Wednesday 11-7-18I can explain how, struggling to create an independent global presence, the United States sought to claim territory throughout the North American continent and promote foreign trade.

I can explain how the United States’ acquisition of lands in the West gave rise to contests over the extension of slavery into new territories.

Agenda Homework1. Write Mini-Q Mexican-American War2. Discuss/Quiz Zinn 83. Connections – AP 16&17

1. Prepare for Test #6 (16-17)2. Research National History Day Topic (First check-in will be 11-9)

Prompt 56

1. Study the following sources (C and T) and HIPP.

H:  Historical Context, I:  Intended Audience, P:  Purpose, P:  Point of View

2. How does each document fit with Zinn’s interpretation of the Mexican-American War

3. Would 19th century readers find document T shocking? Explain

Document C

1847 U.S. Army Recruiting Poster

Document T

Soldier’s Letter

Read the two quotes below. 1. What do each of them tell us about the Mexican-American War?2. How do these documents “speak” to each other?

Document A“The act of sending an armed force among the Mexicans was unnecessary, inasmuch as Mexico was in no way molesting or menacing the United States or the people thereof; and . . . it was unconstitutional, because the power of levying war is vested in Congress, and not in the President.”

Abraham Lincoln, 1860

Document B“Now we ask, whether any man can coolly contemplate the idea of recalling our troops from the [Mexican] territory we at present occupy . . . and . . . resign this beautiful country to the custody of the ignorant cowards and profligate ruffians who have ruled it for the last twenty-five years? Why, humanity cries out against it. Civilization and Christianity protest against this reflux of the tide of barbarism and anarchy.”

New York Evening Post, 1848

Potential Connections

William Lloyd Garrison – Frederick Douglas

Henry Clay – John Tyler

Denmark Vesey – Nat Turner

Wilmot Proviso – Missouri Compromise

“snobocracy” – “crackers”

Californios – Sutter’s Mill Gold Strike

Free Blacks – American Revolution

Mexican War – American Civil War

Slavery – Paternalism

Nicholas P. Trist – Treaty of Guadalupe Hidalgo

Slaves – Masters

Nat Turner – The Liberator

James K. Polk – Abraham Lincoln

Zachary Taylor – Winfield Scott

Abolitionists – Free Soilers

James K. Polk – Santa Anna

Daniel Webster – Henry Clay

James K. Polk – Andrew Jackson

panic of 1837 – Caroline

Texas – Oregon

Lord Ashburton – Daniel Webster

James K. Polk – John Tyler

“joint occupation” – “Oregon fever”

Guilford College: Child of the Second Great Awakening & Civil War

Investigation Instructions:

1. Read the “Quaker Heritage” page from the Guilford College Website. Take notes on the history of the school (when founded, who, why, etc.).

2. Use the map of Guilford College to find the following names associated with the college.

George Fox Quadrangle Elizabeth Frye

Nathan Hunt Levi Coffin Mary Hobbs

3. Research the people from #2 and create a short report (400-500 words) that links Guilford College to US history with an emphasis on the movements of the Second Great Awakening.

From Levi Coffin, Reminiscences of Levi Coffin, the Reputed President of the Underground Railroad: Being a Brief History of the Labors of a Lifetime in Behalf of the Slave, with the Stories of Numerous Fugitives, who Gained Their Freedom Through His Instrumentality, and Many Other Incidents. 1880.

I now come to the relation of an occurrence in which, strange as it may seem, I turned slave-hunter. A gentleman by the name of Barnes, who lived in the eastern part of the State, had a body servant named Jack, to whom he was much attached. Barnes was a bachelor, with no direct heirs, and being in ill-health, he made his will, in which, as was allowed by a provision of the law, he bequeathed to Jack his freedom for faithfulness and meritorious conduct, also a considerable portion of his estate.

At his death, distant relatives flocked to the scene, seized upon the property and entered suit to contest the will. Jack knew very well that from Southern courts of justice he could expect no favor; so procuring a copy of the will, and a certificate of good conduct, signed by several leading white men of the place, who were friendly to him, he sought a more secure place in which to await the decision of the court.

He had heard of a settlement of Quakers at New Garden, near Greensboro, Guilford County, who were opposed to slavery and friendly to colored people. He obtained directions to aid him in finding this place, and left home privately, that it might not be known where he was if the case should go against him. He reached New Garden safely, was introduced to me, and I took him to my father’s house.

Jack remained in our neighborhood for some time, employed on the farms of my father, of Vestal Coffin, and others, and proved himself to be an industrious and faithful servant. He won the esteem and sympathy of all who knew him and his story, by his steady habits, intelligent character and manly deportment.

He came to New Garden in the fall of 1821, and in the following March received the news that the case in court had been decided against him. The property that had been willed to him was turned over to the relatives of his master, and he was consigned again to slavery. The judge decided that Barnes was not in his right mind at the time he made the will; this was apparent from the nature of the will. The heirs took possession of the property, but where was Jack, the able-bodied valuable servant, who also belonged to them? He was not to be found, and they advertised in the papers, offering one hundred dollars reward to any one who would secure him till they could get hold of him, or give information that would lead to his discovery.

This advertisement appeared in the paper published at Greensboro, and when Jack saw it he was greatly alarmed. The questions which occupied his mind and with which he greeted his friends were, “What shall I do? Can I get to a free State, or any place, where I can enjoy liberty in safety?”

It was decided that for the present he must be concealed, and he was secreted among his friends, part of the time at our house, and part at the house of Vestal Coffin. A council was held by Jack’s friends to devise some plan to get him to a free State. Bethuel Coffin, my uncle, who lived a few miles distant, was then preparing to go to Indiana, on a visit to his children and relatives who had settled there. He would be accompanied by his son Elisha, then living in Randolph County, and by his daughter Mary. They intended to make the journey in a two-horse wagon, taking with them provisions and cooking utensils, and camp out on the way. This was the usual mode of traveling in those days.

The road they proposed to take was called the Kanawha road. It was the nearest route, but led through a mountainous wilderness, most of the way. Crossing Dan River, it led by way of Patrick Court-House, Virginia, to Maberry’s Gap, in the Blue Ridge mountains, thence across Clinch mountain, by way of Pack’s ferry on New River, thence across White Oak mountain to the falls of the Kanawha, and down that river to the Ohio, crossing at Gallipolis.

This was thought to be a safe route for Jack to travel, as it was very thinly inhabited, and it was decided that my cousin Vestal and I should go to see our uncle, and learn if he was willing to incur the risk and take Jack with him to Indiana. He said he was willing, and all the arrangements were made, and the time for starting fixed. The night after they started, Vestal Coffin took Jack, on horseback, to Dan River, about twenty miles distant, where they camped the first night, and where the fugitive joined them.

Document Set on Mexican-American War

1. Describe each of the following documents. 2. What do you think is the message of each document? Explain your response. 3. What does this source tell us as historians?

Document A

Resolved, That such a war of conquest, so hateful in its objects, so wanton, unjust, and

unconstitutional in its origin and character, must be regarded as a war against freedom, against

humanity, against justice, against the Union, against the Constitution, and against the Free

States; and that a regard for the true interests and the highest honor of the country, not less than

the impulses of Christian duty, should arouse all good citizens to join in efforts to arrest this

gigantic crime, by withholding supplies, or other voluntary contributions, for its further

prosecution; by calling for the withdrawal of our army within the established limits of the

United States; and in every just way aiding the country to retreat from the disgraceful position

of aggression which it now occupies towards a weak, distracted neighbor and sister republic.

Document B

Document C

Document D

Document Set on American Slavery #1

Directions:

All work on this assignment should be on a clearly labeled sheet of paper. All writing should be in complete thoughts and complete sentences.

1. Study and HIPP each of the documents in the set as best you can WITHOUT other resources.

2. Explain the significance of each document.

3. What, if any, puzzlements are generated by each document?

4. As a set, how do these documents “fit” historically with the following Period 5 claims? Explain your response using a minimum of THREE documents from the set to illustrate your explanation.

C. In the 1840s and 1850s, Americans continued to debate questions about rights and citizenship for various groups of U.S. inhabitants.

D. Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.

E. Ideological and economic differences over slavery produced an array of diverging responses from Americans in the North and the South.

Extending Prompt 50Read the following passage and explain in a well-organized paragraph the relationship it and Docs A & B from the Prompt. Your paragraph should be part of Prompt 50.

Document C  The ties that ordinarily bind children to their homes were all suspended in my case. I found no severe trial in my departure. My home was charmless; it was not home to me; on parting from it, I could not feel that I was leaving any thing which I could have enjoyed by staying. My mother was dead, my grandmother lived far off, so that I seldom saw her. I had two sisters and one brother, that lived in the same house with me; but the early separation of us from our mother had well nigh blotted the fact of our relationship from our memories. I looked for home elsewhere, and was confident of finding none which I should relish less than the one which I was leaving. If, however, I found in my new home hardship, hunger, whipping, and nakedness, I had the consolation that I should not have escaped any one of them by staying.

From Narrative of the Life of Frederick Douglass, an American Slave. Written by Himself:

Period 4 Claims

A. The United States began to develop a modern democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and change their society and institutions to match them.

B. The nation’s transition to a more participatory democracy was achieved by expanding suffrage from a system based on property ownership to one based on voting by all adult white men, and it was accompanied by the growth of political parties.

C. While Americans embraced a new national culture, various groups developed distinctive cultures of their own.

D. Increasing numbers of Americans, many inspired by new religious and intellectual movements, worked primarily outside of government institutions to advance their ideals.

E. Innovations in technology, agriculture, and commerce powerfully accelerated the American economy, precipitating profound changes to U.S. society and to national and regional identities.

F. New transportation systems and technologies dramatically expanded manufacturing and agricultural production.

G. The changes caused by the market revolution had significant effects on U.S. society, workers’ lives, and gender and family relations.

H. Economic development shaped settlement and trade patterns, helping to unify the nation while also encouraging the growth of different regions.

I. The U.S. interest in increasing foreign trade and expanding its national borders shaped the nation’s foreign policy and spurred government and private initiatives.

J. Struggling to create an independent global presence, the United States sought to claim territory throughout the North American continent and promote foreign trade.

K. The United States’ acquisition of lands in the West gave rise to contests over the extension of slavery into new territories.

Period 5: 1844-1877

A. The United States became more connected with the world, pursued an expansionist foreign policy in the Western Hemisphere, and emerged as the destination for many migrants from other countries

B. Popular enthusiasm for U.S. expansion, bolstered by economic and security interests, resulted in the acquisition of new territories, substantial migration westward, and new overseas initiatives.

C. In the 1840s and 1850s, Americans continued to debate questions about rights and citizenship for various groups of U.S. inhabitants.

D. Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.

E. Ideological and economic differences over slavery produced an array of diverging responses from Americans in the North and the South.

F. Debates over slavery came to dominate political discussion in the 1850s, culminating in the bitter election of 1860 and the secession of Southern states.

G. The Union victory in the Civil War and the contested reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.

H. The North’s greater manpower and industrial resources, the leadership of Abraham Lincoln and others, and the decision to emancipate slaves eventually led to the Union military victory over the Confederacy in the devastating Civil War.

I. Reconstruction and the Civil War ended slavery, altered relationships between the states and the federal government, and led to debates over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities.

Reading Schedule for Turning Points / AP US History 2018-2019

Readings are due on the day they are listed. All pages are from the American Pageant unless otherwise noted.

10/29 – M Test #5 (AP 13-15)10/30 – T American Pageant 348-349, 350-359 (Ch 16)10/31 – W American Pageant 359-370 (Ch 16)11/1 – Th Gilder Lehrman “Abolition and Antebellum Reform” (About 3.5 pages)

Gilder Lehrman “National Expansion and Reform” (About 8.5 pages)11/2 – F American Pageant 371-378 (Ch 17)

11/5 – M American Pageant 378-389 (Ch 17)11/6 – T Review11/7 – W Zinn 8 “We Take Nothing By Conquest, Thank God” (About 20 pages)11/8 – Th Test #6 (AP 16-17)11/9 – F American Pageant 390-401 (Ch 18)

NHD Project Presentation & Check-in #1

11/12 – M No School – Veterans’ Day (Armistice Day)11/13 – T American Pageant 401-408 (Ch 18)

Gilder Lehrman The Underground Railroad and the Coming of the Civil War (About 3 pages)

11/14 – W Review11/15 – Th American Pageant 409-422 (Ch 19)11/16 – F American Pageant 422-433 (Ch 19)

11/19 – M Zinn 9 “Slavery Without Submission, Emancipation Without Freedom” (About 40 pages!)

11/20 – T Test #7 (18-19) End Period 4 (1800-1848)11/21 – W Thanksgiving Break11/22 – Th Thanksgiving Break11/23 – F Thanksgiving Break

11/26 – M American Pageant 434-443 (Ch 20) Start Period 5 (1844-1877)11/27 – T American Pageant 443-452 (Ch 20)11/28 – W American Pageant 453-462 (Ch 21)11/29 – Th American Pageant 462-469 (Ch 21)

Gilder Lehrman Lincoln’s Interpretation of the Civil War (About 3 pages)11/30 – F American Pageant 469-478 (Ch 21)

NHD Project Presentation & Check-in #2

12/3 – M Zinn 10 “The Other Civil War” (About 40 pages!)12/4 – T American Pageant 479-490 (Ch 22)12/5 – W American Pageant 490-501 (Ch 22)12/6 – Th Gilder Lehrman Civil War and Reconstruction, 1861-1877 (About 5

pages)12/7 – F Test # 8 (20-22) End Period 5 (1844-1877)

12/10 – M American Pageant 502-510 (Ch 23) Start Period 6 (1865 to 1898)NHD Project Presentation & Check-in #3

12/11 – T American Pageant 510-520 (Ch 23)12/12 – W American Pageant 521-529 (Ch 23)12/13 – Th American Pageant 530-538 (Ch 24)12/14 – F American Pageant 538-547 (Ch 24)

12/17 – M American Pageant 547-557 (Ch 24)NHD Final Project Due

12/18 – T EXAMS?12/19 – W EXAMS?12/20 – Th EXAMS?12/21 – F Teacher Workday?

12/24 – M WINTER BREAK12/25 – T WINTER BREAK12/26 – W WINTER BREAK12/27 – Th WINTER BREAK12/28 – F WINTER BREAK

12/31 – M WINTER BREAK1/1/19 – T WINTER BREAK1/2/19 – W Teacher Workday?1/3/19 – Th Zinn 11 “Robber Barons and Rebels” (About 43 pages!)1/4/19 – F American Pageant 558-572 (Ch 25)