INSTRUCTIONAL FOCUS OBJECTIVE
Identify
MAJOR ERAS AND EVENTS IN U.S. HISTORY THROUGH 1877
Including, but not limited to
Manifest Destiny
Westward Expansion
War With Mexico
Annexation of Texas
Gold Rush
ABSOLUTE AND RELATIVE CHRONOLOGY
Including, but not limited to
Absolute Chronology
Significant individuals, events & time periods
Absolute chronology exact date
Relative Chronology
Significant individuals, events & time periods
Relative chronology general time period or era
Explain
SIGNIFICANCE OF DATES
Including, but not limited to
1803 Louisiana Purchase (and establishment of judicial review from Marbury v. Madison)
Explain
HOW THE NORTHWEST ORDINANCE ESTABLISHED PRINCIPLES AND PROCEDURES FOR
ORDERLY EXPANSION OF THE UNITED STATES
Including, but not limited to
Orderly procedure for establishing territories and applying for statehood
As a territory grew in population, it gained rights to self government
To become a state, the following requirements had to be met:
At least 5,000 men who owned at least 50 acres
60,000 people
Established self-government
Explain
POLITICAL, ECONOMIC, AND SOCIAL ROOTS OF MANIFEST DESTINY
Including, but not limited to
Economic
New land for farmers; new trade routes and markets( Santa Fe Trail) ; new opportunities to start a
business
Political
Expansion of our nations borders/ territory; expansion of slavery
Social
Remove Native Americans; refuge for persecuted groups (Mormons)
Analyze
RELATIONSHIP BETWEEN THE CONCEPT OF MANIFEST DESTINY AND THE WESTWARD GROWTH
OF THE NATION
Including, but not limited to
The U.S. government and its citizens believed that the nations destiny or fate was to expand
westward from sea to sea
Explain
CAUSES AND EFFECTS OF THE U.S.-MEXICAN WAR AND THEIR IMPACT ON THE UNITED STATES
Including, but not limited to
Annexation of Texas
Viewed as a War of Aggression by many Americans.
Causes
President Polks desire to expand the United States (Manifest Destiny)
Border Dispute concerning the southern boundary of Texas (Rio Grande was claimed by Texas
and disputed by Mexico)
Effects & Impact
Treaty of Guadalupe Hidalgo (1848) ends the war, grants the United States the Mexican territory
of New Mexico, Arizona, and California
United States paid Mexico $10 million for the Gadsden Purchase to help repay Mexico for the
annexation of Texas in 1845
Identify
AREAS THAT WERE ACQUIRED TO FORM THE UNITED STATES
Including, but not limited to
Louisiana Purchase
Texas
Mexican Cession (New Mexico, Arizona, California)
Gadsden Purchase
Oregon Territory
Alaska Purchase (Sewards Folly)
Locate
PLACES AND REGIONS OF IMPORTANCE IN THE UNITED STATES DURING THE 17th, 18th, and 19th
CENTURIES
Including, but not limited to:
Sectionalism
Regions North, South, Midwest, West, Slave States, and Free States
States Texas, California, Kansas, Nebraska
Cities Washington, D.C
Analyze
PHYSICAL CHARACTERISTICS OF THE ENVIRONMENT AND INFLUENCE ON POPULATION
DISTRIBUTION, SETTLEMENT PATTERNS, AND ECONOMIC ACTIVITIES IN THE UNITED STATES
DURING THE 17TH, 18TH, AND 19TH CENTURIES
Including, but not limited to:
Manifest Destiny
Gold in California rush of settlers to California; pushed many American Indians off their lands;
population of California quickly rises to the amount required for statehood
Californias proximity to Pacific Ocean led to an increase of immigration from Asian nations.
Rocky Mountains location between eastern and western parts of the United States; resulted in need
for Gadsden Purchase to put in railroad for train transport of goods from East to West
CONTRIBUTIONS OF PEOPLE OF VARIOUS RACIAL, ETHNIC, AND RELIGIOUS GROUPS TO OUR
NATIONAL IDENTITY
Including, but not limited to
Immigrants from Europe (ethnic)
Growth of new and older cities
New customs and traditions (eg., German Christmas tree, gymnasium, kindergarten)
Identify
EXAMPLES OF AMERICAN ART, MUSIC, AND LITERATURE THAT REFLECT SOCIETY IN DIFFERENT
ERAS
Including, but not limited to
Manifest Destiny (Era: Westward Expansion)
Art "American Progress," by John Gast, 1872
Differentiate, Locate, Use
VALID PRIMARY AND SECONDARY SOURCES
Including, but not limited to:
Computer software
Databases
Media and news services
Biographies
Interviews
Artifacts
STAAR Note:
These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be
identified along with content standard
Analyze
INFORMATION
Including, but not limited to:
Sequencing
Categorizing
Identifying cause-and-effect relationships
Comparing
Contrasting
Finding the main idea
Summarizing
Making generalizations and predictions
Drawing inferences and conclusions
STAAR Note:
These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be
identified along with content standards
Organize, Interpret
INFORMATION
Including, but not limited to:
Outlines
Reports
Databases
Visuals
Graphs
Charts
Timelines
Maps
STAAR Note:
These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be
identified along with content standards.
Identify
POINTS OF VIEW
Including, but not limited to:
From the historical context surrounding an event
The frame of reference which influenced the participants
STAAR Note:
These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be
identified along with content standards.
Support
POINT OF VIEW
Including, but not limited to:
On a social studies issue or event
STAAR Note:
These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be
identified along with content standards.
Create
THEMATIC
Including, but not limited to:
Maps representing various aspects of the United States
Graphs representing various aspects of the United States
Charts representing various aspects of the United States
Models representing various aspects of the United States
Databases representing various aspects of the United States
Use
SOCIAL STUDIES TERMINOLOGY
Use
STANDARD
Including, but not limited to:
Grammar
Spelling
Sentence structure
Punctuation
Proper citation of sources
Transfer
INFORMATION FROM ONE MEDIUM TO ANOTHER
Including, but not limited to:
Visual and statistical to written or visual
Using computer software as appropriate
Create
PRESENTATIONS OF SOCIAL STUDIES INFORMATION
Including, but not limited to:
Written
Oral
Visual
Monday
1/30: Students will be taking the Practice STARR for Language Arts. The remainder periods will be assigned as a study hall. Afternoon classes MUST bring work to keep them busy.
Tuesday
1/31: Students will be attending a presentation over the registering process for the high school during Social Studies classes.
Wednesday
2/1: We will begin the Industrial Revolution Packet
Corresponding Textbook Chapter: 13
Thursday
2/2: We will be continuing our discussion over Industrial Revolution.
Corresponding Textbook Chapters: 13
Friday
2/3: We will be Reviewing current packet
ing Textbook Chapter: 13
Industrial Revolution
Industrial Revolution
Gradual process by which machines replaced hand tools and steam and other power replaced human and animal power
Changed the world from a society of farmers to a society of manufacturers
New Technology
The Industrial Revolution started in Britain in the mid 1700s
British inventors developed new machines that transform the textile industry.
James Hargreaves developed the Spinning Jenny that could spin several threads at once
In the 1780s, Edmund Cartwright built a loom powered by water.
It allowed a worker to produce a great deal more cloth in a day than was ever possible before
Factory System
Before the factory system, most spinning and weaving took place at home.
Large machines had to be house in large mills (factories).
At first most mills were located next to rivers for power
Rivers powered the water wheels which turned shafts inside the mill which in turn powered the machines that the shafts were connected to.
The factory system brought workers and machinery together in one place to produce goods
To set up a mill (factory) required large amounts of Capital (money)
Capitalists supplied the money.
The first American mill was built in Pawtucket, Rhode Island.
Interchangeable Parts
Eli Whitney invented interchangeable parts, which were identical machine made parts for tools or instruments.
The idea of interchangeable parts spread rapidly. Investors designed machines to produce interchangeable parts for clocks, locks, and many other goods
Lowell Mills
Francis Cabot Lowell combined spinning and weaving into one factory
An entire town was built around the factory system Lowell had installed (Lowell, Mass.)
To work in the mills the company hired young women
Industrialization and the lives of workers
As the Factory System spread, more families left home to work in the factories. In the poorer families, women would go out and work while a wealthy womans husband could support the entire family.
Having a wife who stayed home was a sign of success.
Child Labor: Boys and girls as young as seven worked in the factories
Long Hours: Workers worked a 12 hour day, six days a week.
In the early 1800s American mills were safer than British mills, but as competition grew, factory owners took less interest in the welfare of their workers.
Urbanization
Factories provided jobs for many Americans, and they moved to where the factories were located. This led to cities springing up around the factories.
Urbanization is the growth of cities. The movement of the population from farms to the cities. By 1850, 15% of the American population lived in the cities.
Growing cities had many problems such as overcrowding and poor sanitation.
Under these conditions, disease spread easily. Epidemics of influenza and cholera raged through cities, killing hundreds.
Cities had many attractions as well.
Theatres, museums, circuses, etc. created an air of excitement.
Shopping was very popular in the cities (ready made clothes, etc.)
Americans Move West
Settlers began moving westward as early as the 1600s
By the mid 1800s many Americans had migrated west. The original 13 colonies population had even declined from this migration
Improved Transportation
Western routes had well traveled paths such as the Great Wagon Road that went across Pennsylvania.
The Wilderness Road led through the Cumberland Gap into Kentucky
The National Road was the first road to be built by the federal government.
It ran from Cumberland, Maryland, to Wheeling in west Virginia, then on further west.
Settlers used flatboats to travel down the Ohio River.
Whenever possible, rivers would be used to transport goods to the market
There were also improved developments in communication across the country. Samuel Morse invented the telegraph system in the United States which transmitted messages through a wire in a series of dots and dashes called Morse Code.
This new way of communication sped up the exchange of information and helped to bring the new West closer to the East.
Steam Transportation
A new invention for water transportation was the steamboat
Robert Fulton launched his first steamboat, the Clermont, in 1807 on the Hudson River. It carried passengers from NYC to Albany and back (300 miles) in just 62 hours. A record at that time
Fultons success ushered in the age of the Steamboat
Canals
A canal is an artificial waterway that allows boats to cross stretches of land.
Western farmers needed ways to get their goods to the markets back east.
The Erie Canal linked the Great Lakes with the Mohawk and Hudson Rivers.
Work on the Canal began in 1817 and was finished in 1825.
Erie Canal
The Erie Canal allowed western farmers to ship their goods to the port of New York, bringing businesses to towns along its route
The Canal dropped the cost of shipping and helped make New York the center of commerce
Era of Good Feelings
This was an era that last approximately 8 years during the Presidency of James Monroe. (1817-1825) when the Democratic-Republicans dominated the nations politics
After the War of 1812, Americans were proud of their growing country.
Improved transportation allowed for the opening of new lands
New industries were appearing
The Bessemer Steel Process allowed for the oxidation and removal of impurities from metals making a much stronger steel and allowing for more steel construction.
All the technological innovations brought about rapid economic growth.
In Congress, a new generation of political leaders sought to direct this expansion.
James Monroe was elected President in 1816.
Monroe was a Democratic-Republican from Virginia
Monroe wanted to create a sense of National unity
Three Sectional Leaders
While conflict between political parties declined, disputes between different sections of the nation sharpened.
In Congress, three men would play major roles in politics for the next 30 years. Each of the three represented one of the three different regions of the country
John C. Calhoun spoke for the South
He supported the War of 1812
He was a firm defender of Slavery
He opposed any policy that would strengthen the federal government
Daniel Webster spoke for the North
He opposed the War of 1812
Wanted the federal government to take a larger role in building the nations economy
He opposed slavery and thought it was evil
Henry Clay spoke for the West
Was the leader of the War hawks and therefore supported the War of 1812
Favored a more active role for the federal government in promoting the countrys growth
National Bank
Despite the nations great physical growth and the soaring spirits of its people, the United States economy was facing severe problems.
This was because the charter had run out on the National Bank, and it did not exist, anymore
The National Bank would lend money and regulate the nations money supply
Even though state banks tried to make up for the loss of the National Bank, they would often put too much money into circulation.
The National Bank needed to be reinstated
Tariffs
Tariffs are taxes placed on foreign goods that come into the country
Tariffs were placed on British and European goods to keep the foreign competition out of the American markets
The idea behind tariffs is to protect American industry
After the War of 1812, the British flooded the American market with manufactured goods. The British had a head start in the Industrial Revolution, so they were able to manufacture and sell their products cheaper than the Americans.
Congress passed the protective tariff to protect the American manufacturers from foreign competition
Higher tariffs led to angry protests from Southerners because the South bought products cheaply from the British
Southerners complained that Tariffs made northerners rich at the expense of the South
Sectionalism
Sectionalism is loyalty to ones state or region rather than to the nation as a whole.
Americans began to identify themselves as Southerners, Northerners, or Westerners.
The American System
To promote economic growth in all sections of the nation, Henry Clay developed a program called the American System
The American System called for high tariffs on imported goods which would help the northern factories
The North would then use the extra money to buy products from the South and West.
High tariffs would also reduce Americas dependence on foreign goods
Clay urged Congress to use the money from these tariffs to build improvements in transportation.
New Nations in the Americas
Spanish Colonies in the Western Hemisphere were wanting their independence from Spain.
Latin America refers to the Western Hemisphere regions where Latin based languages are spoken. (Spanish, French, Italian, Portuguese)
Revolution in Latin America
In 1816 Argentina, Chile, Peru, and Ecuador won their Independence
In 1819, the Republic of Great Colombia won its independence from Spain. The new republic included the present day nations of Venezuela, Colombia, and Panama
In 1821, the people of Central America declared their independence from Spain. The new nations included Nicaragua, Costa Rica, El Salvador, Honduras, and Guatemala
In 1821, Mexico also wins its independence from Spain
The Portuguese colony of Brazil won its independence peacefully
By 1825, Spain had lost all of its colonies in the Western Hemisphere except for Cuba and Puerto Rico
Florida
Many Americans wanted to gain possession of Florida because of the disturbances across the border
Creek and Seminole Indians raided settlements in Georgia
Florida was also a refuge for runaway slaves
Seminoles had allowed African Americans to live near their villages in exchange for crops.
Black Seminoles adopted many Indian customs
In 1818, Andrew Jackson had invaded Florida with 3,000 soldiers to capture Seminole and Creek outposts as well as runaway slaves.
Spain did not resist because it was busy fighting wars in Latin America
Adams-Onis Treaty
In the end, Spain agreed to peace talks
Secretary of State John Quincy Adams negotiated a treaty with Spain
Spain agreed to give Florida to the United States for 5 million dollars
The Adams-Onis Treaty was signed in 1819, and took full effect in 1821
United States and Latin America
Americans were happy for the Latin American countries who had gained their independence
However, Secretary of State Adams and President Monroe were concerned about European response.
European countries like Prussia, France, Spain, and Austria seemed ready to try and take back some of the colonies that Spain had lost.
Russia was also in the mix claiming lands on the Pacific coast of North America.
The Monroe Doctrine
The British, also concerned wanted to issue a joint statement with the United States, but President Monroe acted on his own.
The President issued the Monroe Doctrine
The Monroe Doctrine declared that the United States would not interfere in the affairs of European nations, or existing colonies of Europe.
At the Same time it warns that the United States will not tolerate any further colonization by Europe in the Western Hemisphere.
It also warns against any attempt to regain lost colonies
The message of the Monroe Doctrine showed that the United States was determined to keep European powers out of the Western Hemisphere
In the early years of the Monroe Doctrine, the United States did not have the military strength to back up the doctrine, but Great Britain who had supported the doctrine helped enforce it with their superior navy.
As the United States became stronger over the years, it could back up the Monroe Doctrine on its own.
On several occasions the United States successfully backed up the Doctrine against European challengers
The Monroe Doctrine shaped American foreign policy for more than 100 years
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