Unit 4 Notes: Westward Expansion Part 2 U.S. History & The Constitution Mr. Weathers

1. Unit 4 Notes: Westward Expansion Part 2 U.S. History & The Constitution Mr. Weathers

2. Today’s Lesson Standard / Indicator Standard USHC-2: The student will demonstrate an understanding of how economic developments and the westward movement impacted regional differences and democracy in the early nineteenth century. USHC-2.3 Compare the economic development in different regions (the South, the North, and the West) of the United States during the early nineteenth century, including ways that economic policy contributed to political controversies. The Erie Canal

3. Regional Economies Create Differences (pgs. 212-218) Define the American Industrial Revolution (1820-1870) Change in social & economic organization that resulted from the replacement of hand tools & cottage industries with machines & the development of large-scale industrial production. What impact did it have on the US? Ready available use of new technologies, such as textile & metal production, transformed the Northeast US into an economy of factories & manufacturing operations. Slater Mill: 1st Textile Mill in America Pawtucket, RI (1793)

4. Regional Economies Create Differences (pgs. 212-218) Geographic Factors North = safe harbors; fast flowing rivers. South = fertile land (cash crops). West= fertile farm land & mineral deposits. Economies North: industry & finance (banks) - capital ($$$) earned through the shipping industry = investment in factories. - attracted immigrants (Germans & Irish) to work in factories.  South: invested in slavery & agriculture (slave labor) - Slavery’s move west into Missouri, Texas, California, & Kansas = increased North/South tensions. West: largely agricultural.

6. Regional Economies Create Differences (pgs. 212-218) Henry Clay & the American System (1815) - Political alliance = traded west’s support for the tariff for north’s support of internal improvements & cheap land. • Threatened South’s economic & political interests & added animosity between the regions. American System’s Main Goals 1.) Tariff: aid the growth of U.S. industries = protected American-made goods. 2.) 2nd National Bank: aided exchange of goods across regions - established national currency. 3.) InternalImprovements: assisted trade by improving transportation. “American System”

7. Erie Canal “View of Erie Canal” (1829) by John William Hill

8. Regional Economies Create Differences (pgs. 212-218) Industrialism Spurs Internal Improvements - National Road: federally funded road begun in 1811 - Went from Cumberland, Maryland to Vandalia, Illinois. - Erie Canal: 363-mile man-made waterway; connected the Hudson River with Lake Erie (built 1817-25). - Strengthened economic & political ties between the Northeast & the Northwest (West).

9. Regional Economies Create Differences (pgs. 212-218) Regional Views Towards Protective Tariffs North: favored tariffs = protect their infant industries from foreign competition. South: against protective tariffs (Nullification Crisis), opposed internal improvements, but liked cheap land (move west = plant more cotton). West: accepted in exchange for support of internal improvements (i.e. roads & canals) & cheap land.

10. Regional Economies Create Differences (pgs. 212-218) Regional Views Towards a 2nd National Bank North: favored a National Bank. South & West: against a National Bank = gave too much economic power to rich Northeasterners. - favored state banksthat would offer cheap loans.

11. Regional Economies Create Differences (pgs. 212-218) The Rise of Sectionalism - Sectionalism: placing of one’s regional interests ahead of national interests.

12. TIC-TAC-KNOW Assignment Directions: 1.) Pick three of the nine words (above) & write three sentences correctly using the three words you selected. 2.) Pick three words either across, diagonally, or vertically & write one sentence using all three words you selected. 3.) Use all the words to write a paragraph that accurately conveys the lesson content. - The words are to be used in the context of the lesson.

13. TIC-TAC-KNOW Assignment Directions: 1.) Pick three of the nine words (above) & write three sentences correctly using the three words you selected. 2.) Pick three words either across, diagonally, or vertically & write one sentence using all three words you selected. 3.) Use all the words to write a paragraph that accurately conveys the lesson content. - The words are to be used in the context of the lesson.

14. TIC-TAC-KNOW Assignment Directions: 1.) Pick three of the nine words (above) & write three sentences correctly using the three words you selected. 2.) Pick three words either across, diagonally, or vertically & write one sentence using all three words you selected. 3.) Use all the words to write a paragraph that accurately conveys the lesson content. - The words are to be used in the context of the lesson.

15. TIC-TAC-KNOW Assignment Directions: 1.) Pick three of the nine words (above) & write three sentences correctly using the three words you selected. 2.) Pick three words either across, diagonally, or vertically & write one sentence using all three words you selected. 3.) Use all the words to write a paragraph that accurately conveys the lesson content. - The words are to be used in the context of the lesson.

16. TIC-TAC-KNOW Assignment Directions: 1.) Pick three of the nine words (above) & write three sentences correctly using the three words you selected. 2.) Pick three words either across, diagonally, or vertically & write one sentence using all three words you selected. 3.) Use all the words to write a paragraph that accurately conveys the lesson content. - The words are to be used in the context of the lesson.

17. TIC-TAC-KNOW Assignment Directions: 1.) Pick three of the nine words (above) & write three sentences correctly using the three words you selected. 2.) Pick three words either across, diagonally, or vertically & write one sentence using all three words you selected. 3.) Use all the words to write a paragraph that accurately conveys the lesson content. - The words are to be used in the context of the lesson.

18. Daily “Bell Ringer” Warm Up 2nd Nine Weeks Bell Ringer #1 (26 & 29 Oct) 1.) Sectional differences developed in the United States during the early 1800s primarily because: a.) The political viewpoints & economies of the various regions varied greatly. b.) The political rights for women & minorities were different in the West. c.) All of the presidents in the time period came from the northern states. d.) The diversity of immigrants coming to the South created a unique culture. CORRECT ANSWER: A

19. Sectional Politics Simulation - You will assume the role of U.S. Senators during the 1830s - early 1840s. - Class is divided into groups of 6-9 students with each group representing a U.S. Senate. - Each Senate is divided into 3 regions = Northeast, Southeast & West. - Each region will receive a 2 page regional document which explains your role as a Senator & point values awarded to your region for the passage or defeat of each of the 6 pieces of legislation. - Region’s political positions are outlined in 6 paragraphs; each paragraph focusing on a separate issue. - Negotiation & voting is in regional blocks, even though each Senator actually casts an individual vote. - Use discussion of the issues & persuasion, to express the validity of your views. - Use compromises, bargains, political deals & votes to ensure the best voting decisions are made.

20. LEGISLATIVE AGENDA FOR THE UNITED STATES SENATE Senate Bill Number 1 - Protective Tariff Be it enacted that a tax shall be charged on all products imported into the United States. This tariff shall amount to ______ tax on each dollar value of the good imported.

21. LEGISLATIVE AGENDA FOR THE UNITED STATES SENATE Senate Bill Number 2 - Internal Improvements Be it enacted, the federal government will authorize the issuing of federal bonds up to the amount of $5 to subsidize road and canal building projects.

22. LEGISLATIVE AGENDA FOR THE UNITED STATES SENATE Senate Bill Number 3 - Slavery Be it enacted that slavery will not be allowed in any territories that the United States acquires in the future whether by conquest, purchase, treaty or voluntary annexation..

23. LEGISLATIVE AGENDA FOR THE UNITED STATES SENATE Senate Bill Number 4 - US Bank Be it enacted that the charter of the Second Bank of the United States will be extended for a twenty year period commencing January 1, 1836.

24. LEGISLATIVE AGENDA FOR THE UNITED STATES SENATE Senate Bill Number 5 - Western Lands Be it enacted, that any adult person residing on and improving public lands of the United States shall have the right to purchase any of that public land at the government’s minimum price of $1.25 per acre before that land is made available at public auction.

25. LEGISLATIVE AGENDA FOR THE UNITED STATES SENATE Senate Bill Number 6 - Indian Removal Be it enacted, the federal government will negotiate treaties with those Indians still residing within the bounds of the existing states to extinguish their title to the land. Said Indians will be removed by the federal government to lands made available to them west of the Mississippi River.

26. Sectional Politics Congressional Scorecard

27. Sectional Politics Simulation Class Discussion Points - Compare & contrast the scores for different groups. - Discuss how these scores were attained. - Which pieces of legislation were passed? - Which were defeated? - What political bargains or deals were made?

28. Daily “Bell Ringer” Warm Up 2nd Nine Weeks Bell Ringer #2 (30 & 31 Oct) 2.) The plantation system became the basis for the economy in the southern United States because: a.) land was inexpensive so people could afford to buy large farms. b.) a plantation system existed in England, & the settlers wanted to continue it. c.) the environment was favorable for growing cash crops. d.) it was the only place slavery was ever allowed to exist. CORRECT ANSWER: C

29. Today’s Lesson Standard / Indicator Standard USHC-2: The student will demonstrate an understanding of how economic developments and the westward movement impacted regional differences and democracy in the early nineteenth century. USHC-2.4Compare the social and cultural characteristics of the North, the South, and the West during the antebellum period, including the lives of African Americans and social reform movements such as abolition and women’s rights.

30. The Market Revolution (pgs. 274-279) - Antebellum Era (1820-1860):- time of increased regional pride that led to self-interested sectionalism. - Western settlement increased North/South tensions = led to secession & war.

31. The Market Revolution (pgs. 274-279) The North - Shaped by New England’s Puritan culture, Pennsylvania’s Quakers, & diverse populations (i.e. New York City). - N. England towns grew around the Congregational church & as commercial centers. - Education = 1st established by Mass. Bay Puritans (read Bible) & expanded in the early 19th century to help immigrants. - Immigrants: attracted to industrial jobs = added to North’s cultural diversity & growth. - Few slaves in the North by 1840; most emancipated. - Supported political issues = (high tariffs & national bank) New York City – 1840s

32. The Market Revolution (pgs. 274-279) The South - Culture = strongly influenced by its colonial beginnings & economy. - Large plantations = small privileged class dominated politics, society, & culture. - Most Antebellum Era Southerners lived on family farms & did not own slaves. - Fewer large towns or commercial cities because navigable rivers brought ships close to fields. Middleton Place, SC

33. The Market Revolution (pgs. 274-279) The South Cont. - Wealthy educated their children privately; No public education for poor whites; outlawed teaching slaves to read or write. - Few immigrants = low industry jobs or available land. - Large slave population & significant numbers of free African Americans = contributed heavily to the South’s culture & social structure. - Southern politics = low tariffs, & spread of slavery west.

34. The Market Revolution (pgs. 274-279) The West - Manifest Destiny strengthened individualism among western settlers. - Political support = cheap land, internal improvements & uncontrolled banking.

35. Slavery & Abolition (pgs. 248-253) African Americans - Lived in all regions; some northern states had slaves into the 1830s. - Slavery prohibited in the old Northwest by the Northwest Ordinance. - Free blacks in the North didn’t have same rights as whites (except to legally marry). - African Americans were disfranchised by law the same time universal male suffrage was established.

36. Slavery & Abolition (pgs. 248-253) Free Blacks Cont. - Often last hired & the first fired; did least attractive jobs. - De facto segregation in the North. - Most southern Af. Americans were slaves. - Conditions depended living area & the master’s kindness. - Southern freedmen = lived in cities & worked as artisans (blacksmiths, carpenters, etc.). - Better job opportunities in the South, but were not granted civil/political rights.

37. Religion Sparks Reform (pgs. 240-245) Great Awakening - Religious revival of the early 1800s = nationwide = contributed to reform movements that helped divide the nation. - Belief in personal responsibility for salvation.

38. Slavery & Abolition (pgs. 248-253) Abolitionist Movement - Abolitionist movement – 1st developed among Quakers = believed everyone even slaves, had an “inner light”. - Abolitionists included: Nat Turner Frederick Douglass Harriet Tubman

39. Life Under Slavery

40. Life Under Slavery

41. Life Under Slavery

42. Philosophiball Exercise #1 Slave Should you revolt? (1831) Will you join Nat Turner’s revolt against the white population? Yes No

43. Slavery & Abolition (pgs. 248-253) Abolitionist Movement Cont. & whites such as: William Lloyd Garrison Sarah & Angelina Grimke Harriet Beecher Stowe John Brown

44. Slavery & Abolition (pgs. 248-253) - They published newspapers, organized anti-slavery conventions, wrote books & helped slaves escape on the Underground Railroad (define): - Led rebellions = resulted in slave owners justifying slavery = further divided the nation.

45. Underground Railroad

46. Slavery & Abolition (pgs. 248-253) Abolitionist Movement Cont. - Southerners argued slavery = ‘positive good’ - slaves better off than industrial workers in the North. - Abolitionists split over whether or not to engage in the political process & whether or not to recognize the rights of women publically speak against slavery. - Abolition wasn’t effective until the controversy over western expansion led to political confrontation.

47. Philosophiball Exercise #2 Women at Seneca Falls Which rights should we fight for? (1848) Should women have equal rights, including the right to vote? Yes No

48. Women & Reform (pgs. 254-258) Women’s Rights Movement - Active in the North; tied to abolitionist movement. - Seneca Falls Convention (1848):organized by:   & Elizabeth Cady Stanton Lucretia Mott

49. Women & Reform (pgs. 254-258) Women’s Rights Movement - Advocated women’s rights when denied the right to participate at abolitionist convention. - Women protested 2ndclass citizenship = limited educational access & property ownership, & to get a divorce. - Women’s rights/voting rights movement was not successful in the antebellum period. Sojourner Truth