TEXAS A&M UNIVERSITY

HIST 105.517 \ MW 4:10 5:25 p.m. \ ANIN 215
History of the United States to 1877
Fall Semester, 2004
Dr. Baum

Required Reading:

[The above books are for sale in the bookstore in the basement of the Memorial Student Center. The Matthew Gaines articles, plus additional information on Gaines, can be accessed on the internet at: http://www.tamu.edu/gaines/.]


Lecture Topics and Reading Assignments:

Aug. 30 - Sept. 1: The New World Encounters the Old: Why 1492?
Reading: These United States, Chapter 1.

Sept. 6 - 8: Transplanted Englishmen: What Brought Europeans and Africans to the New World?
Reading: These United States, Chapter 2.

Sept. 13 - 15: American Colonial Society: How Did Old World Life and Culture Change in the Wilderness?
Reading: These United States, Chapter 3; and begin reading Salem Possessed.

Sept. 20 - 22: Moving Toward Independence: Why Did the American Colonists Revolt?
Reading: These United States, Chapter 4; and continue reading Salem Possessed.
Sept. 20 (Monday): Last day to claim a seat and to hand in Blue Books and scantrons without receiving penalty points (see section entitled "Examinations" below).

Sept. 27 - 29: The Revolution: How Did It Change America?
Reading: These United States, Chapter 5; and finish reading Salem Possessed.

Oct. 4: (Monday): FIRST EXAM
[These United States, Chapters, 1-5; and Salem Possessed, entire.]


Oct. 6 - 11: Origins of the Constitution: Was It Written and Adopted By Popular Demand?
Reading: These United States, Chapter 6.

Oct. 13 - 18: Jeffersonian Republicans versus Hamiltonian Federalists: What Issues Divided the New Nation and How Did Power Affect Jeffersonian Ideology?
Reading: These United States, Chapter 7 & 8.

Oct. 20 - 25: The American Economic Miracle and Jacksonian Democracy: What Made Economic Growth Possible and What Was Jacksonian Democracy and How Did It Change Political Life?
Reading: These United States, Chapter 9 & 10; and begin reading The Slave Community.

Oct. 27 - Nov. 1: American Expansionism and Society Before the Civil War: What Caused American Expansionism and What Were Americans in the Antebellum North and Midwest Really Like?
Reading: These United States, Chapters 11 & 12; and continue reading The Slave Community.

Nov. 3: The Antebellum South: What Is Myth and What Was Real?
Reading: These United States, Chapter 13; and finish reading The Slave Community.

Nov. 8: (Monday): SECOND EXAM
[These United States, Chapters 6-13; and The Slave Community, entire.]


Nov. 10 - 15: The Coming of the Civil War: What Were the Causes of the Civil War?
Reading: These United States, Chapter 14; and begin reading The Killer Angels.

Nov. 17 - 22: The Civil War Years: How Did the War Change the Nation?
Reading: These United States, Chapter 15; and finish reading The Killer Angels.

Nov. 24 - Dec. 1: Reconstruction: What Went Wrong?
Reading: These United States, Chapter 16; and Baum, [Matthew Gaines articles]"A Statue to an Ex-slave on the A&M Campus?"and "Black Lawmarkers and the Establishment of the Agricultural and Mechanical College of Texas" and "'Vision 2020' and the Matthew Gaines Memorial" and "The Matthew Gaines Debate at TAMU."

Dec. 13: (Monday, 3:30 - 5:30 p.m.): FINAL COMPREHENSIVE EXAM
[These United States, Chapters 1-16; Boyer and Nissenbaum, Salem Possessed entire; Blassingame, The Slave Community, entire; Shaara, The Killer Angels entire; and Baum, "A Statue to an Ex-slave on the A&M Campus?"and "Black Lawmarkers and the Establishment of the Agricultural and Mechanical College of Texas"and "'Vision 2020' and the Matthew Gaines Memorial" and "The Matthew Gaines Debate at TAMU."]






Examinations:

The exams will consist of a combination of multiple-choice and essay questions directly related to the class lectures and assigned readings. A list of possible essay questions on the three books, class lectures, and the textbook, along with a few sample multiple-choice questions, have been posted on Dr. Baum's homepage [http://www.tamu.edu/baum/us105questions.html]. In order to start exams without confusion or delay, students must give Dr. Baum the number of the seat in which they have chosen to sit in the classroom by September 20th. Students must also purchase three unmarked and blank (3) SCANTRON forms (No. 882-E) and three (3) unmarked and blank small-sized Exam "Blue Books" (8.5in.x7in./16 sheets) and give them after or outside of class to Dr. Baum no later than September 20th. Blue books and scantrons will be returned to students on exam days. A number #2 pencil must be used to mark the scantron forms. It is recommended that students bring a wrist watch in order to apportion adequately their time in writing various parts of the exams.
The penalties for failure to follow the above instructions are as follows: Minus 20 points on the first exam for failure to claim a seat in class by September 20th; minus 20 points on the first exam for failure to turn required Blue Books and scantrons by September 20th; minus 20 points for Dr. Baum or his teaching assistant having to supply a required #2 pencil to a student during any exam, and minus 20 points on both the second and final exams for failure to turn in the required Blue Books and scantrons during the week after the first exam.


Grading:

Grades will be given in accordance with the standard university system:

Excellent is 90-100, the letter being A;
Good is 80-89, the letter being B;
Satisfactory is 70-79, the letter being C;
Passing but not satisfactory is 60-69, the letter being D;
Failing is 0-59, the letter being F.

The calculation of the final course grade will be as follows:
First and second exams.............30% each, totalling 60%
Final comprehensive exam.............................................40%


Make-up exams will be given to only students with authorized absences. Students must notify Dr. Baum or the Department of History by the end of the next working day after the absence in order to ensure full rights to take the make-up exam. Students are responsible for providing satisfactory evidence to the instructor within one week of their returns from being absent to substantiate the reason for missing the exam. Discussion of University-approved excuses is found in the TAMU Student Handbook online (http://student-rules.tamu.edu), but includes illness, medical appointment, appearing in court, and conflict due to religious holy days. For any absence to be valid, it must be supported in writing, for instance with a letter from a doctor or clinic; letter from a judge or clerk of court; a religious holy day listed on the official University calendar; letter from the Athletic Department if a student is on a team that represents the University at a sporting event. Unless otherwise arranged, all make-up exams will be given on Dec. 8th [Hanukkah] (Wednesday) 4:10 - 5:25 in ANIN 215.

Class Attendance:

Attendance is an individual student responsiblity. Because class lectures do not merely repeat material in the reading assignments, regular attendance and note-taking in class is highly recommended. For the sole purpose of helping the instructor or TA to learn names of students, monitor examinations, and pass back exams, a seating chart will be made for all students enrolled in the class. By the end of the first week of class, students should be occupying the seat of their choice. As soon as possible, students must inform Dr. Baum or his teaching assistant before or after class of their seat number in order "to claim" their seat.


Office Hours:

Dale Baum: 210-A Melbern G. Glasscock Building (located in front of Evans Library)
Mondays and Wednesdays: 1:45 - 3:45 p.m. and by appointment.
Telephone: 845-7184. Or messages for me may be left at: 845-7151. Or if the matter is urgent, you may call me at my home: 695-1132.
Email: d-baum@tamu.edu
Homepage: http://www.tamu.edu/baum/


Special Requests:

Your classmates, especially in large classrooms such as this one, will appreciate your coming to class on time, bringing no more food or beverages into the classroom than absolutely necessary, refraining from using tobacco products, and turning off your cell phone. The instructor and TA will insist only that you avoid discourteous behavior while in the classroom. Therefore, students talking inappropriately in class (or otherwise disrupting class) will be handed "yellow cards" by Dr. Baum or his teaching assistant. A second offense will result in a "red card" expelling the student from the classroom except for the examinations.

Academic Integrity Statement and Requirements

“An Aggie does not lie, cheat, or steal or tolerate those who do.” For additional information about the Aggie Honor Code, go to the Honor Council Rules and Procedures on the web: http://www.tamu.edu/aggiehonorncil. By signing your name on the Blue Books passed out during examinations in this course, you will be, in effect, pledging to the following statement: "On my honor, as an Aggie, I have neither given nor received unauthorized aid on this academic work."


Americans with Disabilities Act:

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Department of Student Life, Services for Students with Disabilities in Cain Hall, or call 845-1637.


Tips on Writing the Essay Questions:

The essay questions that will appear on the exams will test your reading comprehension of the material presented in lecture form in class and/or in the Unger textbook. In regard to the three assigned books, some variation of one of the following questions will appear on the final exam: why did witchcraft possess Salem, Massachusetts, in 1692?; what was life like under slavery?; and what happened at the battle of Gettysburg? [Be sure to visit: http://www.tamu.edu/baum/us105questions.html] Even if you have prepared properly for writing an essay question, your problems are not over. During the exam, you must stay calm enough to remember what you read, you must understand the question, you must answer it directly and fully, and you must not run out of time. None of this is easy, but here are a few pointers to follow until you gain more experience to overcome these problems.
Remember: A well-written essay is a combination of (1) adequate knowledge of the subject of the book that you read (2) clear-thinking about the points to be covered (3) complete understanding of the question, and (4) well-constructed sentences.

Important Instructions: Do not forget to give after or outside of class but no later than immediately after class on week of September 20th to Dr. Baum's teaching assistant: (1) your seat number; (2) three unmarked and blank small-sized [8.5 X 7 inches] Exam "Blue Books;" and (3) three unmarked and blank SCANTRON forms (No. 882-E).
Also, remember to bring the required #2 pencil to the exams.Review under "Examinations" the penalties for failure to follow these instructions.

Lecture Outline:


THE NEW WORLD ENCOUNTERS THE OLD
I. THE FIRST EUROPEAN "DISCOVERY" 1. LEIF ERICSSON AND THE VIKINGS (NORSEMEN) 2. MEDIEVAL EUROPE (AGE OF FEUDALISM) II. THE RISE OF MODERN EUROPE 1. TRADE WITH THE FAR EAST: COMMERCIAL CAPITALISM & THE BOURGEOISIE 2. ALLIANCE BETWEEN THE KINGS AND MERCHANTS: RISE OF NATION-STATES 3. THE RENAISSANCE: REVOLUTION IN THOUGHT AND COMMUNICATION 4 NEW TECHNOLOGY: ASTROLABE, SHIP DESIGN, & CANON III.NATIVE AMERICAN PEOPLES AT THE TIME OF COLUMBUS 1. CONCEPT OF "INDIAN" AS AN INTELLECTUAL WEAPON 2. PROBLEMS OF STUDYING INDIAN SOCIETIES 3. REMARKABLE DIVERSITY OF INDIAN CULTURES A. SPANISH CONQUEST OF THE AZTECS, INCAS, AND MAYAS B. NORTH AMERICAN INDIANS C. THE DEMOGRAPHIC DISASTER IV. THE BACKGROUND OF ENGLISH COLONIZATION: POINTS OF CONTRAST WITH SPAIN 1. TREATY OF TORDESILLAS {1494} 2. JOHN CABOT 3. ENCLOSURE MOVEMENT & PROTESTANT REFORMATION: SURPLUS POPULATION & RELIGIOUS MISFITS 4. ROANOKE {1585}: SIR WALTER RALEIGH 5. JOINT STOCK COMPANIES 6. IRELAND AS THE MODEL FOR ENGLISH COLONIZATION

THE OLD WORLD COMES TO AMERICA
I. VIRGINIA: THE CREATION OF A COLONIAL SLAVEHOLDING SOCIETY A. INITIAL EXPECTATIONS 1. ROUTE TO FAR EAST 2. GOLD AND SILVER 3. INDIANS WOULD DO ALL WORK 4. A PERFECT REPLICATION OF BRITISH SOCIETY B. REALITIES: SQUALOR, STRUGGLE, AND FAILURE 1. JAMESTOWN & CAPTAIN JOHN SMITH {1607-1609} 2. SEVEN-YEAR PUBLIC JOINT STOCK COMPANY {1609-1616} 3. "HEADRIGHTS," PRIVATE PLANTATIONS, & UNCONTROLLED EXPANSION {1616-1624} C. A NEW WAY OF LIFE: TOBACCO & SLAVERY {after 1624} 1. THE NEW LEADERS 2. TOBACCO: "A NOXIOUS WEED" 3. INDENTURED SERVITUDE 4. RACIAL AND CHATTEL SLAVERY a. STATUS OF THE FIRST BLACK AFRICANS b. THE ATLANTIC SLAVE TRADE c. EVOLUTION OF THE "SLAVE CODES" d. ECONOMIC FACTORS: THE VALUES OF LABOR AND LAND e. PSYCHOLOGICAL FACTORS: WHITE ANXIETIES II. MASSACHUSETTS BAY A. PILGRIMS AND PURITANS: SEPARATING AND NON-SEPARATING CONGREGATIONALISTS B. JOHN WINTHROP'S "CITY UPON A HILL" C. THE NATURE OF THE PURITAN SETTLEMENTS D ANNE HUTCHINSON VERSUS THE PURITAN ESTABLISHMENT 1. JUSTIFICATION RATHER THAN SANCTIFICATION 2. WERE THE MINISTERS UNDER A COVENANT OF GRACE? 3. ANNE HUTCHINSON AS A "PERFECT PURITAN" 4. THE POLITICAL NATURE OF HER TRIAL 5. ANTINOMIANISM AS AN ANTI-CLIMAX III. OTHER SETTLEMENTS A. MARYLAND: A REFUGE FOR CATHOLICS: THE CALVERT FAMILY (LORDS BALTIMORE) B. CAROLINAS: A ROYAL REWARD (FUNDAMENTAL CONSTITUTION FOR CAROLINA) C. PENNSYLVANIA: A HOLY EXPERIMENT (WILLIAM PENN'S FRAME OF GOVERNMENT) D. GEORGIA: DEFENSE AND PHILANTHROPY (GEN. JAMES OGLETHORPE) E. NON-ENGLISH SETTLEMENTS & IMMIGRANTS 1. NEW DELAWARE 2. NEW NETHERLANDS 3. FRENCH HUGUENOTS, GERMANS, AND SCOTCH-IRISH

COLONIAL SOCIETY
I. PROVINCIAL AMERICA: THE 17TH CENTURY A. DEMOGRAPHIC CHARACTERISTICS 1. LOWER WORKING CLASSES 2. A MOBILE AND YOUTHFUL POPULATION 3. LOW DEATH RATES, ALTERED SEX RATIOS, AND HIGH GROWTH RATES B. ECONOMIC INSTABILITY 1. NEW ENGLAND--ATLANTIC TRADE 2. CHESAPEAKE REGION--CONSIGNMENT SYSTEM C. RELIGIOUS INSTABILITY 1. DEBASEMENT OF THE ANGLICAN CLERGY 2. THE HALFWAY COVENANT {1662} 3. SALEM WITCHCRAFT TRIALS D. SOCIAL INSTABILITY 1. SUMPTUARY LAW OF 1651 2. RISE OF NATIVE OR LOCAL ELITES 3. SOCIAL STRAIN--BACON'S REBELLION IN VIRGINIA {1676} II. AMERICAN COLONIAL SOCIETY IN THE 18TH CENTURY A. THE NEW POPULATION 1. SCOTCH IRISH [ULSTERMEN] 2. GERMANS [S.W. GERMANY] 3. AFRICANS--THE STONO REBELLION {1739} B. THE ECONOMY: WIDESPREAD FREEHOLD TENURE C. RELIGION: THE GREAT AWAKENING D. POLITICS AND GOVERNMENT 1. THE COLONISTS' BELIEFS a. COLONIAL GOVERNMENTS=REPLICAS OF BRITISH SYSTEM b. MIXED MODEL OF GOVERNMENT 2. REASONS FOR STABILITY OF BRITISH GOVERNMENT a. ISSUES RESOLVED: CROWN'S AUTHORITY & CHURCH AND STATE b. THE "INVISIBLE" CONSTITUTION: ROTTEN BOROUGHS, RESTRICTED ELECTORATE, & PATRONAGE 3. INSTABILITY OF COLONIAL GOVERNMENT a. ABSENCE OF STABILIZING FACTORS b. "BRAWLING FACTIONALISM"

MOVING TOWARD INDEPENDENCE
A. A TRADITION OF "SALUTARY NEGLECT" 1. THE BOARD OF TRADE AND THE PRIVY COUNCIL 2. MERCANTILISM: THE TRADE AND NAVIGATION ACTS a. NAVIGATION ACT OF 1660 b. STAPLE ACT OF 1663 c. LAW OF 1673 B. LONG-IGNORED ECONOMIC PROBLEMS 1. TRADE DEFICIT WITH BRITAIN--MOLASSES ACT OF 1733 2. COLONIAL MANUFACTURING--IRON ACT OF 1750 3. ABSENCE OF SPECIE--CURRENCY ACT OF 1751 C. CULTURAL SELF-CONSCIOUSNESS 1. THE EUROPEAN ENLIGHTENMENT 2. BENJAMIN FRANKLIN AND PENNSYLVANIA D. ANTAGONISMS GENERATED BY WAR EFFORTS 1. WAR OF JENKINS'S EAR--CARTAGENA 2. KING GEORGE'S WAR--LOUISBOURG AND "CRIMPING" 3. FRENCH AND INDIAN WAR a. WILLIAM PITT b. HUGE WAR DEBTS AND LARGE PROFESSIONAL ARMIES c. "WRITS OF ASSISTANCE" E. COLONIAL SOCIAL STRUCTURE 1. "GENTLE" VERSUS "SIMPLE" PEOPLE 2. DEFERENCE TO ONE'S "BETTERS" 3. LOYALTY AND INFLUENCE IN A "PATRONAGE" SOCIETY F. COSTS AND BENEFITS OF THE EMPIRE BEFORE 1763 G. BRITISH ATTEMPTS TO RE-ORGANIZE THE EMPIRE AFTER 1763 1. THE WRITS OF ASSISTANCE 2. GEORGE GRENVILLE'S MINISTRY a. PROCLAMATION LINE OF 1763 b. SUGAR ACT OR REVENUE ACT OF 1764 c. STAMP ACT d. QUARTERING ACTS {1765 & 1766} AND CURRENCY ACT OF 1764 3. DECLARATORY ACT {1766} 4. TOWNSHEND ACTS OR REVENUE ACTS OF 1767 H. PATRIOT IDEOLOGY: "A CONSPIRACY AGAINST LIBERTY" 1. REAL OR "RADICAL" WHIG OPPOSITION: DISSENTING ENGLISH POLITICAL THOUGHT 2. JOHN LOCKE AND THE RIGHT TO REBEL 3. THE BOSTON MASSACRE 4. THE TEA ACT 5. INTOLERABLE ACTS AND QUEBEC ACT 6. THE FIRST CONTINENTAL CONGRESS {1774} 7. LEXINGTON AND CONCORD

THE REVOLUTION
I. THE WAR FOR AMERICAN INDEPENDENCE A. THE BALANCE OF FORCES B. THE SECOND CONTINENTAL CONGRESS C. EARLY BATTLES 1. BREED'S HILL [BUNKER HILL] 2. FORT TICONDEROGA 3. THE WAR IN THE SOUTH D. TURNING POINTS 1. INDEPENDENCE DECLARED: THOMAS PAINE'S COMMON SENSE 2. SARATOGA AND THE FRENCH ALLIANCE E. THE ARTICLES OF CONFEDERATION 1. LAND ORDINANCE OF 1785 2. NORTHWEST ORDINANCE OF 1787 II. HOW "REVOLUTIONARY" WAS THE AMERICAN REVOLUTION? A. EXTENT OF SOCIAL AND ECONOMIC CHANGE 1. CLASS WAR? 2. REDISTRIBUTION OF PROPERTY? B. HOW DID THE REVOLUTION CHANGE AMERICA? 1. ABOLISHMENT OF SLAVERY IN THE NORTH 2. BETTER TREATMENT FOR LAWBREAKERS 3. HOPES OF WOMEN 4. THE NEW POLITICS a. CALLING OF CONSTITUTIONAL CONVENTIONS b. NEW STATE CONSTITUTIONS c. "REPUBLICANISM" [REPRESENTATIVE DEMOCRACY] 5. ATTACK ON LEGAL PRIVILEGES a. DISESTABLISHMENT OF THE ANGLICAN CHURCH IN VIRGINIA b. ENTAIL AND PRIMOGENITURE c. ROYAL RESTRICTIONS ON LAND

THE ORIGINS OF THE CONSTITUTION
I. THREE INTERPRETATIONS A. 1781 TO 1789 AS A "CRITICAL PERIOD" B. SELFISH BONDHOLDERS? C. WRITTEN BY POPULAR DEMAND II. DOMESTIC CIRCUMSTANCES IN THE 1780S A. AGRICULTURE 1. LOSS OF MARKETS 2. FALLING PRICES 3. MISSISSIPPI RIVER CONTROLLED BY SPAIN B. COMMERCE 1. DECLINE IN PER CAPITA EXPORTS 2. FOREIGN DOMINATION OF COASTAL TRADE C. INDUSTRY: TARIFF PROBLEMS D. PUBLIC AND PRIVATE CREDITORS E. NATIONALISM F. CONFEDERATION FINANCES III. FOREIGN AFFAIRS IN THE 1780S A. BRITAIN B. SPAIN C. BARBARY STATES IV. THE PHILADELPHIA CONSTITUTIONAL CONVENTION A. DANIEL SHAYS' REBELLION B. THE FRAMERS AND THEIR TASK: A BUNDLE OF COMPROMISES 1. THE GREAT COMPROMISE 2. "THREE-FIFTHS" COMPROMISE C. RATIFICATION 1. "FEDERALISTS" VERSUS "ANTI-FEDERALISTS" 2. THE FEDERALIST PAPERS

THE FIRST PARTY SYSTEM
I. ISSUES DIVIDING THE NEW NATION A. ALEXANDER HAMILTON'S THREE REPORTS 1. ON THE PUBLIC CREDIT 2. ON A NATIONAL BANK 3. ON MANUFACTURING B. THOMAS JEFFERSON'S APPEAL 1. THE AGRARIAN MYTH 2. ANTI-ELITISM 3. DISTRUST OF STRONG CENTRALIZED GOVERNMENT C. RELATIONS WITH EUROPE 1. THE FRENCH REVOLUTION 2. "CITIZEN" GENET 3. THE JAY TREATY D. RELIGIOUS DIVISIONS 1. EPISCOPALIANS AND CONGREGATIONALISTS 2. "DISSENTING" DENOMINATIONS: METHODISTS, BAPTISTS, & CATHOLICS 3. NONCHURCHGOERS, AND DEISTS (FREETHINKERS) E. THE WHISKEY REBELLION 1. WESTERN DISLIKE OF WASHINGTON AND HAMILTON 2. THE PINCKNEY TREATY F. THE ALIEN AND SEDITION ACTS AND THE "REVOLUTION OF 1800"

THE JEFFERSONIANS IN OFFICE
A. PRESIDENT THOMAS JEFFERSON 1. "INFORMAL" GOVERNMENT 2. FEDERALIST LEGISLATION REPEALED 3. ATTACK ON FEDERALIST OFFICEHOLDERS: MARBURY V. MADISON B. JEFFERSONIAN POLICY AND FOREIGN AFFAIRS 1. THE LOUISIANA PURCHASE {1803} --LEWIS & CLARK 2. THE "ESSEX JUNTO" --AARON BURR 3. NEUTRAL RIGHTS ONCE MORE --USS CHESAPEAKE 4. EMBARGO ACT OF 1807 C. PRESIDENT JAMES MADISON 1. WESTERN TROUBLES --TECUMSEH 2. THE WAR OF 1812 a. PEACE OF GHENT {1815} b. ANDREW JACKSON AND THE BATTLE OF NEW ORLEANS

THE AMERICAN ECONOMIC MIRACLE
I. PRODUCTIVE FACTORS A. NATURAL RESOURCES B. LABOR C. SKILL AND TECHNOLOGY D. GROWING MARKETS--"Economies of Scale" E. CAPITAL F. FUTURE PREFERENCE G. BANKS AND CORPORATIONS H. GOVERNMENT ACTION--"Social Overhead Capital" II. THE INTER-REGIONAL PATTERN OF TRADE A. LAW OF COMPARATIVE ADVANTAGE B. THE SOUTH--"KING COTTON" (ELI WHITNEY'S COTTON GIN) C. COTTON AS THE MAJOR EXPANSIVE FORCE IN THE U.S. ECONOMY D. THE WESTERN STATES--GRAINFIELDS AND FOODSTUFFS (CYRUS McCORMICK'S REAPER) E. THE NORTHEAST--BANKING AND INDUSTRY (FRANCIS CABOT LOWELL'S TEXTILE MILLS) F. IMPROVEMENTS IN TRANSPORTATION 1. ROBERT FULTON'S STEAMBOAT 2. THE CUMBERLAND ROAD 3. ERIE CANAL III. THE SOCIAL IMPACT OF ECONOMIC GROWTH A. ECONOMIC INEQUALITY B. EXPECTATIONS

JACKSONIAN DEMOCRACY
I. THE ERA OF GOOD FEELINGS A. THE VIRGINIA DYNASTY B. FOREIGN AFFAIRS 1. ACQUISITION OF FLORIDA: ADAMS-ONIS TREATY 2. THE MONROE DOCTRINE II. JACKSON'S RISE TO POWER A. DEMOCRATIC REFORMS IN THE STATES B. THE 4-WAY PRESIDENTIAL RACE OF 1824 C. MARTIN VAN BUREN AND THE TARIFF OF ABOMINATIONS D. JACKSON'S ELECTION IN 1828 III. "KING ANDREW" AND HIS WHIG OPPONENTS A. THE SPOILS SYSTEM B. NULLIFICATION CRISIS: JOHN C. CALHOUN AND SOUTH CAROLINA'S ORDINANCE OF NULLIFICATION C. INDIAN POLICY: THE TRAIL OF TEARS D. ATTACK ON THE U.S. BANK IV. THE SECOND PARTY SYSTEM TAKES SHAPE A. EFFECT OF VAN BUREN'S CANDIDACY IN 1836 B. THE 1840 ELECTION: HARRISON DEFEATS VAN BUREN C. WHIGS VERSUS DEMOCRATS: SIMILARITIES: 1. NONIDEOLOGICAL 2. TRULY NATIONAL IN SCOPE 3. WELL-ORGANIZED 4. MASS FOLLOWINGS D. WHIGS VERSUS DEMOCRATS: DIFFERENCES: 1. THE PIETISTIC-LITURGICAL CONTINUUM IN THE NORTH 2. ETHNIC DIFFERENCES 3. NEGATIVE REFERENCE GROUP THEORY 4. DIFFERENCES BETWEEN SOUTHERN WHIGS AND SOUTHERN DEMOCRATS

THE MEXICAN WAR AND EXPANSIONISM
I. THE TEXAS REVOLUTION: A. PROBLEMS IN ANGLO-MEXICAN RELATIONS: SLAVERY, TRADE, AND IMMIGRATION B. TERRITORIAL DESIGNS OF THE UNITED STATES: MINISTERS POINSETT AND BUTLER C. THE LAW OF APRIL 6, 1830 D. "CENTRALISTS" VERSUS "FEDERALISTS" 1. ANTONIO LOPEZ DE SANTA ANNA 2. THE ALAMO, GOLIAD, SAN JACINTO 3. DESTRUCTION OF THE TEJANO-ANGLO ALLIANCE: LORENZO DE ZAVALA AND JUAN SEGUIN II. TEXAS ANNEXATION A. THE TEXAS REPUBLIC: "A Federalist State in Rebellion"/Debts/Slavery 1. WHIGS AND DEMOCRATS AVOID THE TEXAS ISSUE 2. BRITISH INFLUENCE IN TEXAS INCREASES B. TYLER-WALKER SECRET PLAN 1. ANTI-BRITISH PROPAGANDA & PACIFIC PORTS 2. LINKING ISSUE OF OREGON WITH TEXAS 3. CALHOUN'S MISTAKE AND THE DEFEAT OF THE ANNEXATION TREATY C. THE 1844 ELECTION 1. POSITIONS OF CLAY (Whig) AND VAN BUREN (Dem.) 2. "DARK HORSE" CANDIDATE JAMES K. POLK (Dem.) 3. "THE RE-OCCUPATION OF OREGON AND THE RE-ANNEXATION OF TEXAS" 4. MANIFEST DESTINY 5. WHIG DEFECTIONS IN NEW YORK: THE LIBERTY PARTY D. ANNEXATION BY JOINT RESOLUTION: CONDITIONS 1. REFERENDUM 2. FIVE-STATE OPTION 3. MISSOURI COMPROMISE 4. BOUNDARY ADJUSTMENTS LEFT TO U.S. GOVERNMENT III. THE MEXICAN WAR {1846-1848} A. THE PRETEXT: THE TREATY OF VELASCO {1836} B. ZACHARY TAYLOR, WINFIELD SCOTT, AND THE TEXAS RANGERS C. THE TREATY OF GUADALUPE HIDALGO {1848}: THE TEXAS-NEW MEXICO BOUNDARY DISPUTE D. REFLECTIONS: THE UNITED STATES AS A "PEACEFUL BELLIGERENT"

AMERICANS BEFORE THE CIVIL WAR
I. AMERICAN CHARACTER AND THE FRONTIER: MIDWESTERN EGALITARIANISM II. IMMIGRANTS A. IRISH AND GERMAN NEWCOMERS B. NATIVISM [ANTI-FOREIGN SENTIMENT] C. ANTI-CATHOLICISM D. "NO IRISH NEED APPLY" III.FREE BLACKS A. BIGOTRY B. SEGREGATION C. DENIAL OF CIVIL RIGHTS IV. WOMEN A. "CIVIL DEATH" AND LEGAL INFANTS B. ECONOMIC DISCRIMINATION ("WOMEN'S WORK") C. "CULT OF TRUE WOMANHOOD" D. ANTEBELLUM FEMINISM 1. ELIZABETH CADY STANTON 2. THE SENECA FALLS CONVENTION {1848}

THE OLD SOUTH
I. AN UNEXPECTED DIVERSITY A. THE ENVIRONMENT B. SOUTHERN AGRICULTURE C. SOCIAL STRUCTURE OF THE WHITE SOUTH 1. LARGE SLAVEHOLDERS (5%) 2. SMALL SLAVEHOLDERS (20%) 3. NONSLAVEHOLDERS (75%): YEOMAN FARMERS & POOR WHITES II. LIFE UNDER SLAVERY III. PROFITABILITY OF SLAVERY A. CAPITALIST NATURE OF SLAVERY B. ECONOMIES OF LARGE SCALE OPERATIONS C. SLAVEHOLDER OPTIMISM D. SLAVERY IN THE CITIES E. RISE IN SOUTHERN PER CAPITA INCOME F. ECONOMIC VIABILITY: IMPLICATIONS FOR CIVIL WAR CAUSATION IV. THE MYTH OF THE SOUTH AS A "GRACIOUS, CULTURED, AND GENIAL SOCIETY" A. FEAR OF SLAVE REVOLTS: NAT TURNER'S INSURRECTION {1831} B. DEFENSE OF SLAVERY 1. BIBLICAL 2. "SCIENTIFIC" 3. SOCIOLOGICAL: GEORGE FITZHUGH & "MUD SILL" NOTION C. QUIETING THE OPPOSITION D. STIFLING OF ARTISTIC AND INTELLECTUAL GROWTH E. ANTI-DEMOCRATIC THEORY: CALHOUN'S SOLUTION 1. CONCURRENT MAJORITY 2. DUAL PRESIDENCY

THE COMING OF THE CIVIL WAR
I. POLITICALIZATION OF THE SLAVERY ISSUE II. THE DILEMMA OF TERRITORIAL GROWTH A. MISSOURI COMPROMISE {1820} B. TEXAS ANNEXATION C. WILMOT PROVISO {1846} D. FREE SOIL PARTY AND THE 1848 ELECTION E. THE COMPROMISE OF 1850 III. RISE OF THE REPUBLICAN PARTY A. ENFORCEMENT OF THE FUGITIVE SLAVE ACT {1850} B. THE STATUS OF SLAVERY IN THE WESTERN TERRITORIES C. KANSAS-NEBRASKA ACT {1854} D. [The Know-Nothing Interlude] E. GUERRILLA WAR IN KANSAS F. BROOKS-SUMNER INCIDENT G. THE 1856 ELECTION H. DRED SCOTT CASE & LECOMPTON CONSTITUTION IV. THE IDEOLOGY OF THE REPUBLICAN PARTY A. "SLAVE POWER" CONSPIRACY B. INTENT OF THE FRAMERS C. DEFENSE OF NORTHERN SOCIETY V. THE SECESSIONIST MOVEMENT IN THE SOUTH A. JOHN BROWN AND HARPER'S FERRY {1859} B. DOUGLAS DEMOCRATS VERSUS BRECKINRIDGE DEMOCRATS C. POLITICAL REALIGNMENT IN THE SOUTH [1860-1861] D. DECLARATIONS OF CAUSES FOR SECESSION E. SECESSION AS PRE-EMPTIVE COUNTER-REVOLUTION

THE CIVIL WAR
I. THE NORTH AND THE SOUTH A. THE BALANCE OF FORCES B. BULL RUN: AN ANTIDOTE TO NORTHERN CONFIDENCE C. LINCOLN'S EARLY COMMANDERS: MCCLELLAN AND GRANT D. UNION WAR STRATEGY 1. "ON TO RICHMOND" 2. ANACONDA PLAN: A WAR OF ATTRITION 3. THE DIPLOMATIC WAR II. INCREASES IN THE POWER OF THE FEDERAL GOVERNMENT A. CONSCRIPTION (THE DRAFT) B. TAXATION, BANKING, AND CURRENCY C. TRANSPORTATION: PACIFIC RAILROAD ACT OF 1862 D. GOVERNMENT BECOMES "BIG BUSINESS" E. GOVERNMENT AND AGRICULTURE 1. DEPARTMENT OF AGRICULTURE 2. MORRILL LAND GRANT COLLEGE ACT 3. HOMESTEAD ACT III. THE THIRD (OR CIVIL WAR) PARTY SYSTEM A. REPUBLICANS VERSUS DEMOCRATS B. THE 4 GREAT ISSUES OF THE WAR 1. A GOVERNMENT-CONTROLLED CURRENCY ("GREENBACKS") 2. THE DRAFT 3. DIRECT TAXATION 4. EMANCIPATION a. LINCOLN'S EMANCIPATION PROCLAMATION b. REASONS FOR ISSUANCE IV. FACTORS THAT CAUSED THE SOUTH'S DEFEAT A. FAILURE OF "COTTON DIPLOMACY" B. THE UNION BLOCKADE C. WEAKNESSES OF THE CONFEDERATE GOVERNMENT D. BLACK SOLDIERS IN THE UNION ARMY V. WARTIME POLITICS IN THE NORTH A. LINCOLN'S 10% PLAN B. WADE-DAVIS BILL C. ELECTION OF 1864: LINCOLN (Rep.) VERSUS MCCLELLAN (Dem.)

RECONSTRUCTION
I. PRESIDENTIAL ("JOHNSONIAN") RECONSTRUCTION {1865-1867} A. ANDREW JOHNSON AND RECONSTRUCTION AS RECONCILIATION B. THE "BLACK CODES" C. WHITE REACTIONARIES AND CONSERVATIVES IN CONTROL D. REPUBLICAN AND NORTHERN DISILLUSIONMENT WITH JOHNSON II. CONGRESSIONAL ("RADICAL") RECONSTRUCTION {1867-1876} A. U.S. CONGRESS VERSUS PRESIDENT JOHNSON 1. FREEDMEN'S BUREAU 2. CIVIL RIGHTS ACT OF 1866 3. FOURTEENTH AMENDMENT 4. 1866 "OFF-YEAR" ELECTIONS (THE NEW ORLEANS MASSACRE) 5. FIRST RECONSTRUCTION ACT OF 1867 6. UNSUCCESSFUL IMPEACHMENT B. THE EXPERIENCE OF CONGRESSIONAL RECONSTRUCTION 1. THE MYTH OF "BLACK RECONSTRUCTION" 2. ACCOMPLISHMENTS OF THE SOUTHERN REPUBLICAN GOVERNMENTS a. CIVIL AND POLITICAL RIGHTS FOR AFRICAN-AMERICANS b. RATIFICATION OF THE 14TH AND 15TH AMENDMENTS c. FREE TAX-SUPPORTED PUBLIC SCHOOLS d. ESTABLISHMENT OF THE AGRICULTURAL AND MECHANICAL COLLEGE OF TEXAS (1871) d. RE-DISTRICTING, PRISON REFORM, WOMEN'S RIGHTS, INTERNAL IMPROVEMENTS, & FRONTIER DEFENSE C. THE WHITE CONSERVATIVE COUNTER-REVOLUTION AGAINST CONGRESSIONAL RECONSTRUCTION 1. WHITE TERRORISM: THE KU KLUX KLAN 2. "REDEEMERS" AND WHITE LEAGUERS 3. THE MISSISSIPPI PLAN OF REDEMPTION: DESTRUCTION OF REPUBLICAN PARTY VOTER COALITIONS a. PHYSICAL INTIMIDATION b. ECONOMIC COERCION c. SOCIAL OSTRACISM III. REFLECTIONS ON RECONSTRUCTION: SOME LIMITS TO CHANGE 1. LAISSEZ-FAIRE 2. SEPARATION OF POWERS ("CONSTITUTIONALISM") 3. REPUBLICAN FACTIONALISM 4. RACISM



Return to Dale Baum's Homepage