U.S. History I: United States History 1607-1865 Text For .

3y ago
103 Views
2 Downloads
9.58 MB
428 Pages
Last View : 2d ago
Last Download : 10m ago
Upload by : Eli Jorgenson
Transcription

U.S. History I: United States History 1607-1865Text for History 121Northern Virginia Community CollegeExtended Learning InstituteThird EditionRevised and Updated, June 2010Associate Professor Henry J. SageAcademic American History10509 Old Colchester RoadLorton, Virginia 22079Copyright Henry J. Sage, 2007-2010i

This text by Henry J. Sage is published by Academic American History through Lulu,Inc., an online, print-on-demand service (www.lulu.com). The text is based on theweb site created by the author at Northern Virginia Community College (NVCC),1995-2008. The history content is also located at www.academicamerican.com, aweb site maintained by the author.This edition of the text is structured for History 121, Early American History, taughtonline through the NVCC Extended Learning Institute. It may be updated and augmented during the course of each semester. Announcements about all updates affecting NVCC courses will be posted on the course web site and linked from the NVCCBlackboard course management system. The content parallels From Colonies toFree Nation: United States History 1607-1865, also available through Lulu.Students who purchase this text should be aware that while all course content iscontained herein, they should nevertheless check for announcements in Blackboardregularly for additions or changes in assignments. Links to additional support pagesmay be found on the course web site at www.academicamerican.com.Email the author/instructor: hsage@cox.netH.J. SageCopyright 2007-2010 Henry J. SagePrinted in the United States of America.All rights reserved.Published byAcademic American History10509 Old Colchester RoadLorton, Virginia 22079About the Author: Henry J. Sage is professor emeritus of history at Northern Virginia Community College. He received his B.S. in Engineering in 1962 from the United States Naval Academy. He earned a Diplom in German Language, Culture and History from the University ofHeidelberg in 1968, an M.A. in History from Clark University in 1974, and an M.A. in AmericanLiterature from the University of Maryland in 1986. He has taught history at The College of theHoly Cross, the University of Maryland (Far East Division) and at George Mason University. Mr.Sage served in the Marine Corps until his retirement in 1981. His tours of duty included MarineCorps Headquarters; the Pentagon; Marine Corps Schools, Quantico, Virginia; U.S. Army Artillery School, Fort Sill, Oklahoma; 1st Marine Division, Vietnam; 2d Marine Division, Guantanamo Bay, Cuba; 3rd Marine Division, Okinawa, Japan; the Navy ROTC unit at the College ofthe Holy Cross, Worcester, Massachusetts.Cover Photo: The San Jacinto Memorial near Houston, Texas, taken by the author.ii

PrefaceWelcome to Academic American History: Early American History, 1607-1865. This textbookis the print version of course content published on the Academic American History web site,www.academicamerican.com. The site contains links to information about recommendedreadings, historic sites and other sources of historic interest.This text is offered as a convenience for online students, for whom this is the only requiredtext. The alternative to using this text involves downloading and printing identical materialfrom the web site. To save you time, Lulu publishing prints the book to order for each buyer. The link for this and other texts by the author is www.lulu.com/hjsage. As the author Iadd a small royalty fee, which goes toward maintenance of the Academic American Historyweb site and donations to Northern Virginia Community College.This volume is not a rigorously researched and constructed formal textbook. Rather, it is theproduct of my thirty plus years of teaching American history at several different collegesand universities, starting at the College of the Holy Cross in 1971. My lectures, and thistext, have been influenced by America’s finest historians. The documentation in this book isnecessarily slender, for to reassemble a bibliographic record of those years would be quite achallenge.Where materials from any work are quoted directly, the source is clearly indicated. Theygenerally refer to authors whose ideas have struck me as particularly interesting. On thecompanion web site you will find useful links and recommended books that I have found especially helpful in understanding American history. Most of the graphics have come fromopen source locations on the Web such as Google images and various government sitessuch as the Library of Congress and the National Archives. I have also included my ownphotographs where appropriate.Much of what you will find here is the product of my own thinking and necessarily includesopinions with which others may disagree. It is essentially what my students heard duringmy years of teaching in the classroom. It also includes their thoughts and ideas, expressedin class discussions and in examinations and essays written over the years. My online students at Northern Virginia Community College continue to make valuable contributions. Inaddition to their formal and informal submissions, they have provided invaluable proofreading assistance and have made many suggestions, all of which have been given careful consideration. Many student ideas have been included in the text.It is a pleasure to acknowledge the editorial contribution of Katherine Kappus. Her carefulediting and useful suggestions have improved this edition immeasurably. As a historyteacher in Fairfax County, Virginia, Katy viewed the text not only from the point of view of askilled editor, but also from the perspective of students who will be using this book. I amvery grateful for her assistance.My students have also written hundreds of excellent papers from which I have gleaned additional knowledge about our country’s past. This work is dedicated to them.H.J. SageLorton, VirginiaJanuary 2010iii

ContentsThis text is arranged into four chronological sections according to the History 121 syllabus.The documents for each section are at the end of that section. Additional references and resources can be found on the course web site, www.academicamerican.com.Course DescriptionviiiPart 1: Colonial American History, 1607-1763Introduction to American HistoryPrehistory: The Age of DiscoveryPrehistory Continued: Native AmericansIntroduction to Colonial American HistoryEarly European ExplorationsEnglish Colonization of North AmericaThe American Colonies. Virginia: The London CompanyBacon’s RebellionThe Protestant ReformationThe New England ColoniesMassachusetts Bay: A Puritan CommonwealthAdditional New England ColoniesMiddle Colonies: New York, New Jersey, Pennsylvania, MarylandThe Southern ColoniesSlavery in the Colonial WorldReligion and Early American HistoryThe Enlightenment and AmericaWomen in Colonial AmericaThe American Colonies and the British EmpireBritish MercantilismThe Glorious Revolution of 1688Colonial Wars and Wars for uments of Colonial American HistoryJohn Smith on the Virginia ColonyLetter from an Indentured ServantJohn Winthrop “Modell of Christian Charity”William Bradford’s History of Plymouth PlantationThe Mayflower CompactThe Fundamental Orders of Connecticut, 1639Mary Jemison’s “Captivity” StoryGottlieb Mittelberger’s Journey to PennsylvaniaJonathan Edwards: Sinners in the Hands of an Angry GodThree Poems of Anne BradstreetMaryland Toleration ActA Letter from New EnglandThe Middle Passage from AfricaVirginia Slave Statues, 1660-1669iv5962646872737679818385878890

Part 2: Era of the American Revolution, 1763-1800IntroductionBackgroundA Century of Imperial War: The Second Hundred Years WarThe French and Indian WarSummary of Conditions in 1763The Stamp Act Crisis, 1765The “Boston Massacre”The Boston Tea Party and Coercive ActsThe First Continental CongressThe Revolution Begins, 1775The Second Continental CongressEarly Fighting: The War in the NorthWashington as a Military CommanderThe Move for IndependenceThe Saratoga Campaign, 1777The Battle of Monmouth, 1778The War in the West and SouthThe Final Showdown at Yorktown, 1781The Treaty of ParisAmerica under the Articles of Confederation: 1783–1789The Northwest OrdinanceThe Constitutional Convention of 1787Ratification of the ConstitutionThe New Republic: The United States, 1789–1800George Washington as PresidentHamilton and Financial ReformAmerica and the French RevolutionThe Rise of Political PartiesForeign Affairs under WashingtonThe Adams AdministrationThe Election of ts of the American Revolution EraJames Otis: Against Writs of AssistanceResolutions of the Stamp Act Congress, 1765The Boston Port Act, March 31, 1774Resolves of the Continental Congress, October 14, 1774Patrick Henry, “Liberty or Death”COMMON SENSE—Thomas Paine, 1776The Virginia Bill of Rights, George MasonBlacks Petition Against Taxation Without Representation, 1780A Bill For Establishing Religious Freedom In VirginiaFrom James Madison’s notes on the Constitutional ConventionGeorge Mason’s Speech of August 22, 1787, on SlaveryConcluding Remarks by Benjamin Franklin, George Washington, etc.Patrick Henry's Opening Speech in the Virginia Ratifying ConventionThe Kentucky and Virginia 7

Part 3: Jeffersonian and Jacksonian DemocracyThe Age of Jeffersonian DemocracyThe Louisiana PurchaseJefferson’ Second TermAmerica in the Age of NapoleonJames Madison as PresidentThe War of 1812The Treaty of GhentThe James Monroe AdministrationRegional Issues, 1815 to 1860The Monroe DoctrineThe Second Generation of Political LeadersThe Marshall Court and U.S. BusinessThe Missouri CompromiseThe 1824 Election & John Quincy Adams as PresidentAmerican Economic Growth 1820-1860The Age of Jacksonian DemocracyThe Election of 1828Jackson and the BankThe Nullification Crisis of 1832The Cherokee RemovalMartin Van Buren as PresidentTocqueville's 19226230235236238240241Documents of American History 1800-1840Thomas Jefferson’s First Inaugural AddressJefferson’s Embargo, 1807James Madison’s War Message to Congress, 1812The Monroe DoctrineJohn Marshall’s Greatest DecisionsSouth Carolina’s Protest Against the Tariff of 1828South Carolina Ordinance of NullificationAndrew Jackson’s Proclamation to South CarolinaDaniel Webster’s Union AddressAndrew Jackson's Bank VetoExcerpts from Tocqueville’s Democracy in America243246247249251258259260263266268Part 4: Expansion and War: The United States 1840-1865IntroductionThe John Tyler AdministrationThe Webster-Ashburton TreatyTexas and the Mexican WarManifest Destiny and MexicoThe Mexican-American WarThe Oregon Boundary DisputeThe Election of 1848Social and Cultural Issues in the Antebellum PeriodThe Age of ReformThe Women’s Movement: Seneca FallsThe Ante-Bellum South: Life on the PlantationApproach to Civil War, America in the 1850svi274276280281284288292293296297300304312

The Compromise of 1850The Rise of Stephen DouglasThe Kansas-Nebraska Act of 1854House Dividing, 1857-1860: The Rise of Abraham LincolnThe Dred Scott DecisionThe Lincoln-Douglas DebatesJohn Brown’s RaidThe Election of 1860 and the Secession CrisisThe Civil War, 1861-18651861: Rebellion in the SouthThe Blue and the GrayFirst Battle of Bull RunThe Trent AffairShilohThe Ironclads Monitor and Virginia (Merrimack)McClellan’s Peninsular CampaignAntietam: The First Turning tysburg: The Second Turning PointVicksburg: The Decisive Turning PointThe New York City Draft RiotsChickamauga and ChattanoogaSherman’s Campaigns in Georgia and South CarolinaPresident Lincoln AssassinatedWomen in the Civil War & Other IssuesAdditional Reading on the Civil 7349350352354355358360361362365366370Documents 1840-1865Texas Declaration of IndependencePresident Polk’s war MessageWilliam Lloyd GarrisonViews of Slavery1850 Compromise DebatesDred Scott v. SandfordJohn Brown’s Final Speech1860 Republican PlatformSecession ResolutionsAbraham Lincoln’s First Inaugural AddressConfederate States of America ConstitutionVice President Stephens’ “Cornerstone” SpeechPreliminary Emancipation ProclamationEmancipation ProclamationAbraham Lincoln’s Second Inaugural AddressGeneral Sherman’s Letter to AtlantaLetter of Sullivan Ballou to his 11413415

History 121: U.S. History ICourse Description & ObjectivesHistory 121 is taught through the NVCC Distance Learning Center (Extended Learning Institute.) All materials for this course, including the contents of this text, can be accessed from the History 121 CourseHome Page. This is a fully online course, so you will need regular access to a computer with an Internetconnection. You will not have to attend any class meetings. You will have to take two proctored exams atany NVCC campus testing center. Proctoring at other locations can be arranged. (See the ELI web sitefor details.) You will also use the Blackboard component of the course for online discussions, quizzes andexams. You will be enrolled automatically in Blackboard when the course officially begins.The Course is divided into four chronological sections as follows: Part 1 (1607-1763) covers exploration and colonization and examines the lives of colonists andhow they interacted with the new landscape of America and with the British Empire. It continuesthrough the French and Indian War to the beginning of the period of the American Revolution. Part 2 (1763-1800) begins with an exploration of the background events of the American Revolution, the conduct of the war independence, and the granting of freedom to the new nation in 1783.It then proceeds to the story of the writing of the United States Constitution and the developmentof the new nation under Presidents Washington and Adams. It ends with the election of 1800. Part 3 (1800-1840) covers the events of the Thomas Jefferson, James Madison, James Monroeand John Quincy Adams administrations and concludes with a discussion of Jacksonian Americaunder Presidents Andrew Jackson and Martin van Buren. It includes the War of 1812 and explores a time of economic progress as well as democratic growth and reform. Part 4 (1840-1865) begins with a period identified with Manifest Destiny and expansion acrossthe continent to the Pacific coast. It includes the Texas fight for independence, the MexicanAmerican War and the opening of California. The section next proceeds through the turmoil of the1850s as the Southern states move toward secession. It concludes with the conduct and resultsof the Civil War.Each section requires one quiz or exam and one written project, general instructions for which are included below. In addition students are required to make at least one site visit to an actual historic locationor museum during the course, which will be the subject for one or more essays.Course Objectives: Understand the character of the men and women who settled America and created a new nation;Appreciate the causes, effects and meaning of the American Revolution;Examine and understand the United States Constitution;Study the forces that both unified and divided the young Republic;Comprehend the causes, conduct and legacy of the American Civil War.Although we will examine the experiences of all segments of American society from colonial timesthrough 1865, we will emphasize the major political events and figures. We will spend extra time on theAmerican Revolutionary War and Civil War periods and will study the United States Constitution in considerable detail. At the end of the course students should have a deeper understanding of America and itspeople, a fuller appreciation of how this nation has been shaped by its past, and realistic expectations forAmerica 's future.viii

INTRODUCTION TO AMERICAN HISTORY“I have but one lamp by which my feet are guided, and that is the lamp ofexperience.”—Patrick Henry, 1775“If you don't know history, you don't know anything; you're a leaf that doesn't know it'spart of a tree.”—Michael Crichton in Timeline“A nation that forgets its past can function no better than an individual with amnesia.—David McCullough“History is our collective memory. If we are deprived of our memory we arein danger of becoming a large, dangerous idiot, thrashing blindly about, withonly the dimmest understanding of the ideals and principles that formed usas a people, and that we have constantly to reinterpret and affirm if we areto preserve a sense of our own identity.”—Page Smith, from A People’s History of the United StatesWhy Study History?Henry Ford once said, “History is more or less bunk.” To an industrialist who revolutionizedthe automobile industry by discarding old methods and creating new ones, the past mayhave seemed irrelevant. But it is clear that Henry Ford understood thoroughly what had occurred in industrial America before his time when he developed the assembly line and produced an automobile that most working Americans could afford. Whether he was aware of itor not, Henry Ford used his understanding of the past to create a better future. (In fact,what Henry Ford really meant was that history as being taught in the early 1900s wasbunk.)Ford’s opinion aside, history is about understanding. It would be easy to say that “in thesecritical times” we need to know more about our history as a nation. But even a cursorystudy of America’s past reveals that relatively few periods in our history have not found usin the midst of one crisis or another—economic, constitutional, political, or military. We haveoften used the calm times to prepare for the inevitable storms, and in those calm times weought to try to predict when the next storm will arise, or at least consider how we mightcope with it.Because the best predictor of the future is the record of the past, we can learn much ofvalue even when the need for such learning is not immediately apparent. Once the inevitable crisis is upon us, it may be difficult to reflect soberly on what we can learn from thepast. As philosopher Georg Wilhelm Friedrich Hegel said, “Amid the pressure of greatevents, a general principle gives no help.” A modern version of that dictum, often used in amilitary context, goes something like this: “It’s hard to remember that your mission is todrain the swamp when you’re up to your butt in alligators.” In any case, without lookingbackward, we may find the road ahead quite murky.No matter how much American history keeps presenting us with trying new situations, wediscover from looking backward even to colonial times that we have met comparable chal-1

lenges before. Conditions change, technology provides new resources, populations grow andshift, and new demographics alter the face of America. Yet no matter how much we changeas a nation, we are still influenced by our past. The Puritans, the early settlers, foundingfathers, pioneer men and women, Blacks, Native Americans, Chinese laborers, Hispanics,Portuguese, eastern Europeans, Jews, Muslims, Vietnamese—all kinds of Americans fromour recent and distant past—still speak to us in clear voices about their contributions to thecharacter of this great nation and the ways in which we have tried to resolve differencesamong ourselves and with the rest of the world.Everything we are and hope to be as Americans is rooted in our past. Our religious, political,social and economic development proceeded according to a pattern—whether random orcyclical—and those patterns are intelligible to us when we study our heritage. The men whowrote our timeless Constitution, the most profound political document ever produced byman, were acutely aware of what had gone before as they fashioned a document that wouldserve millions of Americans yet unborn. The power of our form of government comes fromthe fact that our fathers took the

U.S. History I: United States History 1607-1865 Text for History 121 Northern Virginia Community College Extended Learning Institute Third Edition Revised and Updated, June 2010 Associate Professor Henry J. Sage Academic American History 10509 Old Colchester Road Lorton, Virginia 22079

Related Documents:

Texts of Wow Rosh Hashana II 5780 - Congregation Shearith Israel, Atlanta Georgia Wow ׳ג ׳א:׳א תישארב (א) ׃ץרֶָֽאָּהָּ תאֵֵ֥וְּ םִימִַׁ֖שַָּה תאֵֵ֥ םיקִִ֑לֹאֱ ארָָּ֣ Îָּ תישִִׁ֖ארֵ Îְּ(ב) חַורְָּ֣ו ם

Independent Personal Pronouns Personal Pronouns in Hebrew Person, Gender, Number Singular Person, Gender, Number Plural 3ms (he, it) א ִוה 3mp (they) Sֵה ,הַָּ֫ ֵה 3fs (she, it) א O ה 3fp (they) Uֵה , הַָּ֫ ֵה 2ms (you) הָּ תַא2mp (you all) Sֶּ תַא 2fs (you) ְ תַא 2fp (you

220405 US History: IB History of the Americas I 220406 US History: Gifted and Talented 220409 US History: Honors 220614 NOCCA Integrated World History IV 220407 US History: DE CHIS 2013 American History I 220408 US History: DE CHIS 2023 American History II LASMSA courses 1 unit 220501 Civics 1 year 220502 Government

History 1301 Department of History Department: Social Sciences Discipline: History Course Number: HISTORY 1301 Course Title: United States History I Credit: 3 Lecture, 0 Lab Satisfies a core curriculum requirement? Yes, American History Prerequisites: TSI complia

This file contains a PDF preview of History Quest: United States Pandia Press offers free previews of all our History study guides and REAL Science Odyssey courses. To download another preview please visit Pandia Press. To purchase a complete copy of History Quest: United States please visit: www.pandiapress.com Introduction. United States History

history, criminal history, alcohol or other drug history, mental and physical illness history, unethical and professional problems, organization history, malpractice history, employment/training history, fraud history, required supervised hours, and educational

15th Cent. History of Medicine see History, 15th Century 15th Cent. Medicine see History, 15th Century 15th Century History see History, 15th Century 16-alpha-Hydroxy-Estradiolsee Estriol 16alpha,17beta-Estriolsee Estriol 16beta-Hydroxy-Estradiolsee Estriol 16th Cent. History (Medicine) see History, 16th Century 16th Cent. History of Medicine .

THE BLUEPRINT TO BUILDING MASS It’s one of the first major conundrums for a potential bodybuilder or anyone looking to add serious muscle. How are you able to add pure, raw size and muscle and not just bulky fat? GAINING MASS IS NO EASY TASK, THAT MUCH IS CERTAIN. It’s certainly not as easy as slamming a box of pop-tarts, maxing out on a few exercises and then repeating the process. Unless .