only a few years  earlier they had boasted about. Also, taking on the powerful British  empire with trained troops seemed almost impossible. Several of the  condemnations in the declaration were not true, and they were addressed  to King George III rather than Parliament, which had the real power. It  is quite possible that the colonial leadership did not want to attack a  representative institution even though it was hardly representative of  the people of Britain. Still, the declaration won widespread approval  and helped to unite the colonists.
    Note: You will notice that this entry is greater than 120 words in length.
  • Keep in mind that 120 words is the minimum length.
  • There are no “right or wrong” answers, and it is not required that your instructor “agree” with your entry.
  • You will be graded on how your entry demonstrates that you have read and thought about the material.
  • You are encouraged to use the journal entries as study aids for the exams.

    W. W. Norton & Company, Inc. • www.NortonEbooks.com

    FOURTH EDITION

    GIVE ME LIBERTY!

    Eric Foner

    AN AMERICAN HISTORY

     

     

     

    PRAISE FOR ERIC FONER’S GIVE ME LIBERTY!

    “The book is inviting to students . . . well-organized and easy to read . . . I love the way Dr. Foner writes! The textbook comes alive with his scholarship and teaching experience.” —Marianne Leeper, Trinity Valley Community College

    “I find that Foner strikes the perfect balance between political, legal, social, and cultural history. . . . [Give Me Liberty!] includes the most current or most relevant scholarship.” —David Anderson, Louisiana Tech University

    “Often, history textbooks can seem to be disjointed retellings of facts and concepts that remind one of an encyclopedia. [Foner’s] freedom theme ties the material together well, which isn’t always easy with this kind of broad textbook. I do think it’s effective in tying the social and political together.” —James Karmel, Harford Community College

    “Foner’s textbook is superb. It is well informed, elegantly written, and offers a kind of narrative and interpretive coherence that is rare among textbooks.” —Jeffrey Adler, University of Florida

    “The theme of freedom is very clearly and adeptly integrated. . . . Give Me Liberty! provides a good model for students on how to investigate and carry through a theme in their own writings.” —Jim Dudlo, Brookhaven College, Dallas Community College District

    “Give Me Liberty! offers a nice, comprehensive coverage of American history. I feel that equal weight is given to various topics. ‘Voices of Freedom’ is actually one of the major features of the book that prompted me to adopt the text. I am not aware of any other text on the market that has this superb feature. . . . [A] splendid approach.” —Jonathan A. Noyalas, Lord Fairfax Community College

    “I’ve had a number of students in the last year comment on how easy the text is to use with the integrated focus questions and terms.” —Lauren Braun-Strumfels, Raritan Valley Community College

    “Give Me Liberty! is visually appealing in many different ways. The manner in which the illustrations, maps, and pedagogical components are incorporated . . . makes the text more accessible and much less intimidating.” —Kent McGaughy, Houston Community College–NW Campus

    “I appreciate the book’s terrifically accessible writing as well as its clear statement of themes. It has a wonderfully seamless and authoritative quality to its writing. I plan to continue to offer it to my students for many years to come.” —Beverly Gage, Yale University

     

     

     

    G I V E M E

    L I B E R T Y ! A N A M E R I C A N H I S T O R Y

    Fo u r t h E d i t i o n

     

     

     

    B W . W . N O R T O N & C O M P A N Y

    N E W Y O R K . L O N D O N

    E R I C F O N E R

    Fo u r t h E d i t i o n

    G I V E M E

    L I B E R T Y ! A N A M E R I C A N H I S T O R Y

     

     

    W. W. Norton & Company has been independent since its founding in 1923, when William Warder Norton

    and Mary D. Herter Norton first published lectures delivered at the People’s Institute, the adult education

    division of New York City’s Cooper Union. The firm soon expanded its program beyond the Institute, pub-

    lishing books by celebrated academics from America and abroad. By mid-century, the two major pillars

    of Norton’s publishing program—trade books and college texts—were firmly established. In the 1950s,

    the Norton family transferred control of the company to its employees, and today—with a staff of 400

    and a comparable number of trade, college, and professional titles published each year—W. W. Norton &

    Company stands as the largest and oldest publishing house owned wholly by its employees.

    Copyright © 2014, 2011, 2008, 2005 by Eric Foner

    All rights reserved

    Printed in the United States of America

    Fourth Edition

    Editor: Steve Forman

    Associate Editor: Justin Cahill

    Editorial Assistant: Penelope Lin

    Managing Editor, College: Marian Johnson

    Managing Editor, College Digital Media: Kim Yi

    Copy Editor: Ellen Lohman

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    Manufacturing: Transcontinental

    Since this page cannot accommodate all of the copyright notices, the Credits pages at the end of the book

    constitute an extension of the copyright page.

    Library of Congress Cataloging-in-Publication Data

    Foner, Eric.

    Give me liberty! : An American history / Eric Foner.—Fourth edition.

    pages cm

    Includes bibliographical references and index.

    ISBN 978-0-393-92026-0 (hardcover)

    1. United States—History. 2. United States—Politics and government. 3. Democracy—United States—

    History. 4. Liberty—History. I. Title.

    E178.F66 2014

    973—dc23

    ISBN: 978-0-393-92026-0 2013029664

    W. W. Norton & Company, Inc., 500 Fifth Avenue, New York, N.Y. 10110

    www.wwnorton.com

    W. W. Norton & Company Ltd., Castle House, 75/76 Wells Street, London W1T 3QT

    1 2 3 4 5 6 7 8 9 0

     

     

    E R I C F O N E R is DeWitt Clinton Professor of History at Columbia University, where he earned his B.A. and Ph.D. In his teaching and scholarship, he focuses on the Civil War and Reconstruction, slavery, and nineteenth-century America. Professor Foner’s publications include Free Soil, Free Labor, Free Men: The Ideology of the Republican Party before the Civil War; Tom Paine and Revolutionary America; Nothing but Freedom: Emancipation and Its Legacy; Reconstruction: America’s Unfinished Revolution, 1863–1877; The Story of American Freedom; and Forever Free: The Story of Emancipation and Reconstruction. His history of Reconstruction won the Los Angeles Times Book Award for History, the Bancroft Prize, and the Parkman Prize. He has served as president of the Organization of American Historians and the American Historical Association. In 2006 he received the Presidential Award for Outstanding Teaching from Columbia University. His most recent book is The Fiery Trial: Abraham Lincoln and American Slavery, winner of the Bancroft and Lincoln Prizes and the Pulitzer Prize for History.

    A B O U T T H E A U T H O R

     

     

     

    Contents

    ix

    ABOUT THE AUTHOR … vii LIST OF MAPS, TABLES, AND FIGURES … xxxiii DEDICATION … xxxvii PREFACE … xxxix ACKNOWLEDGMENTS … xlv

    PA R T 1: A M E R ICA N COL ON I ES T O 17 6 3

    1. A N E W W O R L D . . . 4 THE FIRST AMERICANS … 6

    The Settling of the Americas … 6 ★ Indian Societies of the

    Americas … 8 ★ Mound Builders of the Mississippi River Valley … 9 ★

    Western Indians … 10 ★ Indians of Eastern North America … 10 ★ Native

    American Religion … 12 ★ Land and Property … 12 ★ Gender

    Relations … 14 ★ European Views of the Indians … 14

    INDIAN FREEDOM, EUROPEAN FREEDOM … 15 Indian Freedom … 15 ★ Christian Liberty … 16 ★ Freedom and

    Authority … 17 ★ Liberty and Liberties … 17

    THE EXPANSION OF EUROPE … 18 Chinese and Portuguese Navigation … 18 ★ Portugal and West

    Africa … 19 ★ Freedom and Slavery in Africa … 20 ★ The Voyages of

    Columbus … 20

    CONTACT … 21 Columbus in the New World … 21 ★ Exploration and Conquest … 23 ★

    The Demographic Disaster … 24

    THE SPANISH EMPIRE … 24 Governing Spanish America … 25 ★ Colonists in Spanish

    America … 25 ★ Colonists and Indians … 26 ★ Justifications for

    Conquest … 27 ★ Spreading the Faith … 28 ★ Piety and Profit … 29 ★

    Las Casas’s Complaint … 29 ★ Reforming the Empire … 30 ★ Exploring

    North America … 31 ★ Spanish Florida … 33 ★ Spain in the

    Southwest … 33 ★ The Pueblo Revolt … 34

    THE FRENCH AND DUTCH EMPIRES … 35 French Colonization … 35

    Voices of Freedom: From Bartolomé de las Casas, History of the Indies

    (1528), and From “Declaration of Josephe” (December 19, 1681) … 36

    C O N T E N T S

     

     

    x

    Contents

    New France and the Indians … 38 ★ The Dutch Empire … 41 ★ Dutch

    Freedom … 41 ★ Freedom in New Netherland … 41 ★ The Dutch and

    Religious Toleration … 42 ★ Settling New Netherland … 43 ★ New

    Netherland and the Indians … 44

    REVIEW … 47

    2 . B E G I N N I N G S O F E N G L I S H A M E R I C A , 16 0 7–16 6 0 . . . 4 8

    ENGLAND AND THE NEW WORLD … 50 Unifying the English Nation … 50 ★ England and Ireland … 50 ★ England

    and North America … 51 ★ Spreading Protestantism … 52 ★ The Social

    Crisis … 52 ★ Masterless Men … 53

    THE COMING OF THE ENGLISH … 54 English Emigrants … 54 ★ Indentured Servants … 55 ★ Land and

    Liberty … 55 ★ Englishmen and Indians … 56 ★ The Transformation of

    Indian Life … 57 ★ Changes in the Land … 58

    SETTLING THE CHESAPEAKE … 58 The Jamestown Colony … 58 ★ From Company to Society … 59 ★

    Powhatan and Pocahontas … 59 ★ The Uprising of 1622 … 60 ★

    A Tobacco Colony … 61 ★ Women and the Family … 62 ★

    The Maryland Experiment … 63 ★ Religion in Maryland … 64

    THE NEW ENGLAND WAY … 64 The Rise of Puritanism … 64 ★ Moral Liberty … 65 ★ The Pilgrims at

    Plymouth … 66 ★ The Great Migration … 67 ★ The Puritan Family … 68 ★

    Government and Society in Massachusetts … 68 ★ Church and State in

    Puritan Massachusetts … 70

    NEW ENGLANDERS DIVIDED … 70 Roger Williams … 71 ★ Rhode Island and Connecticut … 71 ★ The Trials

    of Anne Hutchinson … 72 ★ Puritans and Indians … 73

    Voices of Freedom: From “The Trial of Anne Hutchinson” (1637),

    and From John Winthrop, Speech to the Massachusetts General Court

    (July 3, 1645) … 74

    The Pequot War … 76 ★ The New England Economy … 77 ★

    The Merchant Elite … 78 ★ The Half-Way Covenant … 78

    RELIGION, POLITICS, AND FREEDOM … 79 The Rights of Englishmen … 79 ★ The English Civil War … 80 ★

    England’s Debate over Freedom … 80 ★ English Liberty … 81 ★

    The Civil War and English America … 82 ★ The Crisis in Maryland … 82 ★

    Cromwell and the Empire … 83

    REVIEW … 85

     

     

    Contents

    xi

    3 . C R E A T I N G A N G L O – A M E R I C A , 16 6 0 –17 5 0 . . . 8 6 GLOBAL COMPETITION AND THE EXPANSION OF ENGLAND’S EMPIRE … 88

    The Mercantilist System … 88 ★ The Conquest of New

    Netherland … 88 ★ New York and the Rights of Englishmen and

    Englishwomen … 90 ★ New York and the Indians … 90 ★ The Charter

    of Liberties … 91 ★ The Founding of Carolina … 91 ★ The Holy

    Experiment … 92 ★ Quaker Liberty … 93 ★ Land in Pennsylvania … 94

    ORIGINS OF AMERICAN SLAVERY … 94 Englishmen and Africans … 94 ★ Slavery in History … 95 ★ Slavery in the

    West Indies … 95 ★ Slavery and the Law … 97 ★ The Rise of Chesapeake

    Slavery … 98 ★ Bacon’s Rebellion: Land and Labor in Virginia … 99 ★

    The End of the Rebellion, and Its Consequences … 100 ★ A Slave

    Society … 100 ★ Notions of Freedom … 101

    COLONIES IN CRISIS … 101 The Glorious Revolution … 102 ★ The Glorious Revolution in

    America … 103 ★ The Maryland Uprising … 103 ★ Leisler’s

    Rebellion … 104 ★ Changes in New England … 104 ★ The Prosecution

    of Witches … 105 ★ The Salem Witch Trials … 105

    THE GROWTH OF COLONIAL AMERICA … 106 A Diverse Population … 107 ★ Attracting Settlers … 107 ★ The

    German Migration … 109 ★ Religious Diversity … 110 ★ Indian Life in

    Transition … 111

    Voices of Freedom: From Letter by a Swiss-German Immigrant to

    Pennsylvania (August 23, 1769), and From Memorial against

    Non-English Immigration (December 1727) … 112

    Regional Diversity … 114 ★ The Consumer Revolution … 115 ★ Colonial

    Cities … 115 ★ Colonial Artisans … 116 ★ An Atlantic World … 116

    SOCIAL CLASSES IN THE COLONIES … 118 The Colonial Elite … 118 ★ Anglicization … 119 ★ The South Carolina

    Aristocracy … 119 ★ Poverty in the Colonies … 120 ★ The Middle

    Ranks … 121 ★ Women and the Household Economy … 122 ★ North

    America at Mid-Century … 123

    REVIEW … 125

    4 . S L A V E R Y, F R E E D O M , A N D T H E S T R U G G L E F O R E M P I R E T O 17 6 3 . . . 1 2 6

    SLAVERY AND EMPIRE … 128 Atlantic Trade … 128 ★ Africa and the Slave Trade … 130 ★ The Middle

    Passage … 130 ★ Chesapeake Slavery … 132 ★ Freedom and Slavery in

    the Chesapeake … 133 ★ Indian Slavery in Early Carolina … 133 ★ The

     

     

    xii

    Contents

    Rice Kingdom … 134 ★ The Georgia Experiment … 134 ★ Slavery in

    the North … 135

    SLAVE CULTURES AND SLAVE RESISTANCE … 136 Becoming African-American … 136 ★ African Religion in Colonial

    America … 136 ★ African-American Cultures … 137 ★ Resistance to

    Slavery … 138 ★ The Crisis of 1739–1741 … 139

    AN EMPIRE OF FREEDOM … 140 British Patriotism … 140 ★ The British Constitution … 140 ★ The

    Language of Liberty … 141 ★ Republican Liberty … 141 ★ Liberal

    Freedom … 142

    THE PUBLIC SPHERE … 143 The Right to Vote … 144 ★ Political Cultures … 144 ★ Colonial

    Government … 145 ★ The Rise of the Assemblies … 146 ★ Politics in

    Public … 146 ★ The Colonial Press … 147 ★ Freedom of Expression

    and Its Limits … 148 ★ The Trial of Zenger … 148 ★ The American

    Enlightenment … 149

    THE GREAT AWAKENING … 150 Religious Revivals … 150 ★ The Preaching of Whitefield … 151 ★

    The Awakening’s Impact … 151

    IMPERIAL RIVALRIES … 152 Spanish North America … 152 ★ The Spanish in California … 154 ★

    The French Empire … 155

    BATTLE FOR THE CONTINENT … 156 The Middle Ground … 156 ★ The Seven Years’ War … 157 ★ A World

    Transformed … 158 ★ Pontiac’s Rebellion … 160 ★ The Proclamation Line

    … 160 ★ Pennsylvania and the Indians … 161

    Voices of Freedom: From Pontiac, Speeches (1762 and 1763), and From

    The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus

    Vassa, the African (1789) … 162

    Colonial Identities … 164

    REVIEW … 166

    PA R T 2 : A N E W N AT ION, 17 6 3 –18 4 0

    5 . T H E A M E R I C A N R E V O L U T I O N , 17 6 3 –17 8 3 . . . 17 0 THE CRISIS BEGINS … 171

    Consolidating the Empire … 172 ★ Taxing the Colonies … 173 ★ The

    Stamp Act Crisis … 173 ★ Taxation and Representation … 174 ★ Liberty

    and Resistance … 175 ★ Politics in the Streets … 176 ★ The

    Regulators … 176 ★ The Tenant Uprising … 178

     

     

    Contents

    xiii

    THE ROAD TO REVOLUTION … 178 The Townshend Crisis … 178 ★ Homespun Virtue … 179 ★ The Boston

    Massacre … 179 ★ Wilkes and Liberty … 181 ★ The Tea Act … 181 ★

    The Intolerable Acts … 181

    THE COMING OF INDEPENDENCE … 182 The Continental Congress … 182 ★ The Continental Association …

    183 ★ The Sweets of Liberty … 183 ★ The Outbreak of War … 184 ★

    Independence? … 185 ★ Common Sense … 186 ★ Paine’s Impact … 187 ★

    The Declaration of Independence … 187

    Voices of Freedom: From Thomas Paine, Common Sense (1776), and

    From Jonathan Boucher, A View of the Causes and Consequences of

    the American Revolution (1775) … 188

    The Declaration and American Freedom … 190 ★ An Asylum for

    Mankind … 191 ★ The Global Declaration of Independence … 192

    SECURING INDEPENDENCE … 193 The Balance of Power … 193 ★ Blacks in the Revolution … 193 ★

    The First Years of the War … 194 ★ The Battle of Saratoga … 195 ★

    The War in the South … 197 ★ Victory at Last … 199

    REVIEW … 203

    6 . T H E R E V O L U T I O N W I T H I N . . . 2 0 4 DEMOCRATIZING FREEDOM … 206

    The Dream of Equality … 206 ★ Expanding the Political Nation … 206 ★

    The Revolution in Pennsylvania … 207 ★ The New Constitutions … 208 ★

    The Right to Vote … 209 ★ Democratizing Government … 209

    TOWARD RELIGIOUS TOLERATION … 210 Catholic Americans … 211 ★ The Founders and Religion … 211 ★ Separating

    Church and State … 212 ★ Jefferson and Religious Liberty … 213 ★

    The Revolution and the Churches … 214 ★ Christian Republicanism … 215

    DEFINING ECONOMIC FREEDOM … 215 Toward Free Labor … 215 ★ The Soul of a Republic … 216 ★ The Politics

    of Inflation … 217 ★ The Debate over Free Trade … 218

    THE LIMITS OF LIBERTY … 218 Colonial Loyalists … 218 ★ Loyalists’ Plight … 219 ★ The Indians’

    Revolution … 221 ★ White Freedom, Indian Freedom … 222

    SLAVERY AND THE REVOLUTION … 223 The Language of Slavery and Freedom … 223 ★ Obstacles to

    Abolition … 224 ★ The Cause of General Liberty … 225 ★ Petitions

    for Freedom … 225 ★ British Emancipators … 226 ★ Voluntary

    Emancipations … 228 ★ Abolition in the North … 228 ★ Free Black

    Communities … 229

     

     

    xiv

    Contents

    Voices of Freedom: From Abigail Adams to John Adams, Braintree,

    Mass. (March 31, 1776), and From Petitions of Slaves to the

    Massachusetts Legislature (1773 and 1777) … 230

    DAUGHTERS OF LIBERTY … 232 Revolutionary Women … 232 ★ Gender and Politics … 232 ★ Republican

    Motherhood … 234 ★ The Arduous Struggle for Liberty … 235

    REVIEW … 237

    7. F O U N D I N G A N A T I O N , 17 8 3 –17 9 1 . . . 2 3 8 AMERICA UNDER THE CONFEDERATION … 240

    The Articles of Confederation … 240 ★ Congress and the

    West … 242 ★ Settlers and the West … 242 ★ The Land

    Ordinances … 243 ★ The Confederation’s Weaknesses … 245 ★ Shays’s

    Rebellion … 246 ★ Nationalists of the 1780s … 246

    A NEW CONSTITUTION … 247 The Structure of Government … 248 ★ The Limits of Democracy … 249 ★

    The Division and Separation of Powers … 250 ★ The Debate over Slavery

    … 251 ★ Slavery in the Constitution … 251 ★ The Final

    Document … 253

    THE RATIFICATION DEBATE AND THE ORIGIN OF THE BILL OF RIGHTS … 254

    The Federalist … 254 ★ “Extend the Sphere” … 255 ★ The

    Anti-Federalists … 256 ★ The Bill of Rights … 257

    Voices of Freedom: From David Ramsay, The History of the American

    Revolution (1789), and From James Winthrop, Anti-Federalist Essay

    Signed “Agrippa” (1787) … 260

    “WE THE PEOPLE” … 263 National Identity … 263 ★ Indians in the New Nation … 263 ★ Blacks and

    the Republic … 266 ★ Jefferson, Slavery, and Race … 268 ★ Principles of

    Freedom … 269

    REVIEW … 271

    8 . S E C U R I N G T H E R E P U B L I C , 17 9 1–18 15 . . . 2 7 2 POLITICS IN AN AGE OF PASSION … 273

    Hamilton’s Program … 274 ★ The Emergence of Opposition … 274 ★

    The Jefferson-Hamilton Bargain … 275 ★ The Impact of the

    French Revolution … 276 ★ Political Parties … 277 ★ The Whiskey

    Rebellion … 278 ★ The Republican Party … 279 ★ An Expanding Political

    Sphere … 279 ★ The Democratic-Republican Societies … 280 ★ The Rights

    of Women … 281 ★ Women and the Republic … 281

     

     

    Contents

    xv

    Voices of Freedom: From Judith Sargent Murray, “On the Equality of

    the Sexes” (1790), and From Address of the Democratic-Republican

    Society of Pennsylvania (December 18, 1794) … 282

    THE ADAMS PRESIDENCY … 284 The Election of 1796 … 284 ★ The “Reign of Witches” … 285 ★

    The Virginia and Kentucky Revolutions … 286 ★ The “Revolution of

    1800” … 287 ★ Slavery and Politics … 288 ★ The Haitian Revolution

    … 288 ★ Gabriel’s Rebellion … 289

    JEFFERSON IN POWER … 290 Judicial Review … 291 ★ The Louisiana Purchase … 292 ★ Lewis and

    Clark … 294 ★ Incorporating Louisiana … 294 ★ The Barbary Wars … 295 ★

    The Embargo … 296 ★ Madison and Pressure for War … 297

    THE “SECOND WAR OF INDEPENDENCE” … 297 The Indian Response … 298 ★ Tecumseh’s Vision … 298 ★ The War of

    1812 … 299 ★ The War’s Aftermath … 302 ★ The End of the Federalist

    Party … 303

    REVIEW … 305

    9 . T H E M A R K E T R E V O L U T I O N , 18 0 0 –18 4 0 . . . 3 0 6 A NEW ECONOMY … 308

    Roads and Steamboats … 309 ★ The Erie Canal … 309 ★ Railroads and

    the Telegraph … 311 ★ The Rise of the West … 312 ★ The Cotton

    Kingdom … 315 ★ The Unfree Westward Movement … 317

    MARKET SOCIETY … 318 Commercial Farmers … 318 ★ The Growth of Cities … 319 ★ The Factory

    System … 319 ★ The Industrial Worker … 323 ★ The “Mill Girls” … 323 ★

    The Growth of Immigration … 324 ★ Irish and German Newcomers …

    324 ★ The Rise of Nativism … 326 ★ The Transformation of Law … 327

    THE FREE INDIVIDUAL … 328 The West and Freedom … 329 ★ The Transcendentalists … 330 ★

    Individualism … 330

    Voices of Freedom: From Ralph Waldo Emerson, “The American Scholar”

    (1837), and From “Factory Life as It Is, by an Operative” (1845) … 332

    The Second Great Awakening … 334 ★ The Awakening’s Impact … 335 ★

    The Emergence of Mormonism … 336

    THE LIMITS OF PROSPERITY … 337 Liberty and Prosperity … 337 ★ Race and Opportunity … 338 ★ The Cult

    of Domesticity … 339 ★ Women and Work … 340 ★ The Early Labor

    Movement … 341 ★ The “Liberty of Living” … 342

    REVIEW … 345

     

     

    xvi

    Contents

    10 . D E M O C R A C Y I N A M E R I C A , 18 15 –18 4 0 . . . 3 4 6 THE TRIUMPH OF DEMOCRACY … 348

    Property and Democracy … 348 ★ The Dorr War … 348 ★ Tocqueville on

    Democracy … 349 ★ The Information Revolution … 350 ★ The Limits of

    Democracy … 351 ★ A Racial Democracy … 352 ★ Race and Class … 353

    NATIONALISM AND ITS DISCONTENTS … 353 The American System … 353 ★ Banks and Money … 355 ★ The Panic of …

    1819 … 355 ★ The Politics of the Panic … 356 ★ The Missouri Controversy

    … 356 ★ The Slavery Question … 358

    NATION, SECTION, AND PARTY … 359 The United States and the Latin American Wars of Independence … 359 ★

    The Monroe Doctrine … 360 ★ The Election of 1824 … 361

    Voices of Freedom: From President James Monroe, Annual Message

    to Congress (1823), and From John C. Calhoun, “A Disquisition on

    Government” (ca. 1845) … 362

    The Nationalism of John Quincy Adams … 364 ★ “Liberty Is

    Power” … 365 ★ Martin Van Buren and the Democratic Party … 365 ★

    The Election of 1828 … 366

    THE AGE OF JACKSON … 367 The Party System … 367 ★ Democrats and Whigs … 368 ★ Public and

    Private Freedom … 369 ★ Politics and Morality … 370 ★ South Carolina

    and Nullification … 371 ★ Calhoun’s Political Theory … 371 ★ The

    Nullification Crisis … 373 ★ Indian Removal … 374 ★ The Supreme Court

    and the Indians … 374

    THE BANK WAR AND AFTER … 377 Biddle’s Bank … 377 ★ The Pet Banks and the Economy … 379 ★

    The Panic of 1837 … 380 ★ Van Buren in Office … 380 ★ The Election

    of 1840 … 381 ★ His Accidency … 382

    REVIEW … 384

    PA R T 3 : SL AV E RY, F R E E DOM, A N D T H E

    CR ISIS OF T H E U N ION, 18 4 0–18 7 7

    11. T H E P E C U L I A R I N S T I T U T I O N . . . 3 8 8 THE OLD SOUTH … 390

    Cotton Is King … 390 ★ The Second Middle Passage … 391 ★ Slavery and

    the Nation … 391 ★ The Southern Economy … 393 ★ Plain Folk of the Old

    South … 394 ★ The Planter Class … 395 ★ The Paternalist Ethos … 396 ★

     

     

    Contents

    xvii

    The Code of Honor … 396 ★ The Proslavery Argument … 398 ★ Abolition

    in the Americas … 399 ★ Slavery and Liberty … 400 ★ Slavery and

    Civilization … 400

    LIFE UNDER SLAVERY … 401 Slaves and the Law … 401 ★ Conditions of Slave Life … 402 ★ Free Blacks

    in the Old South … 403

    Voices of Freedom: From Letter by Joseph Taper to Joseph Long

    (1840), and From “Slavery and the Bible” (1850) … 404

    The Upper and Lower South … 407 ★ Slave Labor … 408 ★ Gang Labor and

    Task Labor … 408 ★ Slavery in the Cities … 410 ★ Maintaining Order … 410

    SLAVE CULTURE … 411 The Slave Family … 412 ★ The Threat of Sale … 412 ★ Gender Roles

    among Slaves … 413 ★ Slave Religion … 413 ★ The Gospel of Freedom …

    414 ★ The Desire for Liberty … 415

    RESISTANCE TO SLAVERY … 416 Forms of Resistance … 416 ★ Fugitive Slaves … 418 ★ The Amistad … 419 ★

    Slave Revolts … 419 ★ Nat Turner’s Rebellion … 420

    REVIEW … 423

    12 . A N A G E O F R E F O R M , 18 2 0 –18 4 0 . . . 4 2 4 THE REFORM IMPULSE … 425

    Utopian Communities … 426 ★ The Shakers … 426 ★ Oneida … 427 ★

    Worldly Communities … 428 ★ The Owenites … 429 ★ Religion and

    Reform … 430 ★ The Temperance Movement … 431 ★ Critics of

    Reform … 431 ★ Reformers and Freedom … 432 ★ The Invention of the

    Asylum … 433 ★ The Common School … 433

    THE CRUSADE AGAINST SLAVERY … 435 Colonization … 435 ★ Blacks and Colonization … 435 ★ Militant Abolitionism

    … 436 ★ The Emergence of Garrison … 437 ★ Spreading the Abolitionist

    Message … 437 ★ Slavery and Moral Suasion … 439 ★ Abolitionists and the

    Idea of Freedom … 439 ★ A New Vision of America … 440

    BLACK AND WHITE ABOLITIONISM … 441 Black Abolitionists … 441 ★ Abolitionism and Race … 442 ★ Slavery and

    American Freedom … 443 ★ Gentlemen of Property and Standing … 443 ★

    Slavery and Civil Liberties … 445

    THE ORIGINS OF FEMINISM … 446 The Rise of the Public Woman … 446 ★ Women and Free Speech … 447 ★

    Women’s Rights … 448 ★ Feminism and Freedom … 449

    Voices of Freedom: From Angelina Grimké, Letter in The Liberator

    (August 2, 1837), and From Frederick Douglass, Speech on July 5, 1852,

    Rochester, New York … 450

     

     

    xviii

    Contents

    Women and Work … 452 ★ The Slavery of Sex … 453 ★ “Social

    Freedom” … 453 ★ The Abolitionist Schism … 454

    REVIEW … 457

    13 . A H O U S E D I V I D E D , 18 4 0 –18 6 1 . . . 4 5 8 FRUITS OF MANIFEST DESTINY … 459

    Continental Expansion … 459 ★ The Mexican Frontier: New Mexico and

    California … 460 ★ The Texas Revolt … 460 ★ The Election of 1844 …

    463 ★ The Road to War … 464 ★ The War and Its Critics … 465 ★ Combat

    in Mexico … 466 ★ Race and Manifest Destiny … 468 ★ Redefining Race

    … 469 ★ Gold-Rush California … 469 ★ California and the Boundaries of

    Freedom … 470 ★ The Other Gold Rush … 471 ★ Opening Japan … 471

    A DOSE OF ARSENIC … 473 The Wilmot Proviso … 473 ★ The Free Soil Appeal … 474 ★ Crisis and

    Compromise … 474 ★ The Great Debate … 475 ★ The Fugitive Slave

    Issue … 475 ★ Douglas and Popular Sovereignty … 477 ★ The Kansas-

    Nebraska Act … 478

    THE RISE OF THE REPUBLICAN PARTY … 479 The Northern Economy … 479 ★ The Rise and Fall of the

    Know-Nothings … 481 ★ The Free Labor Ideology … 483 ★ Bleeding

    Kansas and the Election of 1856 … 484

    THE EMERGENCE OF LINCOLN … 485 The Dred Scott Decision … 485 ★ The Decision’s Aftermath … 486 ★

    Lincoln and Slavery … 486 ★ The Lincoln-Douglas Campaign … 487 ★

    John Brown at Harpers Ferry … 489

    Voices of Freedom: From The Lincoln-Douglas Debates (1858) … 490

    The Rise of Southern Nationalism … 492 ★ The Democratic Split … 493 ★

    The Nomination of Lincoln … 494 ★ The Election of 1860 … 494

    THE IMPENDING CRISIS … 495 The Secession Movement … 495 ★ The Secession Crisis … 496 ★ And the

    War Came … 497

    REVIEW … 501

How the Great Depression has affected their lives.

In the lesson, you read about the causes of the Great Depression and how the

U.S. government reacted to it. You also saw how Americans were affected by these

hard times.

Look at the photograph shown on this screen. It was taken by Dorothea Lange in 1935

of two families on the side of a highway in Bakersfield, California.

Choose three people from the photograph. Write one paragraph from each person’s

perspective explaining how the Great Depression has affected their lives.

Elements you must include when writing your paragraphs:

• details of the photograph, such as which person you chose, what they are wearing, and what belongings they have with them

• how the stock market crash or Dust Bowl affected your chosen person

• why your person chose to migrate during the Great Depression

Look at the photograph shown on this screen. It was taken by Dorothea Lange in 1935 of two families on the side of a highway in Bakersfield, California.

Choose three people from the photograph. Write one paragraph from each person’s perspective explaining how the Great Depression has affected their lives.

Elements you must include when writing your paragraphs:

  • details of the photograph, such as which person you chose, what they are wearing, and what belongings they have with them
  • how the stock market crash or Dust Bowl affected your chosen person
  • why your person chose to migrate during the Great Depression

The Emerging Civil Rights Struggle, 1941–1957 870

xxiii

The Emerging Civil Rights Struggle, 1941–1957 870

Life Under Jim Crow 870 Origins of the Civil Rights Movement 871 World War II: The Beginnings 872 Cold War Civil Rights 874 Mexican Americans and Japanese Americans 875 Fighting for Equality Before the Law 877

Forging a Protest Movement, 1955–1965 879 Nonviolent Direct Action 880 Legislating Civil Rights, 1963–1965 883

Beyond Civil Rights, 1966–1973 892 Black Nationalism 892 Poverty and Urban Violence 896 Rise of the Chicano Movement 896 The American Indian Movement 897

Chapter Review LearningCur ve 899

A M E R I C A C O M PA R E D Freedom in the United States and Africa 876

A M E R I C A N V O I C E S Challenging White Supremacy 884

T H I N K I N G L I K E A H I S T O R I A N Civil Rights and Black Power: Strategy and Ideology 888

Liberalism at High Tide 904 John F. Kennedy’s Promise 904 Lyndon B. Johnson and the Great Society 904 Rebirth of the Women’s Movement 908

The Vietnam War Begins 910 Escalation Under Johnson 910 Public Opinion and the War 914 Rise of the Student Movement 914

Days of Rage, 1968–1972 919 War Abroad, Tragedy at Home 919 The Antiwar Movement and the 1968 Election 921 The Nationalist Turn 923 Women’s Liberation 924 Stonewall and Gay Liberation 925

Richard Nixon and the Politics of the Silent Majority 926

Nixon in Vietnam 927 The Silent Majority Speaks Out 929 The 1972 Election 931

Chapter Review LearningCur ve 933

A M E R I C A N V O I C E S The Toll of War 912

T H I N K I N G L I K E A H I S T O R I A N Debating the War in Vietnam 916

A M E R I C A C O M PA R E D The Global Protests of 1968 920

Chapter 27 Walking into Freedom Land: The Civil Rights Movement, 1941–1973 868

How did the civil rights movement evolve over time, and how did competing ideas and political alliances affect its growth and that of other social movements?

Chapter 28 Uncivil Wars: Liberal Crisis and Conservative Rebirth, 1961–1972 902

What were liberalism’s social and political achievements in the 1960s, and how did debates over liberal values contribute to conflict at home and reflect tension abroad?

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