Transcript APUSH Review: The Election of 1844

Period 5: 1844 – 1877
APUSH REVIEW: KEY
CONCEPT 5.1
Everything You Need To Know About Key
Concept 5.1 To Succeed In APUSH
The New Curriculum

Key Concept 5.1 “The United States became more
connected with the world as it pursued an expansionist
foreign policy in the Western Hemisphere and
emerged as the destination for many migrants from
other countries.”
 Page

54 of the Curriculum Framework
Big ideas:
 What
were the social, economic, and political impacts of
Manifest Destiny and westward expansion?
 What impact did the Mexican-American War have on
politics?
 What were reasons for, and goals on the nativist
movement that emerges during this time?
Key Concept 5.1 I


“Enthusiasm for U.S. territorial expansion, fueled by economic and national security interests and supported by
claims of U.S. racial and cultural superiority, resulted in war, opening of new markets, acquisition of new territory,
and increased ideological conflicts.” – pg 44 of the curriculum framework
Manifest Destiny and political debates
 Belief
that it was America’s “God-given” right to expand
westward
 US increased its power in the Western Hemisphere
 Helped promote nationalism and belief of superiority
 Shaped the era’s political debates
 Election

of 1844 – Texas
Impacts of the Mexican-American War?
 Debates
over slavery – Wilmot Proviso, Free-Soil Party
 Compromise of 1850 determined how newly acquired land
would enter the Union – popular sovereignty
Key Concept 5.1 I Cont.

Impacts of westward expansion?

Environmental transformation:
1870s decline of Buffalo
 Removing grass to plant led to erosion of soil


New economic activities:
railroad construction, cities built around RRs
 Mining – Comstock Lode – silver settlements built around resources



Increased settlement, especially on former Native land
US looked to expand trade beyond its own borders, especially
Asia
Economic initiatives – Clipper ships – faster travel, helped increase
trade with China (tea)
 Diplomatic initiatives – Matthew Perry and the “opening” of Japan
(1850s)
 Cultural initiatives – Missionaries in China helped spread Christianity

Key Concept 5.1 II


“Westward expansion, migration to and within the United States, and the end of slavery reshaped North American
boundaries and caused conflicts over American cultural identities, citizenship, and the question of extending and protecting
rights for various groups of US inhabitants.” – pg 45of the curriculum framework
Increased immigration prior to the Civil War:
“Old Immigration”: Northern and Western Europe (Irish and
Germans)
 Settled in communities together and often kept their religions,
languages, and customs


Irish tended to settle in cities in the Northeast, were mostly Catholic

Would work for lower wages -> resentment by American-born workers
Germans settled on the “frontier”
 Parochial Schools – Catholic schools


Impact of Immigration?
Nativism – dislike/hatred of foreigners, sought to stop immigration
 “Know-Nothing” Party – became a popular political party, anti-immigrant
and anti-Catholic
 Many Americans resented the Irish and Germans because they tended to
vote Democratic

Key Concept 5.1 II

New economic opportunities and religious refuge out west for Asians, African
Americans, and whites

Gold Rush (1840s) in California




Mormons – sought refuge in Utah
Cattle ranching in the Dakotas
The federal government (during and post-Civil War) helped promote
economic development and westward expansion



Cities grew in population overnight
Homestead Act (1862): 160 acres of land would be given for a small fee to
anyone that moved west
State and federal governments often gave subsidies ($ and land) to railroad
companies to build
US expansion led to conflict with Natives and Hispanics (those living in land
formerly belonging to Mexico), often changing their ways of life

Sand Creek Massacre (November 29, 1864):


Little Big Horn (Custer’s Last Stand) – Natives attacked and killed Custer and all
his men


CO militia attacked Cheyenne Indians, killed over 100, mostly women and children
US sought to assimilate many Natives with the expectation they would adopt white ways
Mariana Vallejo – Mexican-born, helped the transition of CA from Mexico to US
Test Tips

Multiple-Choice and Short Answer Questions:
 Impacts
of Mexican-American War
 Nativism and characteristics of immigrants
 Economic opportunities out west

Essay Questions:
 Manifest
Destiny and its impacts (Native Americans,
slavery, Civil War, etc.)
 How the government contributed to settlement out west
Period 5: 1844 – 1877
APUSH REVIEW: KEY
CONCEPT 5.2
Everything You Need To Know About
Key Concept 5.2 To Succeed In
APUSH
The New Curriculum

Key Concept 5.2 “Intensified by expansion and
deepening regional divisions, debates over slavery
and other economic, cultural, and political issues led
the nation into civil war.”
 Page

46 of the Curriculum Framework
Big ideas:
 What
were different factors that led to an increase in
sectionalism?
 What were different methods abolitionists used to achieve
their goals?
 Why did proposals to resolve the issue of slavery in
territories ultimately fail?
Key Concept 5.2 I


“The institution of slavery and its attendant ideological debates, along with regional economic and demographic changes, territorial expansion
in the 1840s and 1850s, and cultural differences between the North and the South, all intensified sectionalism.” – pg 46 of the curriculum
framework
Northern v. Southern economies:

North:



South:



Manufacturing – use of free labor
Population grew rapidly - immigration
More reliant on agriculture and slavery
Slow population growth
Abolitionism:


Minority in the North
Very noticeable campaign



William Lloyd Garrison’s Liberator called for the IMMEDIATE end to slavery
Underground RR helped slaves escape – 1,000/ year
Some used violence to achieve goals:



Nat Turner’s Rebellion
David Walker’s Appeal
John Brown’s Raid
Key Concept 5.2 I Continued

Many in the South defended slavery as a positive good


John C. Calhoun
Arguments used to defend slavery:

States’ Rights:


Nullification:


States could create laws to determine what’s in their own best interest
VA and KY Resolutions, SC Exposition and Protest – belief that states could
nullify (void) federal laws
Racist Stereotypes:

Minstrel Shows:


White actors used blackface in shows that promoted racism and stereotypes
“Jim Crow” was a major character
Key Concept 5.2 II


“Repeated attempts at political compromise failed to calm tensions over slavery and often made sectional tensions worse, breaking
down the trust between sectional leaders and culminating in the bitter election of 1860, followed by the secession of slavery and
southern states.” – pg 46 of the curriculum framework
Proposals to resolve the issue of slavery that ultimately failed to
reduce tensions:

Compromise of 1850:

Major Parts:
1.

2.

3.

4.



CA was added as a free state
Tips the balance in favor of free states
Slave Trade was abolished in DC
Slavery remained, just not the trade
Popular Sovereignty in land gained from Mexican Session
Those living in territories could decide status of slavery
More strict Fugitive Slave Act – will infuriate Northerners
Requires Northerners to aid in catching and return of slaves
Leads to Personal Liberty Laws
Kansas-Nebraska Act:
 1854 Law that allowed for popular sovereignty in the Kansas and Nebraska Territories
 The expectation was that Kansas would be slave, Nebraska would be free
 Overturned the Missouri Compromise
 Many in the North were upset
 Helped lead to the creation of the Republican Party
Key Concept 5.2 II Continued

Proposals to resolve the issue of slavery that ultimately failed to
reduce tensions:

Dred Scott v. Sanford:
1.
2.
3.



African Americans (regardless if they were free or slave) were NOT citizens
and could not sue in court
Slaves were considered property and could not be taken away without “due
process” (5th amendment)
Congress could not regulate slavery in territories
Tensions between the North and South increase
Democratic Party splits along sectional lines
The end of the Second Party System was caused by:


Issues of slavery and nativism -> helped lead to sectional parties (see
election of 1860)
Republican Party emerged in the North and Midwest:


Made up of Free-Soilers and some former Whigs
Lincoln’s Presidential Platform in 1860 was the NONEXTENSION of slavery

Ultimately, this would lead to many southern states seceding, causing the Civil War
Test Tips

Multiple-Choice and Short Answer Questions:
 Abolitionists’
methods
 Defenses of slavery
 Failed attempts at resolving slavery issues: Compromise of
1850, KS-NB, and Dred Scott
 Republican Party and Lincoln’s election platform

Essay Questions:
 Increase
in sectional tensions
 1860 election as a turning point
Period 5: 1844 – 1877
APUSH REVIEW: KEY
CONCEPT 5.3
Everything You Need To Know About Key
Concept 5.3 To Succeed In APUSH
The New Curriculum

Key Concept 5.3 “The Union victory in the Civil War and
the contested Reconstruction of the South settled the issues
of slavery and secession, but left unresolved many
questions about the power of the federal government and
citizenship rights.”
 Page

46 of the Curriculum Framework
Big ideas:
 Why
did the North ultimately prevail in the Civil War?
 How did Reconstruction affect the relationship between
Congress and the presidency?
 What impacts did the 14th and 15th amendments have on
women and African Americans?
Key Concept 5.3 I


“The North’s greater manpower and industrial resources, its leadership, and the decision for emancipation
eventually led to the Union military victory over the Confederacy in the devastating Civil War.”.” – pg 57 of the
curriculum framework
The North and South dedicated their economies and
societies to fighting the war
 Conscription
(draft) instituted in both
 Opposition on the home front persisted
 In
the North:

 In
the South:


MD newspapers (shut down by Lincoln), NYC Draft riots – “Rich man’s war,
but a poor man’s fight.”
Many farmers refused to fight, would not let slaves fight
Impacts of the Emancipation Proclamation:
 Purpose
of the war was changed
 Many African Americans enlisted in the Union army
 Kept European powers from siding with the South
Key Concept 5.3 I Cont.

Why did the Union prevail, despite early challenges?
 Improved
military leadership – Grant, Sherman, and total war
 Effective Strategies – Anaconda Plan
 Key Victories – Antietam – led to Emancipation Proclamation
 Greater resources – industrialized north
 Destruction of South’s environment and infrastructure –
Sherman’s March to the Sea
Key Concept 5.3 II


“The Civil War and Reconstruction altered power relationships between the states and the federal government and among
the executive, legislative, and judicial branches, ending slavery and the notion of a divisible union but leaving unresolved
questions of relative power and largely unchanged social and economic patterns.” – pg 58 of the curriculum framework
13th Amendment – abolished slavery

South resisted this amendment via sharecropping –
Freedmen worked on farms and exchanged labor for using land and
housing
 Half of their crops were typically given to the land owner
 Sharecroppers had to borrow $ to get started


Local stores gave loans at high rates (crop lien system)
If cotton prices fell (and they did in the 1870s), perpetual debt was
common for most sharecroppers -> peonage
 A majority of blacks in the South were sharecroppers by 1890


The goal of sharecropping was to have circumstances as close to
pre-Civil War as possible
Key Concept 5.3 II Cont.

Effects of Republicans to reconstruct the South?

Change in the balance of power between the Presidency and
Congress

Presidential v. Radical Reconstruction – Congress determined when to readmit states


Johnson’s vetoes and Congressional overrides
Impeachment of Andrew Johnson
Reunited the Union
 Political and leadership opportunities for former slaves:



Robert Smalls – steamer pilot that brought a ship to the Union navy during
the Civil War; later became a Congressman
VS.
Rearranged relationships between
whites and blacks in the South
(albeit temporarily)

Hiram Revels – Senator from MS (Jefferson Davis’ former seat), first African
American to serve in the Senate
Key Concept 5.3 II Cont.

Why did Radical Republicans not succeed in changing
racial attitudes, culture, and establishing a base for their
party?
 Determined
Southern Resistance:
 “Redeemer”


governments:
Local and state governments that ousted Republican governments
Often done through violence and intimidation
 KKK
terrorized blacks and Republicans
 North’s
 Death
waning resolve:
of Charles Sumner in 1874
 Panic of 1873 tainted Republican Party and many began to call for
a smaller government
Key Concept 5.3 III


“The constitutional changes of the Reconstruction period embodied a Northern idea of American identity and
national purpose and led to conflicts over new definitions of citizenship, particularly regarding the rights of
African Americans, women, and other minorities.” – pg 58 of the curriculum framework
14th and 15th amendments provided for:
 Citizenship,
equal protection of the laws, and suffrage for
African American males
 However, these rights were restricted through:
 Segregation
– Jim Crow laws
 Violence – KKK – intimidated African Americans and tried to prevent
them from voting
 Supreme Court decisions


Civil Rights Cases – individuals and private businesses could discriminate
Plessy v. Ferguson – Segregated facilities were OK, as long as they were
“equal”
 Local
political tactics – poll taxes, grandfather clauses, literacy tests
Key Concept 5.3 III Cont.

Impact of the 14th and 15th amendments on the Women’s
Rights Movement?
 Divided
the women’s rights movement:
 Frederick
Douglass and others favored black suffrage PRIOR to
women’s suffrage
 Elizabeth Cady Stanton and Susan B. Anthony feared women’s
suffrage would not be granted any time soon

Although the 13 – 15 amendments were restricted in the
short term, they later would be used to uphold civil rights:
 1950s
– 1960s Civil Rights Movement – Brown v. Board
Test Tips

Multiple-Choice and Short Answer Questions:
 Reasons
for the Union’s victory in the Civil War
 Ways the South resisted Reconstruction Amendments
 How Reconstruction changed relationship between Congress
and the presidency

Essay Questions:
 Connecting
Reconstruction Amendments to Civil Rights
Movement of the 1950s-60s
 Political and Social impacts of Reconstruction on American
society