Unit 5: Expansion, Disunion, & Reconstruction

1. Unit 5: Expansion, Disunion, & Reconstruction Learning Targets 1 - 40

2. 1. I can define Manifest Destiny. John L. O’Sullivan Editor of United States Magazine and Democratic Review described the annexation of Texas as: “the fulfillment of our manifest destiny to overspread the continent allotted by Providence for the free development of our yearly multiplying millions.” Manifest Destiny the belief widely held by Americans in the 19th century that the United States was destined to expand across the continent! acquiring Mexico & Canada

3. 1. I can define Manifest Destiny. • Imperialism • the policy of extending rule or control of one country over other countries or colonies, territory, resources, people, etc… usually to control: • natural resources • markets • naval bases • Compare/contrast Manifest Destiny w/ Imperialism • Are U.S. attitudes and policies in the world today, imperialistic? • Middle East • relations w/ China, Russia, etc…

4. 1. I can define Manifest Destiny. John Gast American Progress

5. 2. I can identify reasons for westward expansion. • The “easy” purchase of Louisiana • To obtain land for farming • To increase “national security” • To eliminate European influence from North America • Britain in Canada • Spain/Mexico in Mexico • Belief in “ethnocentrism” • belief that one’s own culture is superior to others • as Christians, believe it is God’s will to spread across continent! • Divine Providence

6. Quick Write • Answer in complete sentences with many details and examples (O.I.) • Define Manifest Destiny • Explain at least two (2) reasons for westward expansion • Explain how the idea of expansion might be present today in U.S. attitudes and policies around the world

7. 3. I can discuss the conflict that occurred due to westward expansion. • Texas Revolution - 1836 • mass immigration (Moses/Stephen Austin) • opposition to dictatorial rule of: • General Antonio Lopez de Santa Anna • Sam Houston and Texas Rebels fight for independence • The Alamo • Goliad • Battle of San Jacinto • Treaty of Velasco • Oregon - 1845 • threat of war with Great Britain • “54/40 or fight!” • peaceful settlement of border dispute at 49th parallel

11. 3. I can discuss the conflict that occurred due to westward expansion. • Mexican War - 1845-1848 • brought on by “annexation” of Texas to the United States • expansion of slavery in the U.S. • distrust between U.S. and Mexico • offer to purchase Mexican land seen as affront to Mexican people/nation • U.S. seen as “imperialistic” • border dispute • settlement of claims • California - 1848 • hastily organized as “Bear Flag Republic” in midst of Mexican War • became part of U.S. in Treaty of Guadalupe Hidalgo • as well as approx. half of Mexico • leads to Gadsden Purchase in 1853

14. 4. I can explain the primary motive behind the Texas Revolution. • Texas Revolution – 1836 • Southerners immigrate into Mexico (Texas) • land, escape US tariff policy • initially, settlers to: • become citizens of Mexico • obey Mexican laws • convert to Catholicism • after mass immigration, Mexico changes laws: • suspend land grants • place tariffs on goods from U.S. • forbids slavery – 1829

15. 4. I can explain the primary motive behind the Texas Revolution. • Texas Revolution – 1836 • Texan’s claim no representation in Mexican government • tension over cultural differences • Protestant Anglo settlers vs. Catholic Hispanic Mexicans • English vs. Spanish language • sugar/cotton farmers • brought slaves to Texas • Mexico abolishes slavery in 1829 • Texans revolt for independence - 1835

16. 5. I can examine the ways in which the Texas Revolution impacted the conflict between the North and South. • Extension of slavery • “slavocracy” in power in South • feels itself a minority “section” of the nation • being eclipsed by expansion to the West of the North • Missouri Compromise • upset balance of slave/free states • North fears addition of slave state will tip balance in Senate in favor of slave states • if reversed, endangered ability of the South to defeat anti-slavery measures in the Senate • “Tallmadge Amendment” • Fear of war with Mexico if annexed to the U. S. • delays annexation 9 years

17. 6. I can assess the legitimacy of the Texas border dispute that led to the Mexican-American War.

19. 6. I can assess the legitimacy of the Texas border dispute that led to the Mexican-American War.

20. 6. I can assess the legitimacy of the Texas border dispute that led to the Mexican-American War.

21. 6. I can assess the legitimacy of the Texas border dispute that led to the Mexican-American War. • Prior to Texas Revolution … • … border between Texas and Chihuahua was Nueces River • Treaty of Velasco … • … ending the Texas Revolution, • Texans force Santa Anna to accept Rio Grande as border between Independent “nation” of Texas (the Lone Star Republic), and Mexico • with “gun to his head” • under duress • many argue Santa Anna, most if not all Mexicans, many in U.S., do not recognize Texas as independent as a result! • Abraham Lincoln’s “spot resolution”

22. 7. I can describe the role of President Polk in the Mexican-American War. • James K. Polk • President - 1845 – 1849 • Southern slaveholder • supported Manifest Destiny • favored annexation of Texas • “at the earliest practicable period” • Slidell Mission • John Slidell • Spanish speaking emissary • sent to Mexico by Polk to: • purchase California and New Mexico • reach agreement on Rio Grande as border between United States and Mexico • Mission rejected by Mexican government • U.S. insulted by treatment of Slidell • Mexico insulted by offer to purchase much of territory and by annexation of Texas and border dispute

23. 7. I can describe the role of President Polk in the Mexican-American War. • Polk sends General Zachary Taylor … • … into disputed territory between Nueces and Rio Grande Rivers … • … and John C. Fremont into California • both seen as violations by Mexicans of their territory • Mexico sends troops across Rio Grande River … • … skirmish ensues at Matamoros Mexico • 11 U.S. soldiers dead • Polk asks Congress for a declaration of war … • … saying, “American blood has been shed on American soil!” • Was Polk hoping for a conflict to justify war?

24. 8. I can evaluate the political, economic, and socialbenefits of the Texas Revolution and Mexican-American War for the U.S.. • Political • Economic • Social

25. 9. I can evaluate the political, economic, and socialloses of the Texas Revolution and Mexican-American War for the U.S.. • Political • Economic • Social

26. 10. I can explain the events of the Mexican-American War. • Two Fronts • Mexico • Zachary Taylor defeats Santa Anna at Buena Vista • in northern Mexico • Winfield Scott conquers Veracruz and Mexico City • California • John C. Fremont leads military force to Salinas Valley • Stephen Kearny “marches” from victory in New Mexico to California • American settlers, led by Fremont, seize town of Sonoma and declare California independent • Bear Flag Republic

27. 10. I can explain the events of the Mexican-American War. • Treaty of Guadalupe Hidalgo • February 2, 1848 • Terms: • Mexico accepts Rio Grande as the border between U.S. and Mexico • Mexico “cedes” territories of New Mexico and California to the United States • U.S. agrees to pay $15 million for Mexican Cession • includes present day states of California, Nevada, New Mexico, Utah, most of Arizona, parts of Colorado and Wyoming • Guaranteed Mexicans freedom of religion, protection of property, bilingual elections, and open borders

28. 10. I can explain the events of the Mexican-American War.

29. 11. I can analyze the anti-war movement that occurred during the Mexican-American War. • U.S., increasingly divided by sectional rivalry … • … the war was a partisan issue and an essential element in the origins of the American Civil War. • Abraham Lincoln • questioned the war’s justification • “spot resolution” • Abolitionists & Antislavery Whigs • a plot to extend slavery • ensure Southern domination of the Union • Whig leader Robert Toombs of Georgia declared: • “This war is nondescript .... We charge the President with usurping the war-making power ... with seizing a country ... which had been for centuries, and was then in the possession of the Mexicans .... Let us put a check upon this lust of dominion. We had territory enough, Heaven knew.”

30. 11. I can analyze the anti-war movement that occurred during the Mexican-American War. • Charles Sumner • “the lives of Mexicans are sacrificed in this cause; and a domestic question, which should be preserved for bloodless debate in our own country, is transferred to fields of battle in a foreign land.” • Joshua Giddings … • led a group of dissenters in Washington D.C. • He called the war with Mexico "an aggressive, unholy, and unjust war," and voted against supplying soldiers and weapons. He said: • “In the murder of Mexicans upon their own soil, or in robbing them of their country, I can take no part either now or here-after. The guilt of these crimes must rest on others. I will not participate in them.”

31. 11. I can analyze the anti-war movement that occurred during the Mexican-American War. • Henry David Thoreau … • … was jailed for his refusal to pay taxes to support the war, and penned his famous essay, Civil Disobedience • Wilmot Proviso - 1846 • aimed to prohibit slavery in new territory acquired from Mexico • Wilmot's proposal did not pass Congress, but it spurred further hostility between the factions

32. 12. I can define popular sovereignty and explain its impact on the conflict between North and South • Popular Sovereignty … • “people power” • … or, the sovereignty of the people is the principle that the legitimacy of the state is created and sustained by the will or consent of its people, who are the source of all political power • In Manifest Destiny … • … the idea of allowing the people of a territory to decide for themselves to allow slavery to exist in their territory

33. 12. I can define popular sovereignty and explain its impact on the conflict between North and South • Impact … • Compromise of 1850 • popular sovereignty for Utah & New Mexico territories • slavery not economically suitable so, little impact • Kansas-Nebraska Act – 1854 • popular sovereignty for Kansas & Nebraska territories • immigrants rush/sent to populate territories to effect outcome • produces mini-Civil War • “Bleeding Kansas”, Pottawatomie Creek Massacre, John Brown, the “sack of Lawrence”, etc… so, huge impact

34. 13. I can describe the role of Harriet Tubman in the abolition movement.

35. 13. I can describe the role of Harriet Tubman in the abolition movement.

36. 13. I can describe the role of Harriet Tubman in the abolition movement. • Harriet Tubman – 1820 – 1913 • was an African-American abolitionist, humanitarian, and Union spy during the Civil War • she later helped John Brown recruit men for his raid on Harper’s Ferry • in the post-war era, she struggled for women’s suffrage • born into slavery … • … Tubman escaped … • … became a “conductor” on the Underground Railroad • network of antislavery activists and safe houses • made more than nineteen trips South to rescue more than 300 slaves • including her own parents • followed the North Star over Ohio River • goal to reach Canada to ensure perpetual freedom

37. 14. I can summarize the main message and describe the impact of Uncle Tom’s Cabin on the abolition movement. • Harriet Beecher Stowe • Uncle Tom’s Cabin – 1852 • illustrated the evil and immorality of slavery • illustrated slavery's effect on families • family members sold apart, husbands from wives, children • helped readers empathize with enslaved characters • slave Eliza flees across frozen Ohio River, clutching infant son • Uncle Tom purchased by kindly Augustine St. Clare • demonstrated worst evils of slavery • Uncle Tom whipped to death by wicked Simon Legree • writing in the 1950s, poet Langston Hughes called the book a "moral battle cry for freedom."

38. 14. I can summarize the main message and describe the impact of Uncle Tom’s Cabin on the abolition movement.

39. 14. I can summarize the main message and describe the impact of Uncle Tom’s Cabin on the abolition movement. • Impact • North • galvanized the abolition movement • abolitionists increase protests against Fugitive Slave Act • demanded that the US deliver on the promise of freedom and equality • contributed to the outbreak of the Civil War • "So you're the little woman who wrote the book that started this great war.“ Abraham Lincoln • South • condemned it as an attack on the South • stiffened Southern defense of slavery • claimed that slavery was sanctioned in the Bible • claimed it as a “positive good” • that Tom was too noble a character and representative of the black race • accused Stowe of fabricating unrealistic, one-sided images of Southern slavery

40. 15. I can describe the role of John Brown in the abolition movement. • John Brown - 1800 –1859 • an American abolitionist who used violent actions to fight slavery • began to hate slavery when witnessed a white man beating a young slave with a shovel • devoted last 21 years of life to fighting for abolition • Pottawatomie Creek Massacre - 1856 • Brown's followers slaughter five pro-slavery men • hacked off their hands, stabbed with broadswords • contributed to “Bleeding Kansas”

41. 15. I can describe the role of John Brown in the abolition movement.

42. 15. I can describe the role of John Brown in the abolition movement. • Harper’s Ferry Virginia – 1859 • Led 18 men, black and white, to Harper’s Ferry Va. • planned to seize the federal arsenal there • distribute weapons to slaves in the area • incite a slave rebellion throughout the South • ended with his capture (by Robert E. Lee) • trial resulted in his conviction and a sentence of death by hanging • Effects • some sympathy in the North • thought of a martyr for cause of freedom • terrified Southern whites who believed the North planned slave uprisings everywhere • hastened the Civil War

43. 16. I can evaluate the outcome of the Dred Scott case and its impact on the conflict between North and South. • Dred Scott - 1857 • Slave taken/lived in free states of Illinois and Wisconsin • Constitutional question? • was he free when moved to free states? • Roger Taney • SCOTUS Chief Justice • from Maryland, a slave state • Court was pro-slavery • Decision • Dred Scott not a citizen, but property • non-citizens cannot sue in federal or any court! • therefore, shouldn’t have been a case, yet … • declared African-Americans to be an “… inferior class of beings, who had been subjugated by the dominant race, and, whether emancipated or not, yet remained subject to their authority.” • “… they were so far inferior, that they had no rights which the white man was bound to respect.”

44. 16. I can evaluate the outcome of the Dred Scott case and its impact on the conflict between North and South. • Impact • North • abolitionists outraged • aids newly founded Republican Party • opposes slavery and its extension • South • joy, celebration • indicates the government never able to restrict slavery or its extension • contributes to split in Democratic Party • results in Democratic Party becoming “minority” Party and loss in election of 1860

45. 16. I can evaluate the outcome of the Dred Scott case and its impact on the conflict between North and South. • Impact • Dred Scott is property • role of government is to protect property • government cannot restrict where you can take your property • therefore, … • Provision of Northwest Ordinance prohibiting slavery in the Northwest Territory (1787) is UNCONSTITUTIONAL! • Compromise of 1820 is UNCONSTITUTIONAL! • Compromise of 1850 is UNCONSTITUTIONAL! • Concept of “popular sovereignty” is UNCONSTITUTIONAL!

46. 17. I can explain why the Republican Party chose Abraham Lincoln to be their candidate in the election of 1860. • William H. Seward • New York Senator • leader of antislavery forces in Congress • huge financial support from political organizations • desire to be center of attention • references to a “higher law” than the Constitution • an “irrepressible conflict” between North and South • Abraham Lincoln • relatively unknown, appeared more moderate in views • assured the South … he would not… • “directly or indirectly, interfere with their slaves or with them about their slaves.”