web viewbecause of a lack of industry in the south---and a ... —globalization—computers/...

Sunday May 3rd Updated This is one way to review

Superstar Review

“All questions on the AP U.S. History Exam will measure student understanding of the specified thematic learning objectives.” AP US History Course Exam Description P. 20

THEMATIC LEARNING OBJECTIVES

(ID) IdentityThis theme focuses on the formation of both American national identity and group identities in U.S. history. Students should be able to explain how various identities, cultures, and values have been preserved or changed in different contexts of U.S. history, with special attention given to the formation of gender, class, racial, and ethnic identities. Students should be able to explain how these sub-identities have interacted with each other and with larger conceptions of American national identity.

ID-1 Analyze how competing conceptions of national identity were expressed in the development of political institutions and cultural values from the late colonial through the antebellum periods.

People Events Ideas Places

The American Revolution—was it “revolutionary” in nature? –you could argue that the Revolution saw no broad change in the composition of those who dominated the social, political, and economic structure of the former colonies—those who were wealthy, powerful, and influential before the event continued to be wealthy, powerful, and influential afterwards—GW, TJeff, and John Adams are a few examples—one could argue that the Revolution was one set of elites in America revolting against another set of elites in Britain—as the “backwoods” Regulators believed in North Carolina as they saw the same despots who opposed them join the revolutionary movement. Women, Slaves, and Native Americans certainly do not see any changes on their behalf—Abigail Adams letter to her husband, Women losing voting rights in NJ, Black Slaves given their freedom in the Dunmore Proclamation by the British—Native Americans like the Iroquois—some of whom support the colonists lose their lands after anyway as do other tribes-- You could also add that the later Constitutional Change—from the Articles—was conservative elites wanting to maintain their control of government and property against a growing mass of those who wanted more revolutionary change—real democracy like the Shays Rebels in Mass. Thus a continuity not dramatic change—as you would witness in the Dramatic Bloody and Socially revolutionary French Revolution later (synthesis)

You could argue that the American Revolution was Revolutionary in nature and that significant change does occur—Govt certainly changed from being slaves to Britain to now having democratic governments in all States and at the National Level with the Articles of Confederation---written constitutions in each state v. Royal power—The Revolution led to a democratization of politics with a beginning of a “public opinion,” pamphleteering Thomas Paine’s Common Sense and the rise of Newspapers with persuasive editorial articles shape the IDEAS—that guide the revolutionary process—clearly influenced by the greatest thinkers in the Western World –The Enlightenment Philosophers like John Locke, Adam Smith, Rousseau, Montesquieu, Voltaire, Paine, Hobbes and many others…The State Capitals move more west to better represent the “backwoods” common interests---all of the new State Constitutions had a “Bill of Rights” written to protect the citizens from the abuses of Governments. African-Americans do benefit to some extent especially those living in the North like Mumbet Freeman who sued for her

Freedom in Massachusetts based on the Declaration of Independence and won—ending Slavery immediately there—and many Northern States follow suit—and all begin to gradually emancipate their slaves---even some slaves who fought in the last integrated Army until Korea earned their emancipation—as do some others who are freed due to the Revolutionary zeal and passion of some slave owners, especially on their deaths like George Washington. These IDEAS—DO CREATE A BASIS FOR BOTH WOMEN AND BLACKS LATER TO ARGUE EFFECTIVELY FOR THEIR FREEDOM—Although it does take way too long to come to fruition.

********The best response whenever you have this kind of question---to Support, Refute, or Modify---in my opinion is to Modify --but—take a stronger position on one side---this allows you more leeway and potential information in order to construct a response.

ID-2 Assess the impact of Manifest Destiny, territorial expansion, the Civil War, and industrialization on popular beliefs about progress and the national destiny of the United States in the 19th century.


MANIFEST DESTINY—“The 1830’s-- idea that the United States was chosen by GOD to control the continent from Atlantic to Pacific ---as a place for future settlement and as a “safety valve” for a massively growing eastern population in order to find new opportunity. BUT its CONCEPT-- surfaces VERY EARLY IN US HISTORY BUT NOT YET CALLED “MANIFEST DESTINY” NOT UNTIL THE 1830s***—in the French and Indian War as GW is sent by the colonial Virginia governor to protect Virginians western land claims in the Ohio Valley area in 1753 and BEGINS THE WAR*** Then as the Louisiana Purchase is made in 1803—the idea expands—and is becoming real—especially as Lewis and Clark demonstrate an ability to cross the great expanse of the western ½ of the continent and survive—many Trappers and Mountain men follow like Zebulon Pike into Colorado and the Southwest and AMERICAS 1ST MILIONAIRE JOHN JACOB ASTOR FORM HIS OREGON BASED FUR TRADING Co.—AND thousands by the 1830s follow the Oregon Trail—and the many other Trails—Sante Fe—Mormon—California---Which leads President Tyler in 1844 to ANNEX TEXAS (An independent Slave Country due to its victory over Santa Anna and Mexico led by Sam Houston in the late 1830s is independent for 9 years due to the controversy of possibly adding another Slave State so soon after the conflict that ensued in 1820 over Missouri and the Nullification Controversy in the 1830s with the South over Tariffs and the power of the Federal Government under Andrew Jackson) IN 1N 1844 AND POLK TO CAUSE WAR WITH MEXICO in Texas—in disputed Territory (Nueces River or Rio Grande River as the Texas SW border) WHICH BRINGS THE MEXICAN CESSION INTO THE USA WITH THE TREATY OF GUADALUPE HIDALGO IN 1848 –which in all practical purposes completes (after the Gadsden Purchase from Mexico in 1853) OUR “MANIFEST DESTINY” TO SPREAD ACROSS THE CONTINENT IN CONTROL AND EXCEPTIONALLY SPREADING OUR IDEAS OF DEMOCRACY AND FREEDOM (contested which causes the Civil war***see below**) across the continent now THE UNITED STATES OF AMERICA***COMPLETE (LOWER 48-CONTIGUOUS –TOUCHING EACH OTHER) now we just have to let the Native Americans know this –hmm---a problem?

***SEE POL-6 AND THE DEBATE OVER THE EXTENSION OF SLAVERY VIA THE NW ORDINANCE OF 1787—MISSOURI COMPROMISE OF 1820—AND THE MEXICAN AMERICAN WAR TO THE BEGINNING OF THE CIVIL WAR***

ID-3 Analyze how U.S. involvement in international crises such as the Spanish-American War, World Wars I and II, the Great Depression, and the Cold War influenced public debates about American national identity in the 20th century.


Women Mobilization during WW 2 “Rosie the Riveter” Defense Industries – a propaganda poster to encourage women to support the war effort through participation in the workforce, even in

jobs traditionally held by men. The WW2 mobilization was a more “mandatory” event with rationing etc…that in WWI which was done more on a “voluntary” basis---due primarily to the bigger challenge facing the USA in becoming the “Arsenal of Democracy,” thus the need for women in the workforce—15 million men in the armed services and 300,000 women in WACS, WAVES, and SPARS---

WWI

WWII

The GREAT Depression

The Cold WAR

ID-4 Explain how conceptions of group identity and autonomy emerged out of cultural interactions between colonizing groups, Africans, and American Indians in the colonial era.


There are already great ideas about this topic---elsewhere in the document

ID-5 Analyze the role of economic, political, social, and ethnic factors on the formation of regional identities in what would become the United States from the colonial period through the 19th century.


Women & Some Men Seneca Falls Conference 1848 -rise of “domestic feminism” Women’s Rts. –NY -created a document “the Declaration of Sentiments” based on the “Declaration of Independence”—“All Men and Women are created equal,” –Elizabeth Cady Stanton, Susan B. Anthony, Lucretia Mott—in opposition to the idea---“Cult of Domesticity,” [women should focus on the home and domestic duties] --- Synthesis: Betty Friedan’s book, “The Feminist Mystique,” which begins the rise of “2nd Wave Feminism,” in the early 1960s and leads to the success of the Women’s movement---forward---see piece on 2nd wave feminism on review site.***

John C. Calhoun/Southern Leaders Nat Turner’s Revolt in Virginia, 1830s The South v. The North

Southern Leaders like Calhoun begin to speak of Slavery as a “positive good” for the slave. This is a significant change-- the Revolutionary Leaders perspective—Jefferson had called slavery a “necessary evil” ---like holding a “Wolf by the ears”--- due to the rise of “sectionalism” during this time period over the control of the development of the new west [argument over the extension of slaver west, ie… the Missouri Compromise of 1820, 36-30 line etc---and slave rebellions like Gabriel Prosser’s in Richmond in 1800 and most significantly—Nat Turner’s in 1830—which was extremely violent-[ the Va. legislature debated ending slavery as the North had done beginning immediately after the revolution in some states and gradually in others]--Southern leaders began to claim that their revolutionary forbearers were mistaken about slavery –and that slavery improved the condition of the African---especially in comparison to the immigrant poor “free” laborer in the growing industrial North--- and that Slaves in the South were “happy”---and that Southern Culture was SUPERIOR to the North. Synthesis: Similar to the 1950s and 60s when Southern leaders blamed “outside (northern or communist) agitators for the Civil Unrest which was occurring due to the growing Civil Rights movement---“Our blacks were happy until the agitators from the North arrived and riled our blacks up with dreams of equality.”

White Southern Leaders Reconstruction (1865-1877) White Supremacy The South--- during reconstruction the newly freed people were often forced into SHARECROPPING –as the South was attempting to create a new economic labor system to replace Slavery—The “Black Codes,” passed immediately following the Civil War severely restricted freed peoples options, regardless of these being removed soon after Congress took

control of the process from President Johnson after his impeachment* many poorer whites are also victimized by this economic system—which eventually expands into “prison labor” which is sold to farmers through the mid-20th century.

ID-6 Analyze how migration patterns to, and migration within, the United States have influenced the growth of racial and ethnic identities and conflicts over ethnic assimilation and distinctiveness.


There are already great responses to this topic elsewhere in this document

ID-7 Analyze how changes in class identity and gender roles have related to economic, social, and cultural transformations since the late 19th century.


Women Mobilization of US Society during WW2 “Rosie the Riveter” Defense Industries – Change is illustrated in the poster with its image of a “wage-earning woman”—and leads to later after the “domestic-suburban-mother of the baby boom generation 50s” of the entry by an increased # of women into the workforce especially in the late 60s and primarily “stagflation” affected 70s to present day—in the new dominant “service sector” jobs—the “pink collar ghetto” of secretaries etc… later in the 1950s this begins the idea of the “beautiful Ideal” women who could do good work and be good mothers--- Betty Friedan’s book the Feminist Mystique—drastically alters Women’s perspectives and leads to the 2nd wave feminists*** read on my review website***

Watergate and Vietnam—in the late 60s and early 70s under LBJ and Nixon leads to a corrosion of trust in our government---despite the claims of Nixon that a “Silent Majority” supports him—The “Credibility Gap” grows with the release of the “Pentagon Papers,” which discusses the lies told by our Gov’t under Johnson in Vietnam—the false claim in the Gulf of Tonkin incident that leads to the Gulf of Tonkin Resolution and “Escalation” in the Draft and # of troops incredibly in Vietnam—The Secret Bombings and expansion of the War in Cambodia leads to student protest and death at Kent St. and Jackson St (miss. ) universities--- obviously the Watergate controversy as well as Nixon’s VP Spiro Agnew being removed from office due to accepting bribes---Nixon’s resignation and Gerald Ford becoming the only “unelected President” in our history –then his pardon of Nixon---all contributes to the Malaise of the 1970s and the “Credibility Gap” growing---as does in the 90s with Bill Clinton’s Impeachment--- he and Andrew Johnson just after the Civil War the only two impeached in our history—and another incident the Iranian Hostage Crisis under Jimmy Carter—66 American Hostages from our captured embassy are held for 444 days until the day of Reagan’s inauguration---

Youth Counter-Culture of the 1960s—SDS (Students for a Democratic Society) Free-Speech Movement –Beats of the 1950s into Hippies of the 1960s reject many of he social, economic, and political values of their Parents generation, initiate a Sexual Revolution (the pill 1960s) and dramatic energizing of “Grassroots Movements” for change—“politics is personal” and “one person can make a difference” –the Anti-War Movement, the Gay liberation movement (Stonewall Riots, 1969-Gay liberation parades) The Environmental Movement, the Women’s Movement, The American Indians Movement (A.I.M.) –Cesar Chavez/ Delores Huerta –La Raza Unida-United Farm Workers all fight for Hispanic Rights during the Post-War era into the 1980s

ID-8 Explain how civil rights activism in the 20th century affected the growth of African American and other identity-based political and social movements.


Modern Civil Rights Movement***

Adults and Youth –eventually conflict

Non-Violent to Violent Transition

(W, X, T) Work, Exchange, and Technology

This theme focuses on the development of American economies based on agriculture, commerce, and manufacturing. Students should examine ways that different economic and labor systems, technological innovations, and government policies have shaped American society. Students should explore the lives of working people and the relationships among social classes, racial and ethnic groups, and men and women, including the availability of land and labor, national and international economic developments, and the role of government support and regulation.

WXT-1 Explain how patterns of exchanging commodities, peoples, diseases, and ideas around the Atlantic World developed after European contact and shaped North American colonial-era societies.


European Contact with the New World Columbian Exchange Europe –Africa-Asia-Americas --- The export of New World Crops to the Old World significantly improved diets in Europe, contributing to population growth in Europe. Synthesis: later led to many coming to America to escape the crowed conditions in many European Cities as the Industrial Revolution dramatically changes Europe from Feudalism to Capitalism---enclosure of feudal lands in Europe leads to peaseants moving to cities –poverty---many are our 1st immigrants, especially from the Untied Kingdom—Britain, Scotland, and Ireland

British North American Colonies Columbian Exchange develops into the Triangle Trade by the 1700s—the Atlantic World---Europe-Africa-Americas--- Most people settle in Coastal Towns—even as the push into the interior to gain land to grow cash crops for export develops—due to the link the Coastal areas develop between the larger developing Capitalistic Atlantic Economy and the “Backcountry Settlers.”

WXT-2 Analyze how innovations in markets, transportation, and technology affected the economy and the different regions of North America from the colonial period through the end of the Civil War.


Americans Protective Tariffs in the 1820s & 30s increased taxes on foreign goods protected infant industries

in the USA ---but ---also caused conflict from the South due to little benefit from the high tariff because of a lack of industry in the South---and a “nullification crises” against Jackson’s support of these policies which almost led to a civil war at this time and a clear beginning of sectional conflict due to the development of unique regional economies and arguments over federal government policies---who would be in control the agricultural-slave labor-South(Jeffersonian agrarian dream) or the industrial free-labor North (Hamilton’s industrial empire dream)

WXT-3 Explain how changes in transportation, technology, and the integration of the U.S. economy into world markets have influenced U.S. society since the Gilded Age.


The “Baby Boom” –Huge Military Budgets—movement to the SUN BELT—Globalization—Computers/ and other technological advances—ALL CONTRIBUTED –to the expansion of the US ECONOMY AFTER WW2—late 40s 50s and 60s –SAW THE USA EXPERIENCE THE GREATEST ECONOMIC GROWTH IN WORLD HISTORY EVER---at the end of WW2, Winston Churchill, former Prime Minister of GB, stated, “The USA stands at the pinnacle of the World,” –the post war booms---WW1 and WWII---is why they call the 20th century—“THE AMERICAN CENTURY.”

WXT-4 Explain the development of labor systems such as slavery, indentured servitude, and free labor from the colonial period through the end of the 18th century.


African Slaves –Indentured Servants- Native Americans -----from Contact, Native Americans were used as a labor source for Europeans by the Spanish based on the Encomienda system—which was brutal ---Bartolome de Las Casas, a Spanish Priest wrote of this horror and worked to end it---which he does legally after a trial in Spain—however, the practice just changed slightly due to his suggestion that they replace indigenous labor with African-Americans---this system begins the hated “middle passage” to the New World---and the Slave Trade System that by 1700 had become a key leg in the Triangle Trade ---The use of Native Labor is also used by the British Colonies, at first, however, due to the dwindling available Native populations due to death and disease---and by the Native retreating inland in stages to avoid the British and wars decimating those who chose to fight—they become less available---Remember that EVERY BRITISH NORTH AMERICAN COLONY HAD SLAVES---in one NE town they had over 100 Southeastern Indians who had been captured and sold into slavery---in 1619, the 1st African Slaves arrive in the British Colonies at Jamestown but were very expensive—and until the laws changed in the 1660s African-Slaves could earn their freedom as well, often by converting to Christianity---White Indentured Slaves---Temporary, by contract---are what dominated the early British colonial labor system—The population of the Chesapeake colonies (Maryland—the Catholic haven initially, and Virginia—once Jamestown becomes permanent as well) was swelled by 90% of their inhabitants in the early 1600s those who were once or were currently indentured Servants (the HEADRIGHT SYSTEM encouraged successful land owners to pay the passage for indentured servants because they would get the ability to acquire 50 acres of land for each)---The NE colonies had Native-Indentured-African Slaves by the mid to late 1600s yet they were much fewer in # due to their colonies being settled by Puritan migrants primarily—“towns in a box,” and their unique geographic and environmental conditions which did not favor large cash-crop plantation farming as it did in the Southern Colonies which grew rice and tobacco---The Barbados Slave Code comes from the West Indian Sugar Islands, English, which codified a permanence to African Slavery and becomes transported to the Carolinas Colonies that are created around the 1660s—as a source of food stuffs for the more profitable Sugar colonies---With Bacon’s Rebellion occurring in Virginia in the late 1660’s ---a mixed race revolt of “Backwoods” farmers resentful of the lack of protection given them from the Natives by the ruling coastal elite---the elite landowners begin to recognize the dangers of such a large population of poorer settlers who expected their rights –due to the promises of he Virginia Company Charter---which stated that ALL SETTLERS WOULD HAVE THE SAME RIGHTS IN THE COLONIES AS THEY DID IN ENGLAND--- obviously this could not continue so they began to in the Southern Colonies create a

“master race” legal system—This “Herrenvolkian” (Dutch term) system is codified (legalized) so that African-Slaves would become permanently slave—and raising up the poor white former indentured servants above the Africans---and lessening their chances of a mass rebellion again—in combination with the rise of the Triangle Trade-and the Royal (English) African Company losing its Monopoly on the Slave Trade—NE Shippers began to ply the Slave trade, the rising costs of Indentured Servants (the economy in England was getting better and the Freedom Dues that once included acres of land at the end of their contracts ending a rising of demand for African-Slaves from the growing Southern Colonies—brought hundreds of thousands of African-Labor to the British Southern Colonies over 6 million came to the New World (not just America) between 1700 and 1808—the compromised end of the International Slave Trade in America—this dramatically alters the racial balance forever in the Southern Colonies and institutes the multi-tired class system and entrenched the “Master Race” ideology in the South that lasts well into the 20th Century.***** I would read this**** important*** The Poor white labor force and “Backwoods” settlers are still not easily satisfied with their political situation due to it being continually dominated by the “Tidewater Elite” (coastal rich people) as capitalism consistently encroaches deeper and deeper into the backwoods due to the expansion of the colonies and expansion of the Atlantic Trade—and we have several examples before the American Revolution of “uprisings” from these “backwoodsmen” –in Pennsylvania the “Paxton Boys” and in North Carolina, here in “Rowan-later part becomes Iredell Cty” North Carolina, the “Regulators,” both rise up in opposition to Tyranny before the American Revolution---as do Massachusetts backwoodsmen after the Revolution in Shay’s Rebellion and in Western Pennsylvania with the “Whiskey Rebellion”---Slaves in South Carolina before the rebellion even get in on the act with the Stono Rebellion in SC in the late 1730s and in 1800 in Richmond, Va. another Slave Rebellion occurs called Gabriel Prosser’s rebellion. Eventually as the colonies become States these poorer “backwoodsmen” make their political presence felt by demanding and winning “Bills of Rights” in all State Constitutions and many of the early coastal capitals after the Revolution are moved inland to better represent the growing populations of these colonies who live and farm (remember that 90% of all Americans were small farmers, including NE until the middle of the 19th century---although the NE colonies and Middle colonies economic situations were much more diverse due to their great harbors, coastal cities, navigable rivers, and larger #’s of Free Laborers—which also led to the 1st Anti-Slavery Societies forming in the heavily Quaker settled Pennsylvania--- and the Northern States either immediately ending African slavery or gradually emancipating all African-Slaves after the American Revolution as the early Republic grew into the 19th century Distinct Regional economic and social identities emerged that would significantly play a part in the many conflicts to come as we near the Civil War—as the African-American population of African-Slaves grows exponentially as the Nation Expands, being one of the few, if not only “Captive” slave population to increase by reproduction in World History---that fact and the desire to spread slavery into the West as “Manifest Destiny” takes hold of America—directly leads the Civil War.

WXT-5 Explain how and why different labor systems have developed, persisted, and changed since 1800 and how events such as the Civil War and industrialization shaped U.S. society and workers’ lives.


Industrial Workers during the “Gilded Age” (1870s -1900) and “Progressive Era” (1900-1920) ---Jacob Riis photographs show how the low wages and lack of worker’s rights in horrific working conditions led to the horrible conditions for many during these eras--- which led to conflict and these ph0totgraphs in combination with events such as the “Triangle Shirt-Waist fire in NYC” and photographs by Lewis Hines depicting the awful conditions of Child Labor in America---led to the formation of reform movements like the Settlement Houses of Jane Addams and others as well as eventually Progressive Legislation for Workmen’s Compensation.

NATIONAL - Labor Unions Develop - [remember earlier in the Cotton Mills of Massachusetts and New England the “Lowell Girls” do go on strike and find some success organizing labor in the 1820s and 30s—and the Supreme Court of Massachusetts does make UNIONS LEGAL IN MASSACHUSETTS ONLY IN THE CASE OF ***COMMONWEALTH V. HUNT, 1840] - during the “Gilded Age” (post civil war 2nd Industrial Revolution) due to Robber Barons two massive Depressions in 1873 and 1893 and many others ---Deflation of the Dollar—recalling Greenbacks from the Civil War—and putting us on the Gold Standard---The Rise of Monopolies---The National Labor Union, The Knights of Labor and the most lasting American Federation of Labor (AF of L) all

form with unique attributes –however the earlier unions are crushed by conflicts over race, gender, and radicalism (Haymarket Square Bombing in Chicago—for the Knights) and by ideas that the workers could one day become the worker-owner---and the lack of power of these workers due to their lack of leverage over owners when strikes occur because all but the AF of L included UNSKILLED WORKERS--- The AF of L becomes dominant due to Samuel Gompers leadership and focus on “just wanting more,” AND THE AF of L only had SKILLED WORKERS*** they still exist today—Other More Radical Unions during this period form such as the United Mine Workers in the West and the IWW- the Wobblies—in their cases due to the incredible Violence shown to them in Coeur de Lane, Idaho and Leadville, Colorado and many other places in the West –Big Bill Haywood and the Wobblies along with many become targeted as RADICAL ANARCHISTS—EMMA GOLDMAN a SOCIALIST—and LATER EUGENE V. DEBS—leader of the Pullman Car Workers union in Chicago-and later the Presidential Candidate for the SOCIALIST PARTY—attempt to lead a transformation of the US Labor system---BUT—ARE OPPOSED BY THE PUBLIC—AND THE GOVERNMENT –eventually Haywood and Goldman are deported to the Soviet Union after WWI on the S.S. Buford –despite their American Citizenship---***TRULY MOST EARLY STRIKES FAIL DUE TO GOVERNMENT (STATE AND FEDERAL) ROBBER BARON/BIG BUSINESS COOPERATION—along with hiring PRIVATE ARMIES—and THE USE OF THE US ARMY AND NATIONAL GUARD TO VIOLENTLY PUT DOWN ANY STRIKE THAT SHOW A GLIMMER OF SUCCESS** THE 1877 RR STRIKE, THE HOMESTEAD STRIKE, THE PULLMAN STRIKE, ETC---- ALL ARE VIOLENTLY RESPONDED TO BY THE COOPERATIVE ACTIONS OF THE GOVT WITH THE ROBBER BARONS—MASS MURDER***The US Government does take some ineffective but SIGNIFICANT ACTIONS—in 1882, they pass the ***INTERSTATE COMMERCE ACT (1st act passed to ever attempt to “REGULATE” business in our history) which creates the Interstate Commerce Commission—with the power to regulate the RR’s –but is controlled by the RRs—AND THE ***SHERMAN ANTI-TRUST ACT, 1890—That has the power to BUST TRUSTS***BUT ONLY BUSTS “LABOR UNIONS” AS A “MONOPLY OF LABOR”** ridiculous but true***

NO great changes occur UNTIL TR*** AND THE PROGRESSIVES COME INTO POWER IN THE NEXT CENTURY***

The Average Working American --- similarity between economic conditions and lack of Government response to horrible depressions ---the comparison of the late Gilded Age (1880s and 90s) under Grover Cleveland----and in the late 20s and Early 30’s under Herbert Hoover---“Though the people should support the Government, the Government should not support the People,” SELF-RELIANCE—RUGGED INDIVIDUALISM---- AND SIMILARLY IN THE 1980S TO PRESENT WITH THE RISE OF RONALD REAGAN AND THE SOCIAL CONSERVATIVES---“Government is not the Solution to our problems. Government is the Problem.”

Bill Clinton Welfare Reform Bill 1990s era of “big government” over USA—The enactment of welfare reform to restrict benefits and encourage “self-reliance” is a prime example of the growing conservative movement in the USA begun with Reagan and the “neo-cons and moral majority” in the 1980s—Synthesis: This idea of “self-reliance” goes back to the days of Grover Cleveland in the 1880s & 90s “Gilded Age,” and Herbert Hoover’s ideas from the late 20s and early 30s –of small government---with no benefits to the struggling people---which dramatically changes with the Great Depression and FDR’s New Deal through LBJ’s “War on Poverty to create a Great Society” in the 1960s--- and begins to decline in the later 70s and for sure with Reagan in the 1980s—his top goal---“Government is not the solution to the Problem. Government is the problem.”

WXT-6 Explain how arguments about market capitalism, the growth of corporate power, and government policies influenced economic policies from the late 18th century through the early 20th century.


There is already a ton of information about the this topic in other parts of this document

WXT-7 Compare the beliefs and strategies of movements advocating changes to the U.S. economic system since industrialization, particularly the organized labor, Populist, and Progressive movements.


The Populists late 1880s and 90s “The Gilded Age” -a protest against the increasing wage gap that appears as well as a protest against the seeming corruption of our government due to it being controlled by the MONOPOLIES—THE GIANT OCTOPUS--- the effect of “deflation” the Gold Standard—and the decrease of the value of Labor dollars—creates the perfect storm –which brings forth protest from people like Mary Elizabeth Lease, the Kansas Pythoness---“We need to raise less corn and more HELL.” –AND William Jennings Bryan—who gives the famous –“Cross of Gold Speech” in the 1896 transformative election**** which brings the push for SILVER*** remember the symbolism of the “Wizard Of Oz” –the Ruby Slippers in the movie—are actually Silver in the Book---and Dorothy represents the “Common Man” –The Scarecrow represents the Farmer---and The Cowardly Lion represents William Jennings Bryan---and TOGETHER ---they would go to see the Wizard (Mark Hanna—the fundraiser for the Republicans who the Populists believed was really running the country from behind the Curtain) The Populists and Organized Labor hoped to work to bring the masses together to END THE CONTROL OF THE GOVERNEMNT BY THE ENTRENCHED WEALTH OF THE “ROBBER BARONS.” –They fail initially---BUT CLEARLY INFLUENCE THE RISE OF THE MUCKRACKERS, SOCIAL GOSPEL MOVEMENT, AND PROGRESSIVES WHO BAN TOGETHER TO MAKE DRAMATIC CHANGE they DEMAND THE GOVERNMENT REGULATE THE ECONMIC SYSTEM –TR’s Square Deal and New Nationalism (1912-lost to WWilson—a different progressive---remember the many groups who do not benefit from Progressive Reforms—Women---Child Laborers—and Natives & Minorities—This is an improvement and the laws that do change America—are used later to foster real change—similar to the Civil War Era Amendments not being enforced for 90 years or so—Racism, Gender discrimination, Social Darwinism, all still hold back the gains that could have been made during the Progressive Era.***

WXT-8 Explain how and why the role of the federal government in regulating economic life and the environment has changed since the end of the 19th century.


The New Deal of FDR came about in the context of the Dust Bowl, Great Depression, and the Chaos surrounding the World caused by the rise of Dictators--- and the Democrats beginning with the 100 days Congress in 1933—drastically alter the role of the Government in its role in REGULATING the economy---in some ways a continuity—from the Progressive Era –where they in practice “regulate the economy in the interests of the people” busting trusts and passing consumer protection legislation-, also the New Deal preserved the Capitalist System it avoided a general revolution of a Socialist or Communist nature creating a “balance” that allowed capitalism to grow and profit from-- The New Deal goes much further AND CREATES MASSIVE CHANGE---creating the SEC (Securities and Exchange Commission to regulate Wall ST. and the Stock Market) The Bank Holiday—which closed all Banks in the USA for 5 days and only allowed those that were sound to reopen THEN created-- FDIC (insurance for Bank Deposits) took us off the Gold Standard temporarily and then established a price for Gold that lasted almost 40 years –inflation and Dollar stay steady—The New Deal also passes the “hours and wages” bill Fair Labor Standards Act which set a “minimum wage” for the 1st time and created a retirement system “Social Security.” The New Deal invented what TR had only dreamt of and What Ronald Reagan in the 1980s wanted to end---The Great Welfare State,” –in that FDR and the New Deal Political Coalition [blacks, blue-collar whites, Labor Unions, urban, immigrant, the intellectuals, a majority of women that controls politics until the 1970s] together CREATED A GOVERNEMENT THAT HAD AS ITS FIRST PRIORITY THE WELFARE OF ITS GREATEST ASSET ITS PEOPLE.---it also responded to the Conservative ideas that Reagan wants a return to ---the idea of Cleveland and Hoover—Survival of the Fittest—“Although the People SHOULD support the Government, The Government SHOULD NOT support the people.” what a shame—The New Deal brought needed RELEIF, RECOVERY, AND REFORM TO THE ECONOMIC SYSTEM---which allows it to Post WW2 have the

greatest gains in World History---

From an Environmental perspective the New Deal does create 2 programs—The TVA (Tennessee River Valley Authority) and the CCC (Civilian Conservation Corp) that have an impact on the environment and also in some ways the Economy--- The TVA affects the economy the most –by building 20+ dams along the Tennessee River and creating electricity for the 1st time in Appalachia—it also studied the cost of doing so—therefore could regulate the Power Companies effectively to protect the Consumer---it also put to work thousands in the most depressed economic area in the Nation (FDRs words) and relieved the sporadic flooding that damaged homes and took countless lives year after year—(also –Oak Ridge, Tenn. was a good place to use all that power to do Nuclear Research for the Manhattan Project) The CCC—employed thousands of young men who were paid 30$ a month, 25$ sent home to families, and these young men built roads in National Parks, Planted millions of Trees to prevent soil erosion and replace deforested areas, and did much to improve and conserve our lands, it was also the most popular of the New Deal Programs The CCC could be seen as a continuity of Conservation from TR’s Progressive Era

***See Environmentalists “must” on Busch’s review page***

TR and Conservation his Greatest Legacy—Gifford Pinchot and their creation of the Rational Use Theory of managed resources---The Damming of all of the Great Western Rivers—for irrigation and electricity use

Harding and the Teapot Dome Scandal in the early 1920’s as his secretary of interior allows oil companies to access our Naval Oil Reserves –and opens businesses into wilderness areas to exploit them for profit

Nixon and the creation of the Environmental Protection Agency-Clean Air and Water Acts, Endangered Species Act in the 1970s which all supports the successful Modern Environmental Movement---

Arab oil embargo in the 1970’s led to drastic changes in an attempt to provide energy independence---creation of the department of energy under jimmy Carter in the 1970s –the building of the Alaska pipeline immediately—National Speed limits 55mph—to save fuel---better fuel economy cars mandated by US govt--

(PEO) PeoplingThis theme focuses on why and how the various people who moved to, from, and withinthe United States adapted to their new social and physical environments. Students examine migration across

borders and long distances, including the slave trade and internal migration, and how both newcomers and indigenous inhabitants transformed North America. The theme also illustrates how people responded when “borders crossed them.” Students explore the ideas, beliefs, traditions, technologies, religions, and gender roles that migrants/immigrants and annexed peoples brought with them and the impact these factors had on both these peoples and on U.S. society.

PEO-1 Explain how and why people moved within the Americas (before contact) and to and within the Americas (after contact and colonization).


John Smith settlement of Jamestown & English Colonies Advertising to gain settlers—John Smith writes a short narrative describing the work of apprentices coming to the colonies in glorious terms—when in reality it was very difficult to survive especially from 1607 until the mid 1650s—William Penn, later in Pennsylvania becomes very successful in attracting settlers by using advertising—Pennsylvania being called the “best advertised” of all of the colonies. By the mid-1600s as the colonies are seen as permanent in the South (always had been in New England—where the Puritans came in “towns & families” huge #’s during the “great puritan migration from England in the 1630s---50,000) as the permanency of the Southern Colonies began to cement due to the introduction of Cash crops such as tobacco by John Rolfe earlier—a point of Comparison is that the French colonies in Canada and down the Miss. River Valley were always much smaller and less gender balanced—especially by the mid 1650s.

PEO-2 Explain how changes in the numbers and sources of international migrants in the 19th and 20th centuries altered the ethnic and social makeup of the U.S. population.


Irish and German Imm. “Old Immigration” Nativism USA in the 1840s and 1850s –economic difficulties (potato famine) and failed Democratic Revolutions in 1848 in Europe caused 4-5 million to arrive in the USA---most settled in the Northeastern Cities due to poverty---led to growth of urban areas— 1st industrial Revolution/employment in factories---cotton mills in New England replacing young women from farms –“Lowell girls.”

PEO-3 Analyze the causes and effects of major internal migration patterns such as urbanization, suburbanization, westward movement, and the Great Migration in the 19th and 20th centuries.


African-Americans 1910 -1930 changes and continuities in social and economic experiences –especially those who move from the South to the North in the Pre/Post WW1 era-- first phase --(2nd phase during WW2) OF THE “GREAT MIGRATION.” {remember the “Exodusters” who left the South at the encouragement of Ida B. Wells in Memphis Tennessee (later famous for her Anti-Lynching Campaign) they go to Kansas—about 50,000 leave in the late 1800’s due to the violent and oppressive turn the South Took after the end of Reconstruction---post 1877—into Jim Crowism (Plessy v. Ferguson, 1896 legalizes Jim Crow)—prison labor farms—Lynching’s by the 100s -- – many African-Americans move North to find Employment in the growing industrial North –especially as the USA becomes the seller of so much to the warring nations of Europe during WW1 (1914-1918) Northern Cities like Chicago –“The Jazz/Blues Trail” from the lower Mississippi Valley to Chicago—or “Harlem” in NYC—home of the largest population of Blacks in America---- and many other swell with the millions of black migrants from the South seeking a better life that the sharecropping-Jim Crow dangerous “Lynching” South--- The North was far from a “Perfect Heaven” for these migrants—and had its own racism and “de-facto” segregation (in practice not by law which is “de-jure”) many whites respond with violence as competition for jobs becomes fierce---there is also some discriminatory practices in employment in the North tha hinders blacks success

—certain neighborhoods were segregated by practice---they would not sell homes to people of color—policemen and the legal system in the North was far from color blind as well---Race Riots in many cities like Chicago and St. Louis in 1919 that searched out and attacked Blacks—demonstrated that the North was far from perfect. These migrants in the urban North found voices who spoke of ending this viciousness---W.E.B. DuBois and the N.A.A.C.P. was a strong voice and writer for equality—in his masterpiece, “The Souls of Black Folk, (1903) he began with this observation, “ The problem of the 20th century is the problem of the color-line—the relation of the darker to the lighter races of men… in America and the World.” He was also the editor of the NAACP’s magazine, “The Crisis,” which featured many African-American artists, poets (Langston Hughes), and authors who lead the “Harlem Renaissance,” a period of celebration in all forms –“Black is Beautiful,” DuBois along with Ida B. Wells and others remained strong proponents of Immediate and Complete Equality for Blacks in America—and their office in NY reminded everyone in that city of the importance of their Work, “A man was lynched today.” Another leader of Blacks was Marcus Garvey who created the United Negro Improvement Association—the largest black organization in America---Garvey and DuBois did not cooperate, in fact DuBois thought he was “dangerous,” but Garvey lifted the spirits of many and called for a different type of equality—a SEPERATISM—“BLACK NATIONALISM”—To create Black owned businesses and Black Communities—to use the power of the dollar to lift each other up not the White businessmen—he also began a “back to Africa,” movement – and the “Black Star Line” to take blacks home—This “Pan-Africanism,” eventually caused him problems due to money and taxes and his unique brand of Black Nationalism causes him to get in trouble with the American authorities who arrest him and then deport him to Jamaica (where is was from)—his legacy lived on influencing the “Nation of Islam,” led by the Honorable Elijah Muhammad—and his protégé in the 50s and 60s the eminent figure—Malcolm X--- Blacks were able to create their own business—like Madam CJ Walker whose hair care business made her the 1st self-made female millionaire in US History—Black Children went to well funded schools---and due to the spread of Jazz and inter-racial clubs the North slowly but surely was transforming into a more acceptable society—Black Soldiers fought in WWI in segregated Units –most as laborers but the Harlem Hellcats saw plenty of action—this resounds somewhat in the North but in outlying areas in the South and Southwest –these Veterans came home resentful due to their experiences overseas, especially in France where the color line did not exist---and interracial groups were accepted. Veterans after they came home began to push in areas like Tulsa, Ok—for more progress –and it cost them dearly when whites went on rampage against the black citizens of Tulsa and murdered and destroyed black businesses—The African-Americans who stayed in the South do not see a change in attitudes—Booker T. Washington’s speech at the Atlanta Cotton Exposition in 1895 –acquiesced somewhat to the segregated situation, “we can be as separate as the fingers on our hands,” –and challenged Blacks in the South to become tradesmen—the Tuskegee Institute was originally created for this purpose---and my Black Businesses men do rise in their Separate Spheres and create their own “middle-class,” yet the constant threat of violence and death cause many who do prosper to move to the Northern Urban cities where there was protections in numbers—and more opportunity for their children. The South as we know does not change for a long while.

The South during this time period was going through changes as well---Cotton prices were falling and sharecropping was becoming less and less profitable—SO HENRY GRADY –editor of the Atlanta Constitution Newspaper and MANY SOUTHERN BUSINESS LEADERS GROUP TOGETHER TO MARKET “THE NEW SOUTH”—Grady and his associated began to market the NON-UNION docile white labor force –and docile “controlled” “free” and “imprisoned” black labor force to the Cotton Mills of New England –and began to develop their own unique Industries—Steel Industry in Birmingham, Alabama--- The Furniture Industry—the Tobacco Industry (new rolled cigarettes-Duke) –New Electric Power furnished by Dams (Duke—Catawba River for example) 90% of the jobs in these new industries were only for whites—the “hill-billies” –“clay-eaters” fill these jobs in mass—Southern Planter long---the dominant force in the South becomes concerned that now that the poor whites left to work in the more industrial areas—and the blacks were leaving to go North who would farm their fields for so little—often in the South the Police Force and Judges would sentence blacks to labor—for petty crimes, such as vagrancy (being unemployed) and therefore they would have to serve their sentence in forced labor on farms or even in the mining of iron ore in Alabama –whatever the most difficult or dangerous work there was to do in a particular area—again many African-Americans left –

Post WW2 Suburbanization – rise of Suburban homes begins with Levittown in the late 40s—as many urban areas begin to have “white flight” –the Automobile and GI Bills cheap loans –in combination with Eisenhower’s Interstate Highway Act links the areas together—the rise of Malls in Suburbia and Fast Food--- Drive-in Movies---the Baby Boom—rise in prosperity –advertising and consumerism all contribute to the post-war growth of

Suburbia—as well as farmers increasingly becoming corporatized and bigger producing even more food that previously--

Rise of Sunbelt –WW2 phenomenon helped due to the invention of the air-conditioner and huge Government Defense industry Contracts during after the war that cause many of these plants to be built in the South and West—so therefore jobs—so therefore people—along with mild winters and weather—close to coast lines for leisure—hugely influential politically as more and more people move to these states more and more of the Congressional Seats move too—thus the advent of Big Government brings more and more Government $$ to these States***

PEO-4 Analyze the effects that migration, disease, and warfare had on the American Indian population after contact with Europeans.


There is great information regarding this topic elsewhere in the document

PEO-5 Explain how free and forced migration to and within different parts of North America caused regional development, cultural diversity and blending, and political and social conflicts through the 19th century.


British North American Colonies--Triangle Trade Conflict and Cooperation between Natives and Colonists—

The interactions between the Natives and encroaching colonists in North America allows for the spread of ideas---and conflict with the interior Native American Tribes for guns---more death—and European trade goods—Which begins some of the alliances ---Iroquois and British---Algonquin/Huron and French—and even led to “Backcountry Rebellions such as Bacon’s Rebellion, in the 1660s –due to the lack of protection given to backcountry settlers from the Coastally controlled colonial government in Virginia—due to the coastal elite’s prosperous trade in furs with the Indians---which also led to the decline of “indentured servants” and the increase of the use of African Slaves (1st came to the Colonies to Jamestown, Virginia, colony in 1619—but were not permanently slaves until after Bacon’s Rebellion) ---the elites demanding permanent slavery for the Africans—Indentured Servants eventually become free--- begins the “master-race” philosophy that guides the American South for centuries---and the booming slave population due to the “middle-passage” of the Triangle Trade in the 1700s after the Royal African Co. loses its monopoly on the slave trade—also bringing the New England shipping industry into the slave trade (banned in 1808 by Constitutional compromise, agreed to in Philly, 1787)

PEO-6 Analyze the role of both internal and international migration on changes to urban life, cultural developments, labor issues, and reform movements from the mid-19th century through the mid-20th century.


Irish and German “old Immigration” Navtivism Northeastern Urban Cities 1840s/50s led to formation of “know-nothings” political party---violence against immigrants—synthesis: rise of KKK in 1920s against “New Immigrants” from Southern and Eastern Europe---“Chinese Exclusion Act” in 1882—banning

of Japanese in 1924 Imm. Act.

New Immigrants- Female Reformers of the “Social Gospel Movement” ---Settlement Houses—1880s began—Jane Addams-Florence Kelley-Lillian Wald—Mother Jones---Chicago/New York—Most large Urban Cities—Many middle class women reformers led by Jane Addams begin to seek to do “Social Work” to improve the conditions of the poorer New Immigrants who flood to this country between 1880 and 1920---these “Settlement Houses” became centers of hope and knowledge for those less fortunate industrial workers trying to work and take care of their families in a strange place---Community Kitchens –Day Care—English Language classes—Citizenship classes—and also become a center of Strength for Women Reformers who learn to organize to fight for CHANGE---they are critical and a large powerful force for Change into the Progressive Movement which grows out of the labor conflicts of the later Industrial Gilded Age—and their experiences lead them to victories— 16th, 17th, 18th & 19th Amendment(s), voting for Women—and their push for better working conditions through Labor Unions –the reform and end of Child Labor and more and better public schools—working with John Dewey and others---Worker’s Compensation Insurance for being hurt on the job---creating the National Consumers League which eventually with TR and Upton Sinclair’s “The Jungle,” gets laws to protect consumers—Pure Food and Drug Act and Meat Inspection Act in 1906---as well as other “Muckraking” Journalists, like Ida Tarbell who attacks Standard Oil—These Reformers accomplish so much---especially GETTING THE GOVERNMENT TO “REGULATE BUSINESSES” IN THE INTERESTS OF THE AVERAGE PERSON---NOT COMMUNISM BUT MORE DEMOCRACY. Synthesis: These Women Reformers of the late Gilded and Progressive eras have much in common with the earlier Women Reformers of the 2nd Great Awakening which is at its height in the 1830s – 40s.

The Chinese Exclusion Act, 1882---US v. Won Kim Ark, 1898—upholds “Birthright Citizenship”

New Immigration from 1880 to 1920 detailed in this document elsewhere

Urban Growth by the 1920s America has more urban that rural residents for the 1st time in 1920---and leads to conflict between “modern” and “traditional” society—ex. ‘The Scopes Monkey Trial” in Dayton, Tennessee which puts a teacher on trial for teaching “Evolution” –rise of nativist KKK –“modern more Secular Christians v. Fundamental Rural Christians—the evolution of Women’s Dress and behavior—Flappers—Dancing and Smoking in Public—“The Gibson Girl”—the new woman—as well as the “New Negro” –Harlem Renaissance—“Claude MacKay’s poem about “fighting back,” rise of Black Nationalism led by Marcus Garvey, urban crime—the “Mafia”—The influence of the Automobile, Movies, Radio, Airplane on cultural values and a standardization of American Language and Culture

PEO-7 Explain how and why debates over immigration to the United States have changed since the turn of the 20th century.


Immigrants Immigration Act of 1924 “National Origins Quotas”-Nativism USA –restrictions passed by Congress to “freeze racial composition” of USA—it works, by 1930s more people leave than come to USA, but Great Depression could have influenced the dramatic change that is the 1st time in our history that more people leave than come---due to fears of spreading communism, anarchy [1919 year of bloody riots---1st red Scare—bombing of A. Mitchell Palmer, Atty. Gen.’s house--] increased labor difficulties—deportation of “radicals” on SS. Buford to USSR---Sacco and Vanzetti Case—rise of KKK---this Imm. Act banned Japanese Immigrants---restricted imm. Based on national origin, ethnicity and/or race of the immigrant group using a quota system--- later removed in 1965 imm. Law---which brings an increase of Asians and Latin American Immigrants—and allows for the Cap on total immigrants to be ignored if there is a familial tie in the USA.

(POL) Politics and Power

Students should examine ongoing debates over the role of the state in society and its potential as an active agent for change. This includes mechanisms for creating, implementing, or limiting participation in the political process and the resulting social effects, as well as the changing relationships among the branches of the federal government and among national, state, and local governments. Students should trace efforts to define or gain access to individual rights and citizenship and survey the evolutions of tensions between liberty and authority in different periods of U.S. history.

POL-1 Analyze the factors behind competition, cooperation, and conflict among different societies and social groups in North America during the colonial period.


There is great information regarding this topic elsewhere in this document

Bacon’s Rebellion-Stono Rebellion—Indian Alliances—Paxton Boys—Regulators—Shay’s Rebellion just to name a few—F& I War---

POL-2 Explain how and why major party systems and political alignments arose and have changed from the early Republic through the end of the 20th century.


Democratic-Republicans (Jeffersonian Republicans) “GW’s Neutrality Proclamation” 1793 –USA—The 1st Two Political Parties creation and permanence are strongly influenced by GWs -Foreign Policy – especially Jay’s Treaty with Britain to slow down “impressment” and the “Neutrality Proclamation.” –The 1st political parties are not the Federalists and Anti-Federalists who have conflict during the ratification of the Constitution---these were “factions” or one idea groups--- The 1st Political Parties begin over the conflict between Hamilton and Jefferson about whether or not the USA should have a “National Bank,” AND ARE made permanent as other issues—such as GW’s Neutrality Proclamation come to pass---especially due to the Federalists general support of Great Britain—and the Democratic-Republicans support of the French---which causes further conflict.

Era of Good Feelings –domination of Democratic-Republicans –“One Party Rule”

Rise of Whig Party in opposition to Jackson and Jacksonian Democracy—creation of “Democratic Party”—including minor 3rd parties, like Know-Nothings (Nativism) and “Free-Soil Party” and “Liberty Party” in the 1840s against the spread of Slavery into the West---and modern style campaigning begins –as well as A HUGE CHANGE—UNIVERSAL WHITE MALE SUFFRAGE BY 1840***

Rise of Republican Party, in response to the Kansas-Nebraska Act, 1854---split of Democrats in 1860

Rise and decline of Populists – “Gilded Age”

Rise of Progressives—to Bull Moose Party of TR

Rise of Socialist Party

New Deal Coalition

The Dixiecrats in opposition to Truman’s integration of the Military and Executive Order to integrate the Federal Government

George Wallace in 1968—in opposition to the integration of schools

The Rise of the Conservatives --Goldwater in 1964, Nixon’s Southern Strategy in 1972, & and the Reagan Revolution

POL-3 Explain how activist groups and reform movements, such as antebellum reformers, civil rights activists, and social conservatives, have caused changes to state institutions and U.S. society.


Progressives (middle class) Progressive Movement Social and Govt REFORM USA -- Progressive Reform legislation under TR, Taft, and WWilson—16th-17th -18th-19th amendments—(progressive era amendments) TR’s 3c’s and Square Deal---and the idea of ‘Government REGULATION,” of industry on behalf of the people---a culmination of the movement began by the Populists and Social Gospel movements in the late Gilded Age.

FDR & African Americans Exec. Order 8802 it is a legitimate function of Government to promote racial justice---- Created the FEPC to ban discrimination in WW2 –mobilization—War Industry hiring in defense plants—avoided a march on DC threatened by A.Phillip Randolph and the NAACP during WW2 which was consistent with their “Double V,” campaign –victory over racism abroad and at home.

Jacob Riis Photographs “Dumbell Tenements” Progressive Social Reforms Urban living conditions were horrendous for many new immigrants—who band together in “little Italies,” the lower east side of NYC’s tenement housing—Jewish – and many other Imm. Groups in large urban areas who lived huddled together ---which led to the HUGE # OF DEATHS—Like the Spanish Flu outbreak in the early 1900s—

Constitutional Convention in 1787—Great Britain’s Parliament ----remember that in the initial draft of the Declaration of Independence, 1776, 11 years earlier Thomas Jefferson had included the idea that African Slavery was evil and forced upon the colonies by the King—but was forced to remove it by Southern Interests--- Both England and the United States Outlaw the International Slave Trade, at the Constitutional convention in Philadelphia two compromises were reached concerning Slavery—One was the 3/5ths compromise which is VERY SIGNIFICANT POLITICALLY and counts each African Slave as 3/5ths of a person for population which allows them a greater share of representatives in the House AND a larger # of Electoral Votes for President—which is why the Presidency is controlled by the South until the great immigration of the 1840s an 50s of Irish and German into the Northeast dilutes their dominance---“The Virginia Dynasty” controlled Presidential politics – Washington, Jefferson, Madison, and Monroe were 4 of the 5 Presidents all from Virginia between 1787 and 1824 –37 years. THE INTERNATIONAL SLAVE TRADE COMPROMISE—is the 2nd of the CC’s –and BANS THE INTERNATIONAL SLAVE TRADE BY JAN. 1808—which supposedly ended the huge # of African-Slaves

transported to America—yet the Demand for Slaves grew as the nation expands into the fertile Southern Cotton Expansion into Alabama-Mississippi-AND THE DOMESTIC SLAVE TRADE DOMINATED—Andrew Jackson’s victory over the Southeastern Indians at Horshoe Bend, Alabama--- before his great victory at New Orleans in 1815 effectively opens these areas to new cotton expansion due to the massive increase in demand fostered by Eli Whtney’s Cotton Gin, invented in 1793—that makes “Short-Staple” cotton incredibly profitable…. And the “COTTON KINGDOM” IS BORN—Slaves are now sold “Down the River” from the older Tobacco states as the land becomes less fertile and the price of Slaves rises dramatically due to the end of the International Slave Trade—

1960s Poverty exists in America despite the massive economic growth---LBJs “War on Poverty to create a Great Society”—in the mold of the New Deal of FDR---LBJ and the Democrats who control government—decide to pass a flurry of laws in an attempt to spend the USA out of poverty—Medicare and Medicaid/ Education like Head Start, and College Loans for the needy/ Expanded Welfare –Aid to families with dependent children—Civil Rights Act, 1964—Equal Employment Opportunity Commission (EEOC) Model Cities and Towns Bill to aid urban areas crumbling due to Suburban exodus---Voting Rights Act, 1965—and many more----AS A RESULT THE % OF AMERICANS IN POVERTY DROPS FROM PERHAPS 25% TO 12% A MASSIVE DECREASE and another increase in productivity which makes our economy even stronger—“our greatest asset is our people.”

POL-4 Analyze how and why the New Deal, the Great Society, and the modern conservative movement all sought to change the federal government’s role in U.S. political, social, and economic life.


Bill Clinton & Ronald Reagan Conservative Revolution of the 1980s affecting a Democratic Presidents policies in the 1990s---“The Era of Big Government is over.” ---especially due to the huge 2 Trillion $$$ budget deficit RR puts the USA in after his Presidency—prevented any increase in social programs and encouraged Clinton to attempt to slow the debt—which he does with the help of a Republican controlled Congress which passes the “Contract with America,” which provides a balanced budget and even surpluses for 3 of his 8 years—the only Presidency since Eisenhower in the 50s to accomplish this to this day.

The New Deal and the Great Society are both addressed elsewhere in this Document

POL-5 Analyze how arguments over the meaning and interpretation of the Constitution have affected U.S. politics since 1787.


1st American Government Articles Of Confederation Enlightenment/Dec. of Ind. & Common Sense--- influenced the “limited” powers given to our 1st government due to overthrowing an “all-powerful” British Government—thus creating a “confederacy,” a limited sharing of power between the 13 “independent States” and a small unicameral AOC congress with limited powers ---as their 1st Government---these “limitations” forced upon the AOC lead to changes after the victory in the Am. Rev. ---leading to the formation of the Constitution. That Government serves at the will of and to protect the governed[ people]---“social contract.” Synthesis: Coming conflict between States Rights and Federal Governments rights under the Constitution—Va. & KY Resolutions in 1798 that introduces “nullification,” Jackson’s Nullification issue in the 1830s, and the Civil War—

North V South Reconstruction (1865-1877) The admission of the Confederate States back into the Union after the Civil War---huge debates after Lincoln’s death and the ascension of Andrew Johnson into the Presidency—between Johnson and his plan, which immediately reconstructed Southern States with the vile “Black Codes,” and the Radical and Moderate Republicans, who favored a more punitive approach to the South to guarantee the newly freedpeople their place as citizens in America---the 13th, 14h***, and 15th amendments and “military reconstruction,” using Union troops stationed in the South to enforce the new laws and a reformed South controlled by the Republican Party—Reconstruction ends due to a lack of will on the part of Republicans in the North due to factors such as the Depression of 1873, the Growth of Scientific Racism-which allows Northern business interests to team up with White Southern political leaders to blame the immigrant in the North and the Southern Blacks in the South for both corrupting the political processes---political machines in urban north and newly freed slaves voting in the South—and finally the immense violence---KKK and Red Shirts, Hamburg Massacre in SC in the 1870s and Wilmington, NC Massacre later in 1898—this violence controlled by the White Political leaders in the South to guarantee the “White Master Race” would be in control—broke apart the Northern will to continue to fight another Civil War and allows the “Redeemers” to finally take complete control of the South leading to Jim Crow and separate but equal laws that dominate a “white SOLID DEMOCRATIC SOUTH” for over 100 years until the Reagan Revolution when the conservative south becomes Republican controlled as it is today.

Articles of Confederation 1776 (ratified in 1783 –took so long due to conflicts over individual states western boundaries or land claims) ---LAND ORDINANCE OF 1785 AND NORTHWEST ORDINANCE OF 1787---easily some of the good actions under the Articles of Confederation---The system of Surveying Land for settlement west is established—as well as THE PROCESS OF ADMITTING NEW STATES (NW ORD. 1787****HUGE) “Temporary Tutelage”---as population grows the Territories can submit a Constitution to Congress who would then APPROVE THEIR ENTRY INTO THE UNITED STATES ON AN EQUAL BASIS FOR ALL MEMBERS—clearly they did not want to be Imperialistic due to their own struggles as colonies of Britain-- ***UNIQUE IN THE WORLD*** Two additional features of the NW Ordinance are significant---IT BANNED SLAVERY IN THE OLD NW**ESTABLISHNG THE FEDERAL GOVERNEMENTS RIGHT TO DO SO***AND THEY PASSED THE 1ST FUGITIVE SLAVE LAW—

You should look over the Marshall Court Rulings—beginning with Marbury v. Madison, 1803 which permanently establishes the right of “judicial review” with the Supreme Court of the United States---that the SC has the power to interpret the Constitution—and strike down laws –Federal or State that are “Unconstitutional”** also McCullogh v. Maryland, 1819 that supports Hamilton’s view of Implied Powers existing in the Constitution which greatly enlarges the power of the Federal Govt--***Jackson’s denial of the Cherokee Indians victory and famous comment of “Marshall has made his decision now let him enforce it,” becomes a major piece of contention at the end of Marshall’s tenure as Chief Justice—along with Earl Warren’s Tenure the Two Greatest with out question in our history---

People who lived in the Territories of the Louisiana Purchase—by 1820 –a “Sectional Balance” Free and Slave has arisen—so when Missouri applies for Statehood—as a Slave State –the Free State Members of Congress attempt to block their admission to keep the balance Sectionalism and Conflict arises due to the UNIQUE REGIONAL IDENTITIES CREATED ECONOMICALLY SINCE THE FOUNDING AND EXACERBATED BY HENRY CLAY’S “AMERICAN SYSTEM” WHICH MADE USE OF THE MARKET REVOLUTION –transportation, communication, 2nd Great Awakening—TO ESTABISH DISTINCT ECONOMIC IDENTITIES IN EACH REGION---THE AGRICULTURAL SOUTH THE INDUSTRIAL NORTH AND THE MIXED WEST—THIS ALSO BEGINS THE SOUTHERN CLAIM MADE BY JOHN C. CALHOUN, SC SENATOR AND MANY OTHERS THAT SLAVERY IS NOT “EVIL” AS JEFFERSON HAD CLAIMED THAT SLAVERY IS A “POSTIVE GOOD” THIS NEW POSTITON CONTINUES TO BE HELD BY SOUTHERNERS THROUGH THE CIVIL WAR---the MISSOURI COMPROMISE OF 1820**---HENRY CLAY’S 1ST---WILL allow Missouri and Maine to enter to keep the Balance AND TO DRAW THE 36-30 LINE ACROSS THE SOUTHERN BOUNDRY OF MISSOURI**and says that any territory that is ABOVE THE LINE WILL BE FREE AND BELOW THE LINE WILL BE SLAVE*** THIS COMROMISE KEEPS THE LID ON THE EXPLOSIVE ISSUE OF THE EXTENSION OF SLAVERY INTO THE WEST**CAUSE OF CIVIL WAR***UNTIL AFTER THE MEXICAN AMERICAN WAR IN 1848 AND THE ADDITION OF THE MEXICAN CESSION (EVEN LARGER THAN THE LA. PURCHASE—AND A FULFILLMENT OF “MANIFEST DESTINY” ) So When California’s GOLD RUSH OCCURS IN 1849*** AND THEY APPLY TO BE A “FREE STATE” IT BLOWS THE ISSUE UP AGAIN—HENRY CLAY COMES TO THE RESCUE AGAIN FOR THE 3RD AND FINAL TIME-AS THE

HISTORIC “DANIEL WEBSTER – ROBERT HAYNE DEBATE” SHOWS HOW THE CONFLICT IS ABOUT TO DESTROY THE COUNTRY—IN THE 1850S—but the Compromise of 1850*** with its hated New Fugitive Slave law (Bloodhound Bill)*** passes Congress and is signed into law by the new President Millard Fillmore who takes over after the Suspicious Death of Zachary Taylor—“Old Rough and Ready”—Hero of the Mexican American War--- (remember “spotty Lincoln”) who opposed the compromise due to him coming under the influence of “Higher Law” William Seward who opposed the Compromise due to its allowing for Popular Sovereignty and possible spread of Slavery into the West—THIS IDEA OF POPULAR SOVEREIGNTY COMES TO A HEAD WITH THE TRANSCONTINENTAL RR IS PLANNED TO FIRST CROSS THE SOUTH (Gadsden Purchase, 1853 also completes our control over the contiguous USA—lower 48 states) in Response to the initial plan for the TCRR to run in the South –Clever Senator Stephen Douglas of Illinois, “The Little Giant” –and a FAKIR-Charlatan--- engineers the Kansas-Nebraska Act in 1854 (WHICH BEGINS THE REPUBLICAN PARTY IN OPPOSITION TO THE REPEAL OF THE MISSOURI COMP. LINE OF 36-30 OF 1820**AND TO SUPPORT THE “FREE LABOR” IDEA AND OPPOSITION TO POPULAR SOVEREIGNTY’S POOSIBLE ALLOWANCE OF SLAVERY TO MOVE WEST—LIMITING FREE LABOR IN THIS AREA***—which organizes the Nebraska and Kansas Territories to be used for the TCRR instead of in the SOUTH---his promises regarding the expansion of Slavery into Kansas by Popular Sovereignty (becoming Bleeding Kansas with John Brown appearing here before Harpers Ferry in 1859) manipulated the South to agree---BUT –WHEN THE “DRED SCOTT CASE, SCOTT V. SANFORD, 1857 –STATES , THE 36-30 LINE IS UNCONSTITUTIONAL?(ALREADY REPEALED BY THE KANSAS-NEBRASKA ACT?? THE COURT CLAIMS THAT THE FEDERAL GOVT NEVER HAD THE RIGHT TO BAN SLAVERY ANYWHERE—EVEN IN THE NWORD, 1787--) (MISSOURI COMP. LINE OF 1820) AND---THAT “NO BLACK IS A CITIZEN OF THE USA.” AND THAT CONGRESS CANNOT BAN SLAVERY “ANYWHERE” DUE TO THE 5TH AMENDMENT---DOUGLAS IN HIS SENATORIAL DEBATES WITH LINCOLN STATES IN THE FREEPORT DOCTRINE IN 1858 THAT YOU COULD BAN SLAVERY BY POPULAR SOVEREIGNTY the South goes CRAZY CALLING HIM A LIAR AND TRAITOR—IGNORE THE SUPREME COURT?—AND WHEN KANSAS SENDS THE “LECOMPTON CONSTITUTION” TO THE CONGRESS SO THAT KANSAS WOULD BECOME A “SLAVE STATE”—Douglas OPPOSES IT DUE TO CHICANERY—This is the last straw for the South –THEY DO NOT TRUST DOUGLAS---AND IN 1860 WHEN STEPHEN DOUGLAS IS SELECTED BY THE DEMOCRATIC PARTY TO RUN FOR PRESIDENT—THE SOUTHERN DELEGATES WALK OUT TWICE—AND SPLIT THE LAST REMAINING NATIONAL PARTY---THUS ALLOWING LINCOLN TO WIN THE PRESIDENCY IN 1860 AND CAUSING THE FIRST DEEP SOUTH SOUTHERN STATES (7) TO FORM THE CONFEDERATE STATES OF AMERICA WITH ITS CAPITAL IN MONTGOMERY, ALABAMA--- AND SECEDE—DUE TO THEIR FEARS THAT LINCOLN WILL END SLAVERY?? He never mentions this and offers to support a constitutional amendment to allow Slavery to stay where it exists forever?? JUST NEVER TO GO WEST OR ANYWHERE ELSE--- thus the Slave Power Conspiracy—is losing its control of the nation---as more and more FREE STATES ARE BOUND TO ENTER---AND THEY DECIDE TO LEAVE---AFTER FT. SUMTER—NC, ARK, VA, AND TENN—SECEDE BRINGING THE TOTAL # OF STATES TO 11 IN THE CSA AND THE CIVIL WAR IS ON.

The 13th 14th 15th Amendments –13th begins freedom for Blacks, 14th -Defines Citizenship for the 1st time overturns the Courts Dred Scott Ruling in 1857, [Scott v. Sanford] that no black could be a “citizen”*** (born in USA—challenged after Chinese Exclusion Act, 1882—but continued to be defined as “Born in USA” in the SCourt case US v Won Kim Ark, 1898 and limited in Plessy v. Ferguson, 1896—affecting many even today Latin immigrants for example – but EQUAL PROTECTION UNDER THE LAW (14TH) is finally made clear in Brown v. Board, 1954—and continuously applied to different groups from this point forward--- the !5th causes some issues with Women as it prevents them from voting due to the definition of Male in the 14th amendment as it related to freed men being able to vote in the South---this splits the former male and female abolitionists group in the 1870s and the women continue to push for their right to vote—which is won in 1920 due to the work of many especially Alice Paul and the NWP and Elizabeth Cady Stanton and NAWSA---The 19th Amendment in 1920 give Women the right to Vote.

The Progressive Era brings about great reform concerning the meaning of the Constitution—with 4 amendments-16th -17th-18th -19th

The 16th Amendment allows for a Direct Federal Income Tax--- only done once before to raise $ during the Civil War—and ruled unconstitutional by the Supreme Court after---

The 17th Amendment Changes the process of Selecting US Senators from State Legislators choosing them to submitting them to a direct vote of the people—one of the main goals of the progressive movement was MORE DEMOCRACY---

18th is prohibition of Alcohol—the 21st during the New Deal revokes this--**only time this happens

The 19th is above

Other controversies may be the 24th which abolishes the Poll Tax—and combined with the landmark Voting Rights Act of 1965 finally protects EVERYONE’S RIGHT TO VOTE AND DOES NOT ALLOW LIMITATIONS OF THIS RIGHT AFTER---

The 26th Amendment expands Voting again to include those over 18 years of age—passed due to the Vietnam Draft—and those fighting for their country who could not vote***The Draft re-applied in 1948 lasted until 1973***

You should also examine the various Warren Court cases which alter dramatically many issues—like Miranda v. Arizona—Griswold v. Connecticut –Reynolds v. Sims—and Engle v. Vitale

In the Modern Era –you should be familiar with Court interpretations of the Constitution about Abortion—Roe v Wade, 1973 --and later more conservative cases which limit this somewhat—Casey v. Planned Parenthood and the Webster Case--- Affirmative Action as it leads to Reverse Discrimination in Regents of California v. Bakke, 1978 and American Indians can only be limited in the Sovereignty by the Federal Congress not States, in US v. Wheeler, 1978 and maybe more recently the idea of freedom v. War time Government power in the Patriot Act after 9/11

POL-6 Analyze how debates over political values (such as democracy, freedom, and citizenship) and the extension of American ideals abroad contributed to the ideological clashes and military conflicts of the 19th century and the early 20th century.


Women’s Rights 1840s Seneca Falls Women’s Right to vote in the ‘Declaration of Sentiments,” leads eventually to the Alice Paul NWP and Elizabeth Cady Stanton’s NAWSA—which successfully petitioned for the 19th Amendment in 1919-20 during and after WW1. Continuity* Also grouped together with the ABOLITIONISTS—and subsequently joined to focus on ending slavery---but broke up after the Civil War due to a difference in opinion over the word “male” in the 14th amendment and black men voting before women due to the 14th and 15th amendments. Another “continuity or synthesis –would be the women 1st working for the modern African-American Civil Rights Movement 1950s & 1960s before turning to focus on their own movement after the victories of the Civil Rights Act, 1964 and Voting Rights Act, 1965.

African-Americans Plessy v. Ferguson, 1896 “Separate but Equal” USA ---established the legality of a “Separate Society,” JIM CROW—in the USA---these laws are passed after the end of “Reconstruction,” in 1877 and made legal by the 1890s across the South and into the West as well with Hispanics and Asians.

Various Beginnings of an American Democracy 1st political parties established in 1790s by Jefferson, Madison, and Hamilton over conflicts during GW’s Presidency—The Federalists and Democratic-Republicans---- The Beginnings of the 2nd Great Awakening voluntary Reform Movements to promote Social Reforms in the 1820s to 1840s---Abolitionists-Alcohol-Women’s Rights—etc.. The end of the “era of good feelings,” one-political party rule from the death of the Federalist Party due to the Harford Convention-treason at the conclusion of the War of 1812-1816 (Treaty of Gent-Battle of New Orleans) to the rise of the Whig Party (anti-Andrew Jackson) in the 1830s--- and the Creation of the “Democratic Party,” by Andrew Jackson in the 1830s –Two party rule restored by mid -1830s---and lasting to the present day--- The question asks you to make a case for which of the three represents the beginning of a democracy in the USA—you can make a case for any---the one point you could make for Jackson & the return of two party rule in the1830s ---is that “Jacksonian Democracy”—is defined by the fulfillment of “white male sovereignty”---all white males are able to vote by 1840---ending property qualifications in all states---and greatly enlarging the # of people who could vote from perhaps 250,000 in the “corrupt bargain” election in 1824 (JQ Adams wins in the House of Reps) to over 3 million by 1840 when WH Harrison, Whig, wins in 1840--- also you see the 1st 3rd party candidates for President

—‘Anti-Masonic Party’ in 1832—many follow—Liberty party, Know-nothings- etc…in the 1840s---you also see the beginnings of “popular campaigning we see today—speeches, parades, party’s etc--- and the 1st Political Party conventions that nominate candidates---

POL-7 Analyze how debates over civil rights and civil liberties have influenced political life from the early 20th century through the early 21st century.


African-Americans Brown v. Board of Education, 1954 Civil Rights-Meaning of Constitution –USA –application of Civil War amendment, 14—and its “Equal Protection” Clause—causes Southerners to FIGHT—many southern states close schools or delay as much as possible the implementation of the Brown decision---Synthesis: In the 1830s President Andrew Jackson refuses to follow John Marshall’s decision in the Supreme Court which ruled in favor of moving the Cherokee Indians---“Let Marshall enforce his decision,” an example of conflict over the meaning and interpretation of the Constitution.

Americans Miranda v. Arizona, 1960s Rights of the Accused ---this shows a “continuity” from the Brown v. Board, 1954 decision that affirmed rights and protections of African-Americans in public schools and is similar to the “Miranda” ruling of the court that protects individual rights and protections---similar to many of the “WARREN COURT,” RULINGS OF THE 1950S &60S*****KNOW THESE****AND MARSHALL CASES*** REVIEW SUPREME COURT DECSIONS IN DOCS ON MY REVIEW SITE.

(WOR) America in the World

In this theme, students should focus on the global context in which the United States originated and developed as well as the influence of the United States on world affairs. Students should examine how various world actors (such as people, states, organizations, and companies)have competed for the territory and resources of the North American continent, influencing the development of both American and world societies and economies. Students should also investigate how American foreign policies

and military actions have affected the rest of the world as well as social issues within the United States itself.

WOR-1 Explain how imperial competition and the exchange of commodities across both sides of the Atlantic Ocean influenced the origins and patterns of development of North American societies in the colonial period.


Colonists Navigation Acts Mercantilism English North America –The British used the Navigation acts to restrict the colonists economic independence and tie them firmly to the Gritish empire and the British goal from imperialism which was to enrich England at the colonies expense—thus making them slaves not citizens---which exacerbated the conflict after the F& I wars end in 1763 with Britain’s focus on their New Colonial Policies which eventually leads to revolution and independence.

WOR-2 Explain how the exchange of ideas among different parts of the Atlantic World shaped belief systems and independence movements into the early 19th century.


This idea has been thoroughly examined elsewhere in this document

WOR-3 Explain how the growing interconnection of the United States with worldwide economic, labor, and migration systems affected U.S. society since the late 19th century.


Americans The effects of the American entry and integration into the Global Economy FROM 1945 TO THE PRESENT—how it demonstrated Continuity as well as change--- one could argue for continuity in these ways: high standards of living continued throughout the post-war period—access to the middle class grew for most people throughout the period—social mobility was a consistent feature –technological developments spurred continuous growth—high levels of military spending continued through the period—large government budgets and social programs that created a social safety-net and welfare-state continued through most of the period. One could argue for change over time in these ways: in the 1970s our economy plummeted especially due to our lack of energy dependence on foreign oil---a new conservatism rose in response to economic, social, and cultural challenges, tax revolts and cuts took place in the 80s especially, deregulation of industries led to massive problems in the later 80s-90s-and 2000’s—High interest rates, inflation, and higher unemployment led to the stagflation in the 70s—our collapse of our manufacturing industries were combined with the loss of jobs and markets to foreign competitors –in electronics, steel, and autos especially—the conservative revolution in the 1980s challenged the Welfare state created previously---the concern for the environment and environmental laws also contributed to the economic struggles of the 70s and to many companies moving overseas in the 80s and 90s to avoid high labor and productions costs—The massive increase of Women in the Workforce in the 70s to allow families to somewhat maintain their standards of living brought dramatic social changes as well—Synthesis: in a global perspective ---the influence of the USAs massive influence in world markets and search for cheaper labor and manufacturing sites leads to the radical growth of the Chinese economy---our entry into the global economy eventually led to conversations about the exploitation of labor abroad especially as we lost jobs here at home—and how the entry into the global markets has influenced our use of our Military overseas---and our role as an international police power and global responsibilities –similar to TRs use of “preventative intervention” at the turn of the 20th century—building of Panama Canal—and our support of United Fruit Company with our military in Central America.

WOR-4 Explain how the U.S. involvement in global conflicts in the 20th century set the stage for domestic social changes.


GW-US Gov’t Farwell Address & Failure to join the League of Nations after WW1 (1914-1918, but US participation beginning in 1917)—Isolationism—in keeping with the spirit of GWs Farwell Address—“no permanent foreign entangling alliances,” ---The Senate opposed Woodrow Wilson’s ---“Make the World Safe for Democracy” -- idea of the League of Nations—which was included in his famous “14 points” address---and the basis for a very influential “Moral Diplomacy” perspective of US Foreign Policy –“good v. evil” which is begun again especially after WW2 with the US joining the United Nations and NATO as well as several other organizations for “COLLECTIVE SECURITY,” post WWII like: SEATO and METO—etc…

The Effect of the Cold War –2nd Red Scare and McCarthyism in the 1950s

The Effect of the Cold War and the New Media (TV) on the Modern Civil Rights Movement

WOR-5 Analyze the motives behind, and results of, economic, military, and diplomatic initiatives aimed at expanding U.S. power and territory in the Western Hemisphere in the years between independence and the Civil War.


George Washington Farwell Address “no permanent foreign entangling alliances” –led to the idea of “isolationism” that dominated “supposedly” (I question this in reality due to our push during “Manifest Destiny,” From 1803 {La. Purchase}-1850s and later “imperialistic” period in the 1890s) But ---is certainly a continuity that dominates many eras of US History—in this case his “Neutrality Proclamation” keeps us from participation in the War that breaks out between Britain {later most of Europe) and France due to the French Revolution---and ends our commitment to the Franco-American Treaty of 1778—which enables us to defeat Britain during the American Revolution---and IS OUR LAST TREATY WICH COMMITTED THE USA TO USE MILITARY FORCE---UNTIL THE N.A.T.O. treaty signed in 1949***which, post WW2, is also the END OF ISOLATIONIST foreign policy ideas for the USA ---

WOR-6 Analyze the major aspects of domestic debates over U.S. expansionism in the 19th century and the early 20th century.


Imperialists and Anti-Imperialists Spanish-American War and after should the USA have an “empire” or colonies—

there were many motivations to either support our imperial efforts or oppose them---Isolationists could argue that the “backwards people—racially, culturally, and intellectually deficient are not a good addition to the USA and would harm its current demographic identity—some could argue that our tradition of not taking colonies because we were once a colony—thus breaking away from our democratic traditions—Imperialist might argue that is was our duty to compete in the World or we would be dominated by others, or that our expansion might open markets for increasing industrial output, or offer a sort of “safety-valve” for our expansion which would bring benefits to

all Americans, Some propose Religious reasons to expand—to spread the word of Christ to heathens—or those that believe in American Exceptionalism might argue that we had a duty to expand to spread our wonderful culture and tradition of democracy to these backwards peoples…These are just some of the motivations of those who support and opposed our entry into world affairs in the 20th century Synthesis: linking the debates at that time to debates over GW’s Farewell Address and tradition of Isolationism established at the beginning—or---the Monroe Doctrine’s ideas from the 1820s—or---Manifest Destiny and the Mexican American War of the 1840s—or later to our change to Internationalism after WWII or debates after WWI between isolationists and internationalists.

WOR-7 Analyze the goals of U.S. policymakers in major international conflicts, such as the Spanish-American War, World Wars I and II, and the Cold War, and explain how U.S. involvement in these conflicts has altered the U.S. role in world affairs.


Truman & Reagan Truman Doctrine-RRs “Evil Empire” “Containment of Communism” –during the Cold War (1945 -1991) – ALL PRESIDENTS ATTEMPT TO “CONTAIN” COMMUNISM---some are more “bellicose” some attempt “Détente” but all follow the precepts created immediately after WWII by George Kennan’s “Containment Doctrine.” –Truman issues his “Doctrine” specifically in Greece and Turkey—but states the USA will go anywhere to help people who are victims of aggressive subjugation attempts—communists—Marshall Plan—is an additional idea to rebuild Europe primarily but other areas as well—so that by improving the lives of those who have suffered so much destruction during WWII they would not turn to extremist leaders such as those who were supported by the USSR—thus rebuilding democracies to “contain communism.” Reagan- also re-energized the “bellicosity,” of the Cold War due to the USSRs presence in Afghanistan—Africa—Asia—in its quest to dominate the world—RRs famous quote to Gorbachev---“Mr. Gorbachev, tear down this Wall,” referring to Berlin---but also he calls the USSR—“The Evil Empire,” this changes the tone of the past years since Nixon’s Détente policies instituted during the “Ping-Pong diplomacy” and “Nixon Doctrine” and “Vietnamization,” which allows us to end the Vietnam War—

GW – Post WWII Presidents Farwell Address (1796) Isolationism v. Internationalism USA ---Most historians agree that GW’s Isolationist recommendations ceased to influence American Foreign Policy after the end of World War 2---which begins a continuous –to this day---embrace of internationalist foreign policy which begins with the Cold War and continues to present.

FDR 1937 “Quarantine Speech” internationalist-interventionist Pre-WW2 ---FDR argued against a strong public opinion of ISOLATIONISM-and Neutrality during the beginning stages of World conquest going on in the 1930s around the World by Fascist countries like Germany, Italy, Spain, and Japan---FDR attempts to begin to warn the American People of the folly of blind neutrality –such as the Neutrality Acts of 35,36, &37 influenced by the Senate “Nye Committee” reports which investigated the “blood business” that the US entered into pre-WW1 –which many believed caused us to enter WW1 foolishly.

WOR-8 Explain how U.S. military and economic involvement in the developing world and issues such as terrorism and economic globalization have changed U.S. foreign policy goals since the middle of the 20th century.


FDR 1937 “Quarantine Speech” Internationalism v. Isolationism USA –in his speech FDR suggested the “World” should take action against aggressor nations and “quarantine” them to protect from the spread of violence and maybe War from overtaking the world—which it does later---This idea is later used in actuality with the creation of the Untied Nations after WW2—and seen in practice during the Cold War in Korea (1950=53) and in the Suez Crisis in the later 1950s—and many times since –like “Operation Desert Storm” after

Saddam Hussein invades Kuwait in the early 1990s—100 hour war.

(ENV) Environment and Geography – Physical and HumanThis theme examines the role of environment, geography, and climate in both constraining and shaping human actions. Students should analyze the interaction between the environment and Americans in their efforts to survive and thrive. Students should also explore efforts to interpret, preserve, manage, or exploit natural and man-made environments, as well as the historical contexts within which interactions with the environment have taken place.

ENV-1 Explain how the introduction of new plants, animals, and technologies altered the natural environment of North America and affected interactions among various groups in the colonial period.


European Contact with New World Columbian Exchange Disease (Small-Pox ex.) Americas--- Disease brought by Old World invaders of the Americas leads to dramatic population decline due to the lack of immunity of many Old World diseases---and the clear racial ignorance of the Europeans classifying the New World inhabitants/later Africans as less than Human---thus death from violence, over-work on Encomiendas---which leads Bartolome de Las Casas to request protection for the indigenous peoples –granted the Spanish King---but suggests replacing workers with Africans ---which leads to the African-Slave Trade and Triangle Trade which grew exponentially as the British North American Colonies develop their Coastal cities and Cash Crops for trade into the 1700s –and the explosion of African Slavery in the Spanish and Portuguese Latin American colonies and later to the colonies of the English—particularly on the booming cash-crop (tobacco-rice) Plantation system of the southern English colonies.

ENV-2 Explain how the natural environment contributed to the development of distinct regional group identities, institutions, and conflicts in the pre-contact period through the independence period.


The environments role in creating distinct societies in the North and South and later the West has been examined in detail in other areas of this document

ENV-3 Analyze the role of environmental factors in contributing to regional economic and political

identities in the 19th century and how they affected conflicts such as the American Revolution and the Civil War.


Found Elsewhere in this document in depth –The Market Revolution and “American System” of Henry Clay---and its leading to the Civil war--

ENV-4 Analyze how the search for economic resources affected social and political developments from the colonial period through Reconstruction.


Done in document in several places

ENV-5 Explain how and why debates about and policies concerning the use of natural resources and the environment more generally have changed since the late 19th century.


John Muir Preservationist Movement (Gilded Age – Progressive Era) The West/Wilderness –Muir supported the idea that Government should preserve wilderness areas in a natural state, which was a major change in views on the environment [the conflict was over whether or not to build a dam in the Hetchy-Hetchy valley in Yosemite park in California]—in contrast with TR and Gifford Pinchot’s –rational use management theory—which was Conservationist in perspective—that there should be restrictions managed by government BUT—with a balance of benefit between man and wilderness [both opposed the “exploitation” of the western lands by greedy corporations, which had been going on since the “gold rush” in 1849—synthesis: Rachel Carson’s Book, Silent Spring, published in 1962—which leads to the modern environmental movement against the use of pesticides—and is later put into law during Nixon’s 70s administrations creation of the Environmental Protection Agency—and passage of the Clean air and Water Acts—and Endangered Species Act.—and the 1st Earth Day in 1970.

Frederick Jackson Turner “The Significance of the Frontier in American History,” 1893 – Professor Turner’s famous thesis discusses a unique American Identity created in the process of the movement west of American Pioneers from 1607 to 1890—he claimed that this process of going into the vast wilderness and surviving cleansed the Europeaness out of the pioneer and created the democratic-self reliant-unique American—separated from its identity that the pioneer came to America with--- American Development, Turner states, creates a new development wherever they moved to in the West –included in this was the idea of new opportunities—a simplistic American Life—

Patricial Limerick “The Legacy of Conquest: The Unbroken Past of the American West,” 1987 –Professor Limerick is a “New Western” historian---she represents a different view than Turner does on the development of he West--- She states the WEST is a place, not a “process” that moved as Turner claimed—a place that underwent a conquest of people, resources, and culture—and was never unique in that it had many points of shared culture with eastern America and the World—That the West was an important meeting ground ---of vibrant cultures—Indian America, Hispanic-America (early Spanish settlement to Bracero Program in WW2-immigration for jobs later), Anglo-America, Afro-America (buffalo soldiers-western migration during and after WW2), and Asia-America (Chinese and later Japanese laborers in he Gold Fields, RRs, farmers from Japan to the Philippines, California and Hawaii-Vietnamese after the end of the war in the 70s) AND that the conquest of the west was not just done by the White pioneers moving west but by all of these people together—Happily or not---and certainly the conquest and dominance of the Federal Government and Big Businesses in Land, Water, and mineral rights.

(CUL) Ideas, Beliefs, and Culture

This theme explores the roles that ideas, beliefs, social mores, and creative expression have played in shaping the United States. Students should examine the development of aesthetic, moral, religious, scientific, and philosophical principles and consider how these principles have affected individual and group actions. Students should analyze the interactions between beliefs and communities, economic values, and political movements, including attempts to change American society to align it with specific ideals.

CUL-1 Compare the cultural values and attitudes of different European, African American, and native peoples in the colonial period and explain how contact affected intergroup relationships and conflicts.


Contact between Native Americans and Europeans ----- Disease and Warfare decimated the population of indigenous peoples ---“The Black Legend,” ---remember Zinn v. our Text --encomienda system—tribal economies change as they begin to trade with Europeans for trade goods leading to inter-tribal wars and alliances--(French/Huron v. Iroquois/British) in the Spanish and French colonies the Europeans inter-marry with the natives creating “meztizos” and a clear class/caste system that dominates the New World for Centuries---Christianity is brought to the Native Peoples---some resist –BATTLE OF ACOMA, Pueblo Revolt—in the first the Spanish in New Mexico cut one foot off every survivor to remind them of their dominance---50 years later the Pueblo Revolt kills every Spanish person in New Mexico (1690s) to remind the Spanish who was dominant—and restricts Spanish expansion in this area for another 50 years—as they extend their borderlands into California

with Father Junipero Serra and the Creation of the Mission System---as well as into Texas, San Antonio—to prevent the French encroachments –(La Salle, Joliet and Marquette—down the Mississippi to New Orleans and the founding of Louisiana) New Crops and Livestock from the Old World radically transforms some tribes—cows, horses, pigs, -- The Matriarchal Societies of the Cherokee and Iroquois are transformed by the 1700s as they become Patriarchal due to their interactions with the Europeans. Natives clearly resisted in the many wars fought against the rising tide of European Settlement that occurs from 1492 through the 1890s and the end of the Indian Wars in America –they result being the “Forced Assimilation” policies of the Dawes Severalty Act in 1887—which attempted to change the natives into white Christian farmers –as Thomas Jefferson had envisioned after the Louisiana Purchase in 1803 and the Lewis and Clark mission’s (8000 round trip miles on foot and in canoes) completion in 1806—despite many protests made against our horrendous treatment of the Natives in America (Helen Hunt Jackson’s book, A Century of Dishonor, 1881) –The Native Resistance was continuous, Like the Ghost Dance in 1890 that spurred the last Indian Massacre at Wounded Knee in 1890s—or Chief Joseph and his incredible journey throughout the Pacific Northwest—“I will fight no more forever.” Or Geronimo in the Southwest into the 1890s--- or Sitting Bull and the Sioux at the Battle of Little Bighorn against Gen. Custer in the Great Sioux Wars 1870s—or the Cherokee refusing to be moved to “Indian Territory” in the 1830s by the Indian Removal Act of the 1830s—even winning in the Supreme Court (the Five Civilized Tribes) but being forced to move on the “Trail of Tears,” or Chief Osceola and the Seminole in Florida retreating into the Everglades to resist encroachment and removal at the end of the Seminole Wars( the largest wars in America between the War of 1812 and the Civil War---3 of them beginning in 1816 and the last in 1858) in Florida. Or even earlier with King Phillips (Metacom) war in New England in 1676 or the many wars in Virginia –the 1st and 2nd Anglo-Powhatan wars—which led to the first “banishment” or pseudo reservation system—in the 1620s to 40s. ****I would read this***

CUL-2 Analyze how emerging conceptions of national identity and democratic ideals shaped value systems, gender roles, and cultural movements in the late 18th century and the 19th century.


North V South Reconstruction (1865-1877) The admission of the Confederate States back into the Union after the Civil War---huge debates after Lincoln’s death and the ascension of Andrew Johnson into the Presidency—between Johnson and his plan, which immediately reconstructed Southern States with the vile “Black Codes,” and the Radical and Moderate Republicans, who favored a more punitive approach to the South to guarantee the newly freed-people their place as citizens in America---the 13th, 14h***, and 15th amendments and “military reconstruction,” using Union troops stationed in the South to enforce the new laws and a reformed South controlled by the Republican Party—

Frederick Douglass “The meaning of the 4th of July for the Negro, “ 1852 America – Douglass’s speech is evidence of Black Abolitionists and their rise ---Douglass publishes a newspaper, “The North Star,” and his book, “The Autobiography of Frederick Douglass,” and challenges the presumption that slavery is a “GOOD.”—this is also evidence in how influential the massive 2nd Great Awakening was on the Abolitionist movement—with William Lloyd Garrison—and his newspaper “The Liberator,” and many other reform movements as well.

Women Reformers 2nd Great Awakening (1830s and 40s) Abolitionism- Seneca Falls—Temperance (alcohol) –better Schools (Horace Mann in Massachusetts---remember the 1st mandatory public schools begin in Mass. in the mid 1600s –Dorthea Dix and Mental Health in the 1830s.

CUL-3 Explain how cultural values and artistic expression changed in response to the Civil War and the postwar industrialization of the United States.


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CUL-4 Analyze how changing religious ideals, Enlightenment beliefs, and republican thought shaped the politics, culture, and society of the colonial era through the early Republic.


George Whitefield 1740s 1st Gt. Awakening Trans-Atlantic Exchange of Ideas All Colonies

1st GT. Awakening was the 1st mass movement of the American People—the people were embracing greater independence and diversity of thought---the influence of emotion in Religion—“Evangelicalism” [New Lights] in contrast to the Puritan New England Calvinist more quiet intellectual “old light” spirituality–synthesis idea ---1980’s Ronald Reagans “moral majority” which helped bring about the “Republican Revolution” which drastically changed Political Parties –in the South and ended the Era of “Big Government.”

T JEFF & T. Paine Dec. of Ind. & Common Sense Enlightenment European Philosophy Both TP and TJ used the “Enlightenment” philosophers ideas---Locke’s Natural Rights of Man” Rousseau’s “Social Contract Theory” in their writings to protest Britain’s NCP [new colonial policies] after the F&I war ends in 1763---which led to the Revolution culminating in the Independence Movement. {spread and exchange of Ideas in the Atlantic Community]

CUL-5 Analyze ways that philosophical, moral, and scientific ideas were used to defend and challenge the dominant economic and social order in the 19th and 20th centuries.


Populists –Social Darwinists—Pragmatists—Scientific Racism—“Gospel of Wealth,” – These Philosophies that emerge in the late 19th and early 20th centuries all compete for the minds of the people…THE POPULISTS CRY FOR CHANGE IN THE ECONOMIC SYSTEM BRINGS RESPONSES BY THE WEALTHY TO EXPLAIN THE INEQUITIES APPARENT IN AMERICAN SOCIETY--- such as “Survival of the Fittest” or Social Darwinism---or “The Gospel of Wealth” by Andrew Carnegie—philanthropy practiced by he and John Rockefeller--- or “Scientific Racism” which claimed that the lesser peoples of the World were that way due to genetics—obviously the White Anglo-Saxon Male is the most intelligent creature on the planet—These ideas all contribute to the conflicts of the period between Management and Labor --Imperialists and Anti- Imperialists—Race Wars throughout America--- etc---Remember RACE was a huge obstacle that is used to separate the populists especially in the South ---The temporarily TEAM UP AND FORM THE “FUSION PARTY” in NC and Virginia—and win control of the Government Political apparatus ---but the MASTER RACE –“RED SHIRTS” AND THE WILMINGTON MASSACRE IN 1898---CRUSHES THIS MOVEMENT COMPLETELY so that he poor farmers and African-Americans do not find their political power in the South until much later in the 20th and 21st Centuries—Poor whites during the massive change during he 1980s Republican Conservative Movements success under Reagan in the 1980s***

PROGRESSIVE MOVEMENT SEE WXT – 6&7

CUL-6 Analyze the role of culture and the arts in 19th- and 20th-century movements for social and political change.


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CUL-7 Explain how and why “modern” cultural values and popular culture have grown since the early 20th century and how they have affected American politics and society.


Americans in the 1920s and 1950s the emergence of a “mass culture-pop culture” – Both decades are Post World War decades--- and how this affected politics and society---New technologies of communication—radio, television, movies--- standardized American Language—(Synthesis: Noah Webster’s American Dictionary 1st published in the early 1800’s* ) –also advertising to increase consumption—using “propaganda methods perfected during WW1—on both TV and Radio---sexual allure is used in advertising—in both decades (Marketing) Credit begins in the 20s—with buying household goods and automobiles on time—and in the 1950s we see the expansion of the automobile culture with the interstate highway system, suburban spread, move to the Sun-belt—drive-in movies and fast food---continuation of tourism in the auto that began in the 20s—New artistic and cultural movements –Music Jazz in the 20s big bands inter-racial clubs—Rock and Roll in the 50s with stars like Elvis and “cross-over” music adapted (stolen often) from African-American artists—like Chuck Berry---Modern Abstract Art like Picasso and Dadaism of the 20s and in the 50s abstract expressionism ---or the Beat Movement of the 50s disillusioned by the War—seen in literature and movies—James Dean’s, “Rebel without a cause,” Jack Kerouac’s, “On the Road,” and in the 1920s we see the same disillusionment with the “lost generation” post WW1 and writers like F. Scott Fitzgerald’s, “This Side of Paradise,” –both encouraging a more critical and liberal view for the Youth of America—Teenage Culture is emphasized—ignoring or wanting to change society from the traditional that had caused such horror during the two wars-- We see African-American growth and protest—Harlem renaissance in the 1920s and W.E.B. DuBois’s NAACP and Ida B. Wells protest against Lynching-Marcus Garvey’s UNIA and avocation of “Black Nationalism,” in the 1920s which is very similar to Martin Luther Kings creation of the Southern Christian Leadership Conference and Malcolm X’s Nation of Islam advocating “Black Nationalism,” in the 1950s both critical of American Society as it relates to Civil Rights for African-Americans---Another common thread would be the 1st Red Scare and the 2nd Red Scare both born out of the experiences in World Wars—and both limit the freedoms of Americans and become very political after---

The 1920s and 50s share another commonality one of the GROWTH OF CONSUMERISM***

web viewbecause of a lack of industry in the south---and a ... —globalization—computers/...

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