Our Battle Plan for AP U.S. History

Hey guys, here is some information for the weirdest AP exam ever. See the Chart Below for Information. You will see that your task is a single 5 document DBQ essay that will cover periods Units 3 – 7 Only. This is actually something of a blessing. So, I have provided you with a study guide below in reverse chronological order. Please note that the units themselves go backwards but the material within the unit is chronological. For example, in Period 5 manifest Destiny comes before the Civil War. Happily, we were able to complete a great deal of this material. If you have continued working with me throughout the last couple of weeks, then you are in a good position. If you quit doing anything (and you know who you are) then good luck.

All of our lesson plans are still posted since the start of the year so that should be a big help. I will of course, be available by email and I am hoping to start a Microsoft Teams group for each class (more on this later)!

You’ll notice in the outline that I created below that Unit 7 1890 – 1945 is HUGE!!!! Also look at Unit 5 1844 – 1877 is massive

I heartily encourage you to look at the video lessons created by the College Board but better still, go to Tom Ritchey because he has reviews by unit/period and some updated materials since COVID-19 changed the world: https://www.tomrichey.net/apush.html

U.S. History

Test date and time Exam Date: May 15

Hawaii Time: 8 a.m. Alaska Time: 10 a.m. Pacific Time: 11 a.m. Mountain Time: 12 p.m. Central Time: 1 p.m. Eastern Time: 2 p.m.

Exam timing Students will be given 45 minutes to read and respond to Question 1 and then 5 minutes to upload their response.

Questions Question 1 (45 mins.)

% of exam weight (rounded)

100%

Question name Modified Document-Based Question (DBQ)

Question description This question presents students with 5 historical sources, 1 of which will be a non-text-based source. This question assesses students’ ability to:

Respond to the prompt with a historically defensible thesis or claim that establishes a line of reasoning.

Describe a broader historical context relevant to the

U.S. History

prompt. Support an argument in response to the prompt

using at least 4 documents. Use at least 2 additional pieces of specific historical

evidence (beyond that found in the documents) relevant to an argument about the prompt.

For at least 2 documents, explain how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument.

Use evidence to corroborate, qualify, or modify an argument that addresses the prompt.

Corresponding free-response question (FRQ) type in the course and exam description binder

Modified Document-Based Question (DBQ). The prompt for the 2020 modified DBQ may be derived from any of Units 3–7, and will include 5 documents (instead of 7). The rubric will be lightly modified to match the reduced number of documents, awarding 1 point for using 2 documents and an additional point for using 4 documents. An additional point will be awarded for effectively incorporating a second piece of outside knowledge into the argument. Students can earn up to 2 points for sourcing (1 point for each document).

Units eligible for 2020 exam

Units 3-7 (Students may choose to, but do not need to, provide content knowledge from units 1 and/or 2 for context) See what I have added below as materials to cover as “Units of Study and Review”

U.S. History

Units not included in 2020 exam

Units 1-2 (although students may choose to provide content knowledge from units 1 and/or 2 for context), 8–9

Make-up test date and time

Date: June 3

Hawaii Time: 6 a.m. Alaska Time: 8 a.m. Pacific Time: 9 a.m. Mountain Time: 10 a.m. Central Time: 11 a.m. Eastern Time: 12 p.m.

Units of Study and Review

Unit Seven: 1890–1945 (there are a couple of references below that cover the early Cold War that may extend beyond 1945).

I Imperialism American Style

a. The Political and Economic Arguments for Empire (Republicans for Empire like TR and John Hay, need of markets/resources, competition and fears of continued panics and overproduction)

b. Social Arguments: Social Darwinism and “White Man’s Burden,” Christian mission and export democracy/exceptionalism, Frontier Thesis-Frederick Jackson Turner

c. The Anti-Imperialists (Carnegie, Mark Twain, Gompers) This issue split many Progressives as Twain was anti and TR was Pro Imperialism

d. Early moves for Empire: Samoa and Hawaii annexation issue

II The Spanish-American War 1898

a. Context Causes/Background (Antebellum interest in Cuba/Ostend Manifesto, Cuban insurrection vs. Spain, concentration camps, yellow press/journalism, The sinking of the Maine the Delome Letter and declaration of war

b. Events and Effects (Buffalo Soldiers, Rough Riders, Battle of San Juan Hill in Cuba, Battle of Manila Bay in the Philippines, Treaty of Paris 1898. Filipino Uprising vs. U.S.

c. Teller and Platt Amendments, the Insular cases, Foracker Act (Puerto Rico)

d. Foreign Policy Issues: TR: The World’s Policeman, Roosevelt Corollary, Panama Canal, Russo-Japanese war arbitration, WW: Mexican Intervention and Pancho Villa

III Progressivism 1890s-1920

a. Key theories and Ideas of the Progressivesi. Political Corruption: Attacking bosses/graft with term limits, city councils, recall

elections, city managers, the creation of the direct primary, Seventeenth Amendmentii. Corporate Corruption: Muckrakers attacking trusts and monopoliesiii. Racism: expose practices in south such as lynching, formation of NAACP vs. the spread

of social Darwinist ideas held by some Progressives. Debate between BTW vs. Duboisiv. Gender issues: Settlement House Mvt (Addams), Family planning (Sanger), Women’s

Suffrage & Nineteenth Amendment (Stanton, C.C. Catt) Alice Paul and attempts Equal Rights Amendment. The Lochner and Mueller cases.

v. The Prohibition Mvt and the Eighteenth Amendment

b. National Progressivism and Key Issuesi. Theodore Roosevelt Square Deal: support of unions, public health and consumer

protection (FDA), Trust Busting, environmental protection (conservation vs. preservation).

ii. W.H. Taft: Trust Busting, Ballinger-Pinchot and Payne Aldrich Tariff controversiesiii. 1912 Election and Woodrow Wilson: Keating-Owen and Adamson Acts, Workmen’s

Compensation and Highways, Tariff Reduction and the Sixteenth Amendment, Federal Trade Commission and the Federal Reserve System.

IV World War One at Home and Abroad

a. The War in Europe for context and background (Militarism, Nationalism, Imperialism, the Alliance Structure and death of Archduke Ferdinand)

b. American Involvement and War Declaration (Neutrality and free trade, U-boat attacks and the Lusitania, loans to allies, The Zimmerman Note/Telegram

c. The War on the Homefronti. Economics and Funding the War (War Industries Board, War Labor Board, taxation,

rationing programs.ii. Recruitment: The Creel Commission (CPI), IQ testing for Officers, Selective Service Actiii. Social Impact: The Great Migration of African-Americans and wartime service, roles for

women, Unions AFL no-strike pledge vs. the IWW, wartime protests and the Schenk case.

d. The Versailles Treaty and debates about U.S. role: The Irreconcilables vs. the League of Nations

V The 1920s and the Jazz Age

a. The 1920s Economy The return of Big Business and the Development of New Industries and Technologyi. The Growth of the auto industry and its impact, Less government regulationii. The development of radio and early movie industry & its impactiii. The development of credit (know + and – aspects)

b. The 1920s Culturei. The Jazz Age and breakdown of Victorian Morality Issues (flappers and music, “race

records”)ii. The “Lost Generation” Writers (Hemingway, Stein, Fitzgerald, Lewis)iii. Racism intensifying: The KKK growthiv. The Red Scare: Sacco and Vanzetti, anarchist bombing of NYC, The Palmer Raidsv. Immigration: The 1924 Immigration Act and start of quotasvi. Education and new views on Religion: Darwinism vs. Protestant fundamentalism (Billy

Sunday, The Scopes Trial)

VI The Great Depression and New Deal

a. The Crash and It’s Causesi. The nature of credit and overproduction of durable goodsii. The Trouble Agricultural Sectoriii. The Housing Industryiv. Trade and debt problems in Europe/Tariffsv. The growing issue of unemploymentvi. The Problems of the Stock market and Finance (watered stock, Margin lending, bank

collapses once the crash starts)

b. Hoover and the Crisis: The Reconstruction Finance Corp., “Bank runs” early jobs programs and the Hoover Dam, “Hoovervilles”, the Bonus March, the 1932 Election.

c. The New Deal and FDR 1933 – 1938i. Banking and Finance (leave gold standard, Emergency Banking Act and the FDIC)ii. The Stock Market (Glass-Steagall Act, SEC)iii. Jobs Programs (CCC, PWA, CWA, WPA)iv. Infrastructure and Power (TVA, REA)v. Industry (The NRA)vi. Agriculture (AAA, FSA, subsidies)vii. The Elderly (Social Security)

d. Political, Social, and Economic Impact of Depression/New Deali. African-American shift to Democratic Party, creation of New Deal Coalition of Democrats

and some Moderate Republicans. Francis Perkins first female cabinet secretary (Labor)

ii. Era of Federal spending and more Federal regulation, Critics of the New Deal, “court packing scheme”

iii. WPA helped to foster greater interest the arts, music, massive populations shifts due to unemployment and Dust Bowl

VII Interwar Foreign Affairs (the Slide to WWII)

a. Context/Background: the impact of the Depression in Europe and the rise of Fascism and Nazism in Europe, Japanese Militarism in the Far East (Invasion of Manchuria and Sino-Japanese War 1931-1945)

b. Hitler and Mussolini’s first moves 1931 - 1939: The remilitarization of the Rhine, Austria, Sudetenland, Czechoslovakia, and finally Poland (Mussolini invades Ethiopia) Spanish Civil War

c. American Reactions (Notice the change over time), i. The Stimson Doctrine vs. Japan and the Panay Incident, 1941 Embargo of materials to

Japan of a war use (fuel, oil, and metals)ii. Neutrality Acts 1935 – 1938 (President can declare war zone and exclude U.S. citizen

transport and travel No sale of war materials, No U.S. involvement in Spanish Civil War)iii. Neutrality Act 1939 (sale of all materials on a “cash and carry” basis only to Allies).iv. Destroyers for Bases and Lend Lease Act 1940-1941**v. The Atlantic Charter and the Four Freedoms between Britain and the U.S.vi. The Good Neighbor Policy Toward Latin America

VIII America Goes to War

a. The War on the Homefronti. Selective Service and the Draft, The Second Great Migration and massive population

shifts to wartime industries, “Rosie the Riviter”ii. Race During the War A. Philp Randolph and Executive Order 8802 (Fair hiring in

wartime industries), Discrimination against Japanese-American-internment camps Executive Order 9066, Korematsu v. U.S. case justified internment in 1944 (reparations given to surviving victims by Clinton Admin.).

iii. Government control of most industries toward war materials (like Ford Motors building bomber, Singer sewing machines making machine guns).

iv. Impact of Hollywood on the war effort selling war bonds and stoking patriotism

b. The Military Aspects of the Wari. Operation Torch (U.S. invasion of North Africa), Allied Bombing Campaign, Allied

invasion of Sicily/Italy.ii. “Island Hopping” strategy in the Pacific War, Battle of Midway June 1942 turning

point. Battles of Iwo Jima and Okinawa 1945iii. Normandy D-Day Invasion and The Battle of the Bulge 1944 – 1945iv. The Wartime Conferences: Casablanca (war plans), Potsdam and Yalta (post-war

world and glimpses at the origins of the Cold War tensions.v. The use of the Atomic Bomb by Truman (be aware of both +/- arguments)

Unit 6 Period 6 1865 – 1898

I Westward Migration Continues and the Impacta. Native Conflicts on the Plains (Treaty of Fort Laramie and Dawes Severalty Act, Battles of

Little Big Horn and Wounded Knee)b. The Development of Railroads and Technology (improvements in agriculture) The Cattle

Kingdoms (rise and fall), The development of the wheat industryc. Discovery of gold and silver (Black Hills, Comstock lode in Colorado and Nevada, Gold in

Alaska’s Yukon)d. The Development of popular myths on the west and “cowboys”

II The Rise and Decline of Populism

a. Who were the Populists and their Key Demands:i. The Farmers Alliances and Railroad Regulation: Munn v. Illinois, The Wabash cases.ii. The People’s Part forms & The Omaha Platform: Free and Unlimited coinage of silver

bi-metallism), direct election of senators (the future 17th Amendment), tariff reduction (see 16th amendment), The 8-hour work day for non-agriculture industries, government ownership of utilities/banks/railroads).

iii. Coxey’s Army and the March on Washington (compare with the 1930s Bonus March)

iv. The Decline of Populism (Wm. Jennings Bryan support in 1896 election lose to McKinley), Continued popularity Wizard of Oz?

III The New South (or the same old south)

a. Attempts to diversify the economy and development of other industries (steel in Alabama for example)

b. The end of the “Black Republican power” and the return of the “Solid South” greater institution of Jim Crow laws (social control and segregation), sharecropping and the crop-lien system deepened.

IV The Rise of Big Business

a. New Businesses and Innovations: The Steel, Oil, Communication, and Railroad Industriesi. Carnegie, Rockefeller, Vanderbilt/Stanford/ and several moreii. The new types of business control: trusts, vertical and horizontal

integration/monopoliesiii. The Expansion of the middle class and improved standard of livingiv. Government reaction (The Sherman Anti-Trust Law 1890v. Causes of both Panic of 1873 and Panic of 1893

V The Rise of Organized Labor/Unions

a. The earliest union movements (Lowell and Waltham Mill girls in early 19th Century) recent immigrants from Europe bring the ideas of unions.

b. Demands of most unions: 8- hour work day and conditions were the main ones, National Labor Union and Knights of Labor tried to unionize nearly all workers, the K of L also attempted to unionize black workers and women. Most of the unions also called for immigration restrictions especially of Chinese. Both unions failed because of failed strikes and perceptions of radical views once violence erupted during strikes. The creation of the American Federation of Labor was different only trade unions/skilled workers and made into locals who would only strike with Gomper’s okay.

c. Tools against unions/workers: scabs, strikebreakers like the Pinkertons, blacklisting, open shop, government intervention (national guard and federal use of injunctions).

d. Know causes and effects of these strikes: Great Railroad Strike, Harvester Incident (anarchist bomb kills police and subsequent trials, The Homestead Strike (Carnegie steel and Pinkertons), and Pullman Strike (the largest and use of the injunction by Federal government against Eugene Debs

VI Politics during the Gilded Age

a. Bosses and Political Machines in major cities (Tammany Hall and Boss Tweed, patronage and the spoils for political support, use of poor and immigrants to maintain support)

b. Republican dominance of the White House and the return of the Democratsi. Gilded Age Republicans support of gold standard, internal improvements, big business.

Veterans benefits as a political tool. Cleveland was Only Dem. President of this periodii. Republican split over patronage reform: stalwarts, half-breeds, mugwumps, Pendleton

Act following Garfield assassination.iii. Following Reconstruction (see below) Democrats regain control of “Solid South” and

make inroads again in the mid-Atlantic states and Midwest, maintain many large urban areas. The Election of 1876 disputed between Hayes and Tilden ends Reconstruction (see below)

VII Immigration during the Gilded Age

a. Context/Background for Antebellum years (Irish and German were largest) Nativism: The Know Nothings (American Party). This was called “Old Immigration”

b. “New Immigration” save old immigration plus now more from Southern Europe (Italian and Greek), Eastern Europe (Russian, Hungarians, Polish, and many more), Also continued and escalation of Chinese immigration. Greater nativism b/c of new religion, language/customs, political views (earliest concerns over communism and anarchism). First immigration laws and quotas (Ellis Island and Angel Island).

c. Impact on cities stressing services and habitation: ghettos (old and new meaning), tenement houses, cities grew also due to transportation and distinct class divisions by neighborhoods and the early development of suburbs, Cities also starting to attract rural Americans. Earliest examples of Progressives urban reforms, Social Gospel movement both Catholic and Protestants offering aid to immigrants.

VIII The Growth of the Middle Class

a. Factors leading to this growth = economic expansion and creation of new labor opportunitiesb. Victorian Age ideas of the proper manner and morals; roles for women grew “New woman” vs.

the “Gibson Girl” and traditional cult of domesticity.c. Expansions in education (more STEM and less religious degrees) and literacy. First coed colleges

and early degrees for women. d. Rise of leisure time activities: music, nickelodeons, vaudeville, spectator sports (by class)

Unit/Period 5 1844–1877 (some overlap with period 6)** This unit is Massive because it includes the antebellum Period, Civil War, and Reconstruction Periods

I Manifest Destiny

a. Background and Context: The Louisiana Purchase and end of the War of 1812 opened cheap land for westward expansion. The “Era of Good Feeling” also encouraged westward migration

b. This is the earliest examples of transforming the environment mostly due to more farming and early ranching. Conflicts with Natives and Mexico on the rise, also the reawakening of the slavery debate.

II The Mexican War 1845 – 1848

a. The War of Texas Independence and Manifest Destiny (1835-1836) causes of the uprising, Battle of the Alamo and San Jacinto, The Lone Star Republic and questions about U.S. annexation of Texas

b. Causes of the Mexican War: see above on Texas, James K. Polk ultra-nationalist Manifest Destiny platform in 1844, the border issue in Texas, the growing knowledge of California and other areas of the Mexican Empire. Polk’s movement of troops and the border clash starts the war. Many Whigs and some northern Democrats vote against war largely due to slavery question

c. Wilmot’s Proviso calls for no slavery in any future territory: passes in the House but fails in the Senate; this is the start of the Free-Soil movement/party, California declared independence Bear Flag Republic The Mexican War ends Treaty of Guadalupe-Hidalgo and the Mexican Cession (lands ceded to the U.S.).

d. The slavery debate intensifies between Whigs and Democrats and the free-soil desire to stop slavery leads to debates over southern cession and the issue of “property” rights. Henry Clay fashions the 1850 Compromise:i. Popular Sovereignty for NV and UTii. California admitted as a free state (gold discovered there in 1849)iii. NM and TX border dispute arbitrated (future AZ allowed pop. Sov.)iv. End of the slave trade in D.C.v. Strengthened Federal Fugitive Slave Law (created animosity in North and led to

interposition/Personal liberty laws.

III Increased Sectionalism and Tensions

a. New England, Mid-Atlantic, and Midwest Developed more diversified economies, early textiles, mining light industry, shipping. The growth of the Midwest owing to some degree from technological improvements in the mechanical plow, reaper, some developments in milling grains. Improvements in transportation especially those in railroads become more common.

b. The South: almost purely agricultural development of “king cotton” and the dominant cash crop. The grip of slavery strengthened after cotton gin and new blends made the American south the world’s major supplier of cotton. While international slave trade ended, domestic trafficking increased as did slave populations. The southern Democrats strengthen political grip and support among northern Democrats is weakening some joining the Free-Soil movement (barnburners). While some urban centers develop in the south (Memphis, New Orleans) but are still somehow tied to King Cotton. State’s Rights argument using the history of pre-Constitutional U.S. and writings of earlier Presidents Madison and Jefferson.

c. Following Nat Turner’s Rebellion in the 1830s slave codes had intensified but so had the abolition movement in the North (Garrison, Lovejoy, Douglas).

d. While the 1850 Compromise seemed to have alleviated some tensions, anger over Fugitive Slave Law and Underground Railroad almost guaranteed war.

IV Failure to Compromise and the Coming of the Civil War 1850s-1860

a. The Return of sectional debates over slavery (The Kansas-Nebraska Act) and political consequences, The Free-Soil Party forms and then collapses along with the Know-Nothings most drifting into the new Republican Party The Third Party System Commences (first election attempt in 1856)

b. Filibustering attempts to control Nicaragua and Cuba (Ostend Manifesto)c. The Dred Scott v. Sanford case (know it!) and The Lincoln-Douglas Debate (free soil vs. popular

sovereignty)d. The 1860 Presidential Election (Bell, Breckinridge, Lincoln, and Douglas) and the origins of

secession led by SC December 1860 then GA, FL, MS, AL, LA, and TX followed by seizures of federal instillations such as Fort Sumter in SC

V The Eruption of the Civil War 1861 -1865

a. The Firing on Ft. Sumter by CSA forces and Lincoln’s call up of troops leads to another wave of secession: VA, NC, AR, TN. Border states with slaves but no secession DE, KY, MO, MD, and WV breaks off form VA. Battle of Bull Run shows to be a long war and CSA willing to fight.

b. War Preparation and Organization Union: Legal Tender Act to unify currency and banking, Enrollment Act to draft troops (also done by CSA). Lincoln still faced a strong Democrat party in the North “copperheads” and within his own party “Radical” Republicans (see below). The CSA hoped to gain support from Britain and France (see “cotton diplomacy), The 1862 Trent Affair created tensions with Britain, France invades Mexico violating Monroe Doctrine

c. The Slavery Debate: Lincoln’s position CCOT: Keep together the Union only, Confiscation Acts allow slaves to escape to Union lines, the Emancipation Proclamation following Union victory at Antietam, finally allow Black soldiers to enlist and fight (54 Massachusetts Regiment most famous).

d. 1863 – 1865: The Battle of Gettysburg and Fall of Vicksburg July 1863 marks turning point in the war. 1864 “Sherman’s March to the Sea” to cut off Lee’s retreat and supplies while Grant attacks

Lee nearing to Richmond, Lee’s final surrender April 1865. Within two weeks Lincoln is assassinated.

VI The Era of Reconstruction 1865 – 1877

a. Background and Context: Lincoln’s Plan of Amnesty and Reconstruction 1864, lenient return to the Union with acceptance of the Thirteenth Amendment. The 10% Plan. TN, LA, AR all agree and start Reconstruction Process. Wade-Davis Bill (Radical Republican response to Lincoln), demand 50% and the ironclad oath of never supporting the CSA but killed by Lincoln’s “pocket veto.” With Lincoln’s death Andrew Johnson (a TN Democrat) become President combining the Congressional and Lincoln’s plan. Those former CSA with $20,000 in property must receive Presidential Pardon

b. The Political Battle Beginsi. The Congressional Plan for the Fourteenth Amendment and Johnson’s resistance as he

starts to pardon thousands of former CSA to be in position to resistant the passage of Fourteenth Amendment (remember that states have a voice in this and technically most have returned to the Union by 1866. Many Radical Republicans are also making plans for eventual black male suffrage aka the Fifteenth Amendment.

ii. The Rise of the KKK and Black Codes (state laws to keep freedmen in a state of servitude) are adopted in nearly all CSA convincing Congress to take control of Reconstruction using the military (“bayonet rule”)

iii. Knowing Johnson as the C in C of the military will resist this, mechanisms are placed to inhibit his power Tenure of Office Act. Johnson is impeached by the Republican controlled Congress but the fail to convict by a single vote but Military Control of the South Returns.

iv. Freedmen by 1870 can vote Hiram Revels and Blanche K. Bruce become the first African Americans to go to Congress. White Republicans (scalawags and carpetbaggers) strengthen southern Republicans (especially where the old Whigs had support) as long as the Federal troops are there (many of whom are themselves African-American) leading to tremendous animosity (Memphis Riot and the strengthening of KKK).

v. The Grant Presidency is fraught this corruption (Credit Mobilier Scandal is most famous) and by 1873 a panic has started further weakening support for “radical” Reconstruction. Grant announces he will not seek a 3rd term.

vi. The 1876 election results in an electoral tie but Republicans want to throw out state votes as corrupt is several states, Democrats threaten to not certify the election. A commission is called to end the deadlock resulting in the Compromise of 1877 formally ending reconstruction and removing troops from the south. Almost immediately freedmen rights are eroded and the Democrats return the Solid South.

Unit/Period 4 1800–1844 (some overlap with period 5)** This includes the War of 1812 Early Republic Period, Era of Good Feeling, and Jacksonian Period

I Tensions over the First Party System

a. Context and Background: While Washington despised the idea of parties, they came about anyway. The philosophical differences largely between Hamilton and Jefferson formed the First Party System and it was in full effect by the Election of 1800 (Jefferson defeats Adams after having become his VP in 1796). I included Hamilton’s Plan below even though it is in period 2

b. Hamilton’s Financial Plan had played a large role in creating the party systemi. Tariffs placed against imports for revenue and to protect domestic manufactureii. Bank of the United States (most controversial implied vs. expressed powers)iii. Assumption of all state debt (led to the deal to create Washington D.C.)iv. Excise tax on Whiskey (led to Whiskey Rebellion (see Period 2)v. Running a deficit with other powers and selling bonds on U.S. lands

c. Foreign Affairs had also created tensions as the Federalists tended to be pro-British while the Democratic-Republicans tended to be more pro-French (this changes with the rise of Napoleon), Jefferson’s concerns over the Louisiana Territory held by Napoleon led to purchase and subsequent exploration by Lewis and Clark. The Quasi War that had started under Adams had concluded but the tensions remained into Jefferson’s Presidency with issue of impressment. This led to the 1807 Embargo Act, and near about civil war among the Federalists in New England agree over lost trade especially with Britain

II Another issue that developed during this period was the strengthening and greater series of pro-centralized government rulings by the Marshall Court system:

i. Marbury v. Madison (1803) judicial review and first time a Federal law was overruled.ii. Fletcher v. Peck (1810) contract case, overturned a state law first timeiii. Dartmouth College v. Woodard (1819) Charters and contracts are same and cannot be

abridged by a government unless illegaliv. Gibbons v. Ogden (1824) Interstate Commerce clause and federal supremacyv. McCullough v. Maryland (1819) states cannot tax Federal entity like the BUSvi. Cherokee Nation v. Georgia (1830) tribes are not independent within the U.S. vii. Worcester v. Georgia (1831) overruled a state law attempting to force natives off of

land. Ignored by Jackson start of the Trail of Tears

III America on the World Stage

a. Events leading to the War of 1812 (impressment and violations of U.S. neutrality, Tecumseh attacks and aid from British, The influence of the Warhawk faction, the Non-Intercourse Act and Macon Bill #2)

b. The Events of the war: no territorial changes the start of Manifest Destiny in the west after native conflicts end, rise to fame of Jackson and Wm Henry Harrison, the demise of the Federalist Party following the Hartford Convention discussions over secession.

c. The Monroe Administration and JQ Adams (The Monroe Doctrine and the Adams-Onis Treaty gains part of Florida and sets boundary between US and Spanish Territory

IV The Era of Not so Good Feelings

a. Economic expansion following War of 1812 and Manifest Destiny in the West is muted by the Panic of 1819, the first Depression in U.S. History

b. The demise of the Federalist Party leads to National Republicans as the only party but then quickly breaks down into regional tensions as shown by the Election of 1824

c. Manifest Destiny leads to westward migration and cheaper land but this is muted by the Missouri Crisis of 1819-1820i. Missouri applied for statehood with legal slaveryii. Northern states resist expansion of slavery crushing hopes of gradual emancipationiii. Southern states discuss secession at the Nashville Conventioniv. Clay created Missouri Compromise with Maine admitted to balance the Senate and

creation of the 36-30 Line for the future (this will be only related to lands in Louisiana Purchase as the Mexican War had yet to occur.

V The Market Revolution

a. Henry Clay’s American System mirrored Hamilton’s plan:i. High Tariffsii. Bank of the United States recharteriii. A Federally sponsored program of internal improvements such as roads and canal

buildingb. New Manufacturing such as Lowell and Waltham Mills in New England, increased trade interest

in China (clipper ships and ports in the west though not yet U.S. territory. c. Economic diversity by region begins with the improvements in agriculture (Whitney’s cotton gin

and interchangeable parts called American system of manufacturing), the telegraph, mechanical reaper, further development of steam power for riverboats and the primitive beginnings of railroads (still too expensive for most part in this period). Early examples of advertisements and the diversification of middle classes (artisans and mechanics vs. white collar professional classes) The beginnings of machine-made products start to weaken artisan class (proletarianization).

VI The Era of Jacksonian Democracy and the Second Party System

a. Context and Background: It is called the Jacksonian Period because he was the most important figure. The term Jacksonian Democracy should not be confused with Jackson himself exclusively. The political reforms included:i. The spoils system and patronage which he argued would make government less elitistii. Reduction of property qualification for voting (white male suffrage) which directly aided

the new Democratic Partyiii. Secret balloting and the creation of the caucus system (still used in a few states like

Iowa).

b. The Jackson Presidency and the Second Party Systemi. Jackson vs. the Bank of the U.S. (killed by “pet banks”)ii. Jackson and tariffs (angered his own party signing a higher tariff, “tariff of

abominations” and SC threatened secession leading to the Nullification Crisis.iii. Democratic Party machines start to grow in the North cities supporting Jackson and the

Democrats

iv. Federal land sales inhibited by lack of unified currency. Jackson issues specie circular land sales by gold only, helped lead to Panic of 1837.

v. Martin Van Buren faced the creation of the new Whig Party in 1836 and was defeated in 1840 for re-election by Wm H. Harrison (Log Cabin and Cider campaign). The Whigs supported most of the old Federalist ideas but also gained support among a few upper south states like TN and VA. The Whigs were weakened by growing regional tensions over slavery (see unit 5)

VII The Second Great Awakening and Issues over Immigration

a. Background and Context: The Second Great Awakening was an evangelical movement bigger than the First Great Awakening of the Colonial Period, It focused upon spiritual renewal but also spawned several major reform movements (see below) Additionally it had a utopian bent that implied perfectibility of society. Mormonism, the Shakers, Unitarians, Millerites all reflected the ideas and also some promoted a communal living arrangement based in part of European socialist ideas. There was also a non-religious byproduct of communal living such as Brook Farm and New Harmony Indiana.i. Education Reform (Horace Mann) standardize grading and curricula, expansion of public

education with improvements in mid-Atlantic and especially New Englandii. Prison Reform (Dorothea Dix) great example of improvement and spiritual reforms with

inmates being rehabilitated. Led to ideas on sentencing and juvenile and mental health as part of sentencing

iii. Temperance (various leaders) women played a major political role here protesting and pressuring politicians to reduce (not abolish) alcohol. This becomes a major focus in the Whig Party and also involved the immigration issue (see 18th Amendment for synthesis)

iv. The Women’s Rights Movement (Mott and Stanton) grew out of both temperance movement and abolitionism. Seneca Falls Declaration calling for full equality (See ERA and Nineteenth Amendment for synthesis)

v. The Abolition Movement (Garrison, Lovejoy, Douglas and others) energized by religious zeal and greater knowledge of the plight of slavery the movement gained force in New England especially and was popularized by several publications culminating later with Uncle Tom’s Cabin (unit 5). While a small and radical movement, the Mexican War energized it and made it an issue for many Whig politicians. The Nat Turner Rebellion was a major turning point intensifying animosity on both sides

b. Antebellum Immigration linked both the reform movements along with a growing interest in urban reform among many Whigs for various reasons. For one, Whig Protestants feared the massive wave of Irish Catholics. Another reason was the stereotyping of Germans and Irish as alcoholics. Irish immigrants faced the greatest opposition in this era because of religion and b/c they arrived with few skills or money. Germans on the other hand were feared b/c few could understand their language, some were Catholics and Jews, and a few had been socialists. The Chinese also came in large numbers but were contract laborers who mostly populated the west which was not yet U.S. owned. Because of the massive numbers and their poverty many Irish were forced to live in terrible urban blight and took the least desired jobs

VIII The Development of a Unique American Culture

a. Background and Context Because of improvements in transportation, literacy, and education Americans became a more literate culture and a market for books expanded. Two distinct trends were evident both influenced by the European Romantic Periodi. The Transcendentalist Movement focusing in the power of nature (Thoreau), raw

human emotion (Whitman) and more interest in regional stories unique to Americans (Melville, Emerson, Hawthorne, and John Fenimore Cooper). We also get the first suspense and horror works (Poe)

ii. American Nationalism (Emerson’s American Scholar lecture. There was also a movement in the arts led by the Hudson River School that glorified nature through landscapes with unique American scenes.

b. The American South: Class structure: i. The Large Planter class developed along with the boom in cotton demand who

controlled largest land, slaves and political power with upper class women basically having little influence.

ii. The Small Holder class also revolved around mostly cotton production and actually as a group held most slaves but not individually usually no more than one or two and even work the land with them.

iii. The Yeoman class was largest group possessing no slaves either b/c they couldn’t afford them or, because of hatred or the “peculiar institution.”

iv. The final group is the pine barrens/hillbillies who were the poorest of all and subsisted in the most primitive areas.

v. For African-Americans most were slaves and treatment could vary greatly by plantation. Their economic value meant that they were often sold in leaner years and sometimes more than once. There were also fairly large free black people predominately in the upper south and the future “border states.” This largely changed following the slave rebellions of the early 1800s

Unit Three 1754–1800 (Anglo-American Tensions, the Early Republic, and creation of the Federal Constitution (some overlap with First Party System)

I The French and Indian War 1754 – 1763

a. The Seven Years War in Europe was a massive slugging match between France and her ally Austria and Russia vs. Britain and her allies Prussia and Holland. Like most 18 th century wars this one spilled over to the colonies.i. The French and her Native allies initially had an advantage over the British and colonist

did most of the initial fighting. The militia forces were ineffective and soon Braddock and British regulars were sent. However, not used to asymmetrical strategies it went badly with Braddock being killed along with 50% of his forces.

ii. The Albany Plan of Union was posed for mutual defense as the first attempt at a colonial government. British P.M. Pitt convinced Parliament to send more troops and to encourage colonial militia recruitment.

iii. By 1761 the tide was turning with the French being defeated both in India and Canada forcing a ceasefire and Treaty. The 1763 of Paris ceded all French territory in North America east of the Mississippi River (except the Gulf Coast) to Britain.

iv. While the victory was a smashing success, Britain was financially strapped and faced ruin. The first sign of trouble was the Pontiac Rebellion near modern day Detroit. While British finally stopped the rebellion, they were forced to agree to stop English settlers west of the Appalachian Mountains. The Proclamation of 1763 was the first sign of trouble as British troops were forced to patrol against colonial incursions. This was, in effect a violation of British law keeping troops in the field during peacetime as a police force. Backwoods groups like the Paxton Boys were already resisting both colonial authorities and the British.

II Growing Anglo-American Tensions

a. The Navigation Acts had long mandated that colonial goods of high value (enumerated goods) such as tobacco and rum only be sent to Britain in flagged vessels, However, an era of “salutary neglect” had effectively allowed free trade with other countries. But the arrears created by the recent war called for a tightening of the old laws. One byproduct of this was the hated “writs of assistance” that allowed authorities to effectively search one’s home without a warrant, another violation or British law.

b. The Sugar Act 1764: a small levy designed to defray costs of Navy patrolling was added into the cost of sugar shipped from the West Indies to New England which mostly went into rum manufacture. While the tax was small many were outraged party b/c colonial governments had always had a voice and, more importantly was the enforcement of the act against smuggling. One who traded sugar with other countries could avoid the tax but this was illegal. The most problematic issue was the fact that the accused would face a military tribunal and forced to travel to Nova Scotia (both of which violated British civil law). The Sugar Act was removed in a year when it was found that enforcement was costing more than revenue.

c. The Stamp Act 1765: This was the most explosive because it was a tax on most paper items enacted against colonial authorities (a direct tax). This created the greatest outrage b/c it bypassed traditional colonial rights of taxation. The Stamp Act Congress, the first sign of colonial union, called for a general boycott of all British imports. The ban was also “gently enforced” by groups such as the Sons of Liberty. This gave us the famous tagline “no taxation w/o representation.” The act was repealed and replaced with the Declaratory Act reasserting Parliament’s right to call taxes.

d. The Townshend Duties 1767: This was an import tariff on items made in Britain such as lead, paint, tea, and several others. This met with the same reaction by the colonies: a general boycott of these items. BY 1769 the protests had escalated and when troops were sent to Boston, it seemed like another violation of civil rights. In 1770 violence erupted with the Boston Massacre. For many, this violence created a greater sense of American nationalism. The Townshend Duties were repealed…except the one on tea.

e. The Tea Act and the Boston Tea Party 1772-1773: The Tea act was designed to raise revenue for the British East India Company and while this really was not a typical tax, the colonial response was the Boston Tea Party. Parliament was outraged.

f. The Coercive Acts and the Quebec Act 1774: Boston Harbor was closed, self-government in Boston was stopped, martial law was instituted, and the quartering of troops in unused property was allowed. The Quebec Act was unrelated but was published at the same type granting self-rule for Canada while at the same time removing it for Massachusetts. All five of these were

known as the Intolerable Acts by Parliament. This also led to the First Continental Congress which met to discuss a united response: a general boycott was called but also the Suffolk Resolutions that established a plan for militia defense. The stage was now set for open revolution.

III The American Revolution

a. Advantages for the war all seemed to be ranged in the British favor. The largest empire, the greatest navy and trained army that had decades of fighting experience. They had a defined chain of command, and perhaps most critically they had the support of about 1/3 of the colonists (loyalists or Tories) and another 1/3 who were generally neutral. Britain also had some traditional Native allies like the Cherokee and Mohawk. However, there were also nagging issues. The British, despite lessons that should have been learned in the Seven Years War still generally abided by European tactics. The ability to move supplies would always be an issue with a supply line from Canada or the UK. Additionally, there were those in Parliament who believed that to some degree, the Americans were correct and the Tory party and King George III had drifted toward tyranny. Also, despite the size of the Empire, there actually was a manpower shortage as evidenced by the use of Hessians (German mercenaries).

b. For the Americans the cause of liberty was penultimate. However only about 1/3 could truly be called Whigs and they were Massachusetts fisherman and farmers, Virginia gentlemen and many of the poorest men who had been convinced of “the cause”. One of the greatest strengths of the Americans was a core group of skilled and dedicated generals. The Americans also had shorter supply lines and, as a few victories were won, a growing loyalty among some of the neutrals. But, lets face it; without French involvement and the dedication of men like Baron von Steuben, an old Prussian officer and Marquis de Lafayette, a man inspired by Enlightenment ideals, the Revolution could have been lost.

c. A key philosophical backdrop of the revolution was a generation of men (and women) inspired by early 18th century ideals of the Enlightenment. John Locke whose ideas of natural rights became a premise for the Declaration of Independence, Jean Jacques Rousseau’s ideas of liberty shown through Thomas Paine’s Common Sense, a pamphlet whose influence was tremendous, and later on the Baron Montesquieu who suggested ways to mitigate tyranny in good balanced government. I should be remembered that the founding generation were all men educated in these ideals coupled with their own English History of the Glorious Revolution that led to the English Bill of Rights.

IV The War

a. While the British were powerful, they were also weak. The Battle of Lexington and Concord 1775 were strategic defeats because the British lost half of their forces retreating to Boston where they were effectively trapped. The Battle of Bunker (Breed’s Hill) revealed the tenacity of the colonials. While the Americans were pushed off of the high ground, the British losses were tremendous. They were forced to evacuate the city.

b. The Second Continental Congress meets and the decision, not without opposition was to task the Virginia representative, Thomas Jefferson to draft a Declaration of independence. The die was now cast but the victory was yet won.

c. The winter of 1776 was bleak and the Americans had suffered a tremendous defeat at Brooklyn and were lucky to escape. Winter quarters at Valley Forge saw mean die of disease and exposure. Yet, Washington was able to win two important moral victories at Trenton and in January 1777 at Princeton. These energized the cause and helped to sway many to the cause.

d. The Spring and Summer of 1777 were near defeats for the Continental army but these were not complete. October of 1777 brought news of a tremendous victory, a turning point near the western New York town of Saratoga where colonial forces smashed a larger force under Burgoyne. While few knew it, this was the turning point of the war as Ben Franklin had convinced the French that this was proof of America’s chance for victory. French aid and also the support of the Spanish turned the revolution into another European war. Money, manpower, and perhaps most critically the French Navy arrived.

e. From 1778 – 1781 the Americans, while losing battles were also weakening British resolve. In 1781 British and French forces trapped Lord Cornwallis and his force on the peninsula of Yorktown. While he held out waiting for HSM navy, he could not have known that the fleet had been scattered. The sails on the horizon were French and not British. His surrender marked the end. The Treaty of Paris 1783 marked American independence and the cession of all British land west of the Appalachians to the Mississippi (minus Canada and the Gulf Coast controlled by Spain). Some provisions of the treaty also involved the freedom of slaves who had fought for Britain and no harm to Loyalists….these were no fulfilled. The British on their part were to evacuate western fortresses in the Ohio, also not fulfilled.

V The Social Impact of the War

a. Impact on Women: While NJ briefly gave women the vote, generally speaking women gained no political rights from the war. In most colonies, women could own property and that was important but despite urging by Abigail Adams and Judith Sergeant Murray, the expectation of women was “republican motherhood.”

b. The result for African-Americans was mixed. Many gained their freedom in exchange for military service but in the southern states, slavery was still in place. As one travels north slavery diminished and in New England slavery was effectively abolished. This of course did not mean equality.

c. The American Revolution was a net lose for Native-Americans as some faced recriminations for supporting the British but mainly the treaties that protected some tribes were nullified and any restriction of westward migration was over. This will lead to a series of wars during the Early Republic (see Little Turtle, Joseph Brandt, and Alexander McGilvery who were tribal leaders who attempted to unite the tribes).

d. Class structure: while most men still were not enfranchised immediately some states reduced property qualifications. The majority of Americans would remain farmers or serving the farm industry long into the future. In some states the lower classes were able to enforce their will earlier. In any case a European style class system with a landed elite was less noticeable though it still certainly existed in the southern states (see Unit 4)

VI The Articles of Confederation

a. Context: The Revolution was not just about independence; it was a war against tyranny. You will recall that the tensions first started over beliefs that a centralize authority i.e. the king had trampled colonial British rights and caused a war killing perhaps 20% of the male population. It was then quite natural that most believed that the government should protect the rights of colonies, now 14 states against a strong centralized authority. As a result, the new government entrenched what would soon be called states’ rights.

b. The Articles vested nearly all powers with the new states and even some of them weakened the power of their government. The central government, a confederation shared little power. It could not tax, coin a unified currency, enforce national laws, nor make treaties without state approval. Their purview was basically treaties with natives and a post office. The limitations were very evident and an attempt to fashion a tariff to fund the government was shot down by a single state; Rhodes Island. Two examples of growing discontent were the Newburgh Conspiracy and the final act that revealed the weakness of the government to enforce laws was Shays’ Rebellion 1786-1787.

c. Perhaps the only true success of this government was the method of administering the western lands once the larger states like VA, NC, PA, and NY parted with some of their trans-Appalachian claims. The Land Ordinance of 1785 had created a method selling lands and organizing into townships and the Northwest Ordinance 1787 created the plan for new states entering the union based upon population. Very critically neither allowed the existence of slavery reflecting the founding generations idea of gradual emancipation and for states once they entered the union popular sovereignty would answer the slavery question. None of the NW ordinance states adopted slavery. However, KY and TN carved out VA and NC did.

VII The Constitutional Convention and the New Federal Government

a. The Philadelphia Convention had to immediately address several issues:i. Scrap the Articles and replace with a Federal system that will share power with the

states.ii. How to design the government to not become tyrannical like Britain had becomeiii. Protect the rights of citizens (this was really an afterthought and accomplished with the

Bill of Rights)b. The Virginia and New Jersey plans set out to create plans for the legislative branch. The issue

was how best to represent people. The VA plan wanted population and a bicameral system of direct legislation and appointed upper house much like Parliament. The NJ countered that this would leave smaller states with less representation forever and called for a unicameral legislature. Deadlock was ended with the Connecticut or Great Compromise that created the system that we now have (the Seventeenth Amendment would later allow direct popular election of the upper house Senate). The issue of population also became a problem as southern states wanted slaves counted for the census. This was a marker for House of Reps and the electoral college for the President. After fierce debate among some delegates, the ridiculous 3/5 Compromise resulted.

c. The Executive Branch was created giving the new President power over the military and constitutionally to job of “executing” the laws handed down by the legislative branch. The President was given the power to fashion treaties (with Senate consent), appoint cabinet

members and Federal judges (with Senate consent). The VP would be the runner up in electoral voting but this was changed by the Twelfth Amendment)

d. The Judicial Branch was certainly an issue for some members of the founding generation who did not like that the new court system would have power to overturn state laws and the judges would have lifetime terms (or good behavior) And like the President, could only be removed by the impeachment process. There would also be a Supreme Court that would be the final arbiter of appeals cases.

e. Complete in 1787 and give over to the states for a 2/3 process of ratification the new Constitution was not a slam dunk and NY among others were set to reject it. For many the lack of personal protections had been a problem. The inclusion of 10 amendments, the Bill of Rights, convinced many to accept it (RI rejected it but the 2/3 states rule made it the law)

VIII The New Republic Takes Shape

a. While there technically was a 1st Presidential Election there was little doubt that Washington would be the man and Adams was the VP. The first cabinet level positions were, State, Treasury, Attorney-General, War, and Postmaster. Within the administration Jefferson at State and Hamilton at Treasury reflected the philosophies that would shape the first party system:i. Jefferson’s idea (sometimes written idyll because it was somewhat utopian) reflect a

nation of educated gentlemen farmers who would run the nation something like the old Roman Republic. Jefferson believed in providing basic education to make people better citizens

ii. Hamilton’s model was the bustling world of the 18th century and probably modeled much of his ideas off of England with a central bank and a more elite business class running the country. There was no doubt that he distrusted the idea of direct democracy or “mob rule.”

b. To solve the nations obvious economic problems Hamilton was enlisted to create a plan (I listed this above related to the first party system)i. Tariffs placed against imports for revenue and to protect domestic manufactureii. Bank of the United States (most controversial implied vs. expressed powers)iii. Assumption of all state debt (led to the deal to create Washington D.C.)iv. Excise tax on Whiskey (led to Whiskey Rebellion (see Period 2)iv. Running a deficit with other powers and selling bonds on U.S. lands

Key Foreign Policy and Domestic Issues Washington and Adams 1790 -1800

a. The Washington Administration started in a period where Europe was still at war. The French Revolutionary Wars were raging but the U.S. desperately needed both trade and peace. The Proclamation of Neutrality reflected this reality. Also, the economic stability of the nation was very much in question. i. The Jay Treaty was highly controversial because it sought to restore trade with Britain at

a time when the 1783 Treaty of Paris was still not being enforced (escalating impressment and British activities in the west). The treaty did solve a few issues but the U.S. was certainly bargaining from a position of weakness.

ii. The Pinckney treaty with Spain allowed American farmers and shippers to use the port of New Orleans (right of deposit)

iii. With France tensions continued to escalate as the Convention government there claimed the U.S. had ignored a treaty of aid from 1778. Attacks against American shipping was escalating and the Citizen Genet affair threatened to pull us into the European war.

iv. War in the Ohio Territory erupted as natives led by Little Turtle attacked settlers. A U.S. army force sent there to pacify native attacks was defeated with heavy loses. Another force crushed native resistance at the battle of Fallen Timbers in 1794. The Treaty of Greenville effectively ended native attacks in the area.

v. Domestically resistance to Hamilton’s excise tax on Whiskey led to the second largest rebellion in U.S. History (second only to the Civil War). However, unlike the Shays Rebellion, now there was a national army that put down the rebellion.

b. For John Adams his Presidency was troubled nearly from the start. His VP Thomas Jefferson was clearly at odds with him and, despite Washington’s warning the 1796 election was the start of the First Party System Federalist vs. Democratic Republicans. For Adams foreign policy issues created the greatest tensions and these impact domestic issues.i. The Quasi War with France 1799 – 1801 was a series of naval battles that led to

increased defense spending when the attack to negotiate had failed (XYZ Affair)ii. The Alien and Sedition Acts were supposedly issues of national security allowing the

President to deport potential spies and lengthen citizenship requirements. It would also allow him to suppress anti-government publications. These were clear attempts by the Federalists to weaken the opposition party now led by Jefferson and Madison. The resulting opposition came to be called the VA and KY Resolutions asserting the right of a state to ignore an improper Federal law. This becomes the basis of nullification and will one day be a component of state’s rights theory.

iii. Another problem for Adams was his willingness to give diplomatic recognition to Santo Domingo (Haiti) following its revolution from France. Southern states were fearful that this could encourage domestic slave uprisings. In the coming 1800 election this most likely lost him support in favor of the VA slave-owning VP.

iv. The literal final act of the Adams Administration was the “midnight appointments” of new Federal judges who were loyal to the Federalist party. This was not illegal or unconstitutional at the time but this became the backdrop of the Marbury v. Madison case.