SSUSH7 The student will explain the process of economic growth, its regional and national impact in the first half of the 19 th century, and the different response to it. Explain the impact of the Industrial Revolution as seen in Eli Whitney’s invention of the cotton gin and his development of interchangeable parts for muskets. Describe the westward growth of the United States including the emerging concept of Manifest Destiny. Describe reform movements, specifically temperance, abolition, and public schools. Explain women’s efforts to gain suffrage, including Elizabeth Cady Stanton and the Seneca Falls Conference. Explain Jacksonian Democracy, expanding suffrage, the rise of popular political culture, and the development of American nationalism.

 Imagine you picked this basket of cotton and each boll of cotton looked like this…  Your job is to pick each boll clean of seeds and debris… by hand. How hard is that?

 Cotton Gin  Automatic machine to remove seeds from cotton  Major time saver!  Made cotton much more profitable than tobacco or rice  Before: took 1 slave all day to separate 1 pound of cotton  After: 1 slave = 50 pounds cotton  Cotton production exploded  major increase in textile production in North  Interchangeable Parts  Muskets originally made by hand and parts could not be switched  Interchangeable allowed any part to fit any gun  Manufacturers applied idea to other goods ELI WHITNEY AND THE INDUSTRIAL REVOLUTION

THE INDUSTRIAL REVOLUTION  What is the effect of the invention of the cotton gin on the need for slaves in the South?

LOWELL MILL, MA

DESCRIBE THE WESTWARD GROWTH OF THE UNITED STATES INCLUDING THE EMERGING CONCEPT OF MANIFEST DESTINY.

DESCRIBE EVIDENCE OF MANIFEST DESTINY. Imagine the year is 1840…  You, your partner and your three children are considering moving from Georgia out into the West, maybe Oregon or California  WHAT WOULD BE TWO REASONS TO DO IT?  WHAT WOULD BE ONE REASON NOT TO DO IT?

 Moving west:  The desire of most Americans to own their own land  The discovery of gold and other valuable resources  The belief that the United States was destined to stretch across North America  Manifest – obvious  Destiny – fate  Americans obvious fate to expand from “sea to shining sea” MANIFEST DESTINY AND WESTWARD MOVEMENT

MANIFEST DESTINY “if Hell lay to the West, Americans would cross Heaven to get there.”

MANIFEST DESTINY “OBVIOUS FATE”  Between , America doubled in size and doubled in number of states (16 to 33)  Three key motivations for westward movement (1)Most Americans wanted to own their own land (2)Gold and other valuable resources lay in the West (3)The US was destined to stretch across North America for economic expansion  Are there any negative things to consider about American expansionist dreams?

ROUTES WEST

OUR “PROVIDENTIAL” DESTINY

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MEXICAN-AMERICAN WAR  Background:  Texas declared independence from Mexico 1836  Asked to join US but was denied  Britain recognized Texas and began to trade and set treaties with them  1845 President Tyler asked Congress to annex Texas – passed and Texas came in as a slave state  Mexico outraged!!!  Border dispute – America claimed Texas boarder was Rio Grande but Mexico claimed it was Nueces river  Troops sent by both sides

 President Polk tried to resolve issue and buy California and New Mexico land for $25 million  Also sent Navy to California coast and General Zachary Taylor (+2,000 troops) moved into disputed territory next to Rio Grande  Mexican troops attacked in 1846 and Polk asked Congress to declare war  War lasted 18 months  Navy seized California  Army seized New Mexico and California  Taylor seized all of northern Mexico  General Scott seized Mexico City in September 1847 to end war

 Treaty signed in 1848 to end war  Mexico ceded California and most of New Mexico, Arizona, Nevada, Colorado, and Wyoming  Mexico abandoned claims over Texas  Rio Grande established as border between Texas and Mexico  US “generously” paid Mexico $15 million for all the lands TREATY OF GUADALUPE-HIDALGO

EXPLAIN JACKSONIAN DEMOCRACY, EXPANDING SUFFRAGE, THE RISE OF POPULAR POLITICAL CULTURE, AND THE DEVELOPMENT OF AMERICAN NATIONALISM.

FOR EACH OF THE FOLLOWING PICTURE TAKE FIVE MINUTES IN YOUR GROUPS TO ANSWER THE QUESTIONS. 1.How does this picture depict the president? 2.Who does this picture appeal to? 3.What is the bias of this picture, if any? 4.Write down any other facts or details you notice in the picture.

 Elected 1828  Mandate from the people to do what he wanted  Greatly expanded powers of the presidency  Vetoed bills he didn’t like  Sacrificed states rights to build up federal powers  Spoils System  Believed power rests with people  Rewarded allies with political jobs  More respect given to the opinions of the common man  Suffrage extended to all white males, not just those that owned land JACKSONIAN DEMOCRACY

 What kind of president should we expect Andrew Jackson to be?

POPULAR POLITICS  Jackson was elected in 1828, after getting cheated out of the 1824 election, and he brought a lot more participation  The brand new Democratic party was a success  Things could get pretty brutal in public displays of campaign songs, pamphlets, posters, barbecues, rallies, buttons, etc  Andrew Jackson’s attitudes toward Native Americans & National Banking were challenged  What are the advantages to this increased attention to politics?

NECESSARY OR WRONG?

 Indian Removal Act of 1830  Authorized forced relocation of Native Americans  Cherokees in Georgia challenged law in 1831 – Supreme Court said Natives legally owned land as a separate nation and could not be removed.  Jackson refused to follow law  Forced Cherokee to cede lands and relocate to Arkansas Territory  12,000 Cherokee, Choctaw, Chickasaws, Creeks and Seminoles TRAIL OF TEARS

DESCRIBE REFORM MOVEMENTS, SPECIFICALLY TEMPERANCE, ABOLITION, AND PUBLIC SCHOOLS. EXPLAIN WOMEN’S EFFORTS TO GAIN SUFFRAGE, INCLUDING ELIZABETH CADY STANTON AND THE SENECA FALLS CONFERENCE.

DESCRIBE HOW THE ERA OF JACKSONIAN DEMOCRACY GAVE BIRTH TO AN ERA OF SOCIAL REFORMS.  What is reform and what does it mean?  What types of things need to be reformed in this school, state, country, world?  How would you go about getting these things changed.

REFORMS: TEMPERANCE  Women and religious leaders pushed the issue  Temperance, to encourage people to drink less  Prohibition, to outlaw it altogether  Protestant Christian groups expanded their influence as a result, especially in western and rural areas  Why were women helping to lead this reform movement?

REFORMS: EDUCATION  Public education was still a slow idea to grow in the new republic  Horace Mann argued that all children should be required to attend free schools built by taxpayers and led by trained teachers that had been given a planned curriculum  How did the Industrial Revolution compete with the education reform movement?

REFORMS: WOMEN’S RIGHTS  In the early 1800s, women had few rights  No suffrage, no custody or landowning rights  Elizabeth Cady Stanton was an outspoken advocate for women’s full citizenship rights  In 1848, she organized the Seneca Falls Conference in New York to publish a declaration for women’s rights (suffrage)  What other women were involved in this movement?

REFORMS: ABOLITION  Abolitionists believed that slavery should be abolished and it should not be allowed in new states  Women were highly involved in this movement as well  Where in the US was the abolitionist movement particularly strong?