The Early Republic

Expansionist Theme

By the 1800s America's thirst for economic and territorial expansion became unquenchable and so to satisfy the thirst for power the US government began to take large strides in expanding America's global footprint, taking extreme care not to get involved militarily or politically with other European nations.

• Manifest Destiny:
• Justified US expansion West into Indian, Asian, and Pacific territory
• By the 1890s it gave rise to US militarism and imperialism (C&E)

• Louisiana Purchase:
• America purchased 827,000 square miles of land from the French
• Opened the idea of the "classic" American frontier
• Escalated tensions with the Indians = violent intermittent conflict for 100 years (C&E)

• Annexing Texas:
• America went to war with Mexico over the land
• Caused a major rift over the topic of slavery
• Justified by Manifest Destiny and America's thirst for territory

Expansionist Theme

• Trading with China:
• America = growing nation economically & territorially
• America began trading with China for luxury goods
• 1st time US actively looked for foreign trading partners
• Signaled change in US policy regarding non European nations = open policy

• Negotiating the Oregon Border:
• US territorial expansion into the Pacific Northeast
• Led to more disputes over slave vs. free states (C&E)
• Allowed the US to look further North (eventually buying Alaska) and West (annexing Hawaii in 1898) (CCOT)

• Webster-Ashburton Treaty
• US signed a deal with Britain over the Maine territory splitting it in half, but acquired territory north of Minnesota
• Net gain of territory
• Demonstrated US commitment to expanding territory

Expansionist Theme

Defining Indian territory:

• Indian Resistance to American Expansion:
• Figures such as Tecumseh, the Prophet, and Black Hawk led violent opposition against American western expansion, but failed.

Indian Removal Act:

• Under President Andrew Jackson the US removed all Southern Indians and moved them to territory west of the Mississippi River
• Led to the infamous Trail of Tears
• Demonstrated US expansionist policies at the price of human life and trust
• Set precedent for US breaking future treaties
• Acted as unofficial declaration of war against the Indians

Louisiana Purchase

Indian Removal

Isolationism Theme

Despite America's expansionist tendencies economically and territorially it remained politically and militarily isolationist taking extreme caution not to get involved with any kind of foreign conflict. This tentative foreign policy kept the US relatively safe and economically sound.

• Monroe Doctrine
• Created by President Monroe it stipulated that the Western Hemisphere was strictly under US oversight and control and that no European nation could interfere with it
• This policy allowed the US to remain isolated from imperialist Europe as well as ensure US economic dominance in the Western Hemisphere. (C&E)
• Ironically, in the long term the policy would do more for American imperialists than it would isolationists giving them the excuse to invade and intervene in Central and South America. (CCOT)

• National Bank
• The brain child of Alexander Hamilton and Henry Clay the bank offered a alternative option for US investment by allowing for states to put their debt on the federal governments tab
• Encouraged US domestic investment so that foreign investors would not control the US economy
• Greatly helped the US infrastructure and manufacturing
• Laid foundation for economic boom in the late 1800s beginning 1900s
• Andrew Jackson eventually killed the national bank thus sending the US economy into a more turbulent capitalist system
• National bank = Farmer vs. Businessmen (CC)

Monroe Doctrine

National Bank

Creating a Cultural Identity

As the US developed into a more sophisticated society Americans began to create works that represented the American identity, focused on glorifying nature and rugged individualism. (CCOT (cause before there was a less distinct cultural identity))

• Hudson River School:
• An art movement created by Thomas Cole that idealized nature
• Blended nature and European romanticism creating a unique American art style

• John James Audubon:
• Combined art and science
• His art reflected the American focus on nature and how society idolized it

• Perfectionism:
• The concept that one can achieve perfection by oneself, reflecting the individualistic nature of American culture.

• Utopian communities:
• Drew away from larger society into a small commune also reflected an idealized and individualistic view of humanity.

Hudson River School

Issues in Slavery

In the 1800s, America's expansion lead to debates on free and slave territories.

• Missouri Compromise: used to maintain balance between free/slave states
• Missouri slave state
• Maine a free state
• Defining slave/non-slave territory
• Divided between the North and South along the 36 30 line
• Rising tensions between abolitionists and slaveholders (C&E)
• Legislation not strong enough to abolish/keep slavery completely

Fighters for Freedom: (CCOT)

David Walker- Appeal to the Colored Citizens of the World (1829), which encouraged African Americans to revolt.

Richard Allen- African Methodist Episcopal Church

- Slave Music (incorporated Christian values with slavery hardship)

Frederick Douglass- National Leader of the Abolitionist Movement, speaking and lecturing about abolition, as well as serving a proof of African American intelligence.

African American Culture

Richard Allen:

• Created the African-American Methodist Episcopal Church African-Americans incorporated African culture into their religion.
• This was shown through call-and-response songs and African beats and rhythms in slave music which was popular in African-American hymns and churches.

Missouri Compromise

State vs. Federal Power

A major theme of early 19th century politics was the balance of power between states and the federal government. The federal government generally came out on top.

• Nullification crisis: South Carolina was forced to obey the Tariff of Abominations
• Two political parties emerged that represented state and federal power:
• Democrats supported state rights and individual freedoms
• Whigs valued community benefit over freedom and believed in federal over state power

Congress vs. President

Andrew Jackson was the main figure that gave the Presidency more power.

• Bank War: Jackson vetoed the National Bank recharter not because of constitutionality (like previous vetoes), but because he thought it would detriment America.
• Nullification Crisis: Jackson's decisive action in threatening to use force against states who did not obey federal laws set a new precedent for the President enforcing laws more strongly.

North vs. South

With the development of slavery in the south and rapid industrialization in the north it became two very different societies with stark economic and social differences.

• North grew faster than South, led to House majority
• Since the Senate is represented by states rather than population, the equal number of states per section led to sectional issues being blocked in the Senate.
• Only real legislature passed regarding sectional issues were compromises, such as the Missouri Compromise
• Missouri Compromise: Established the 36 30' line between slave and free states

Slavery Continued

Slavery

Continued

• Richard Allen:
• Founded African Methodist Episcopal Church & First independent African American denomination in the U.S.

• Fredrick Douglas:
• Prominent activist, author, and public speaker
• Leader in the abolitionist movement

Henry Clay

Henry Clay

"The Great Compromiser"

• Helped negotiate the Missouri Compromise

• Negotiated a compromise tariff in the Nullification Crisis

• Helped soothe tensions but not solve them-> rising tensions of the Antebellum period

• Created the "American System", which included a protective tariff, national bank, and infrastructure improvements

• Helped found the Whig party in opposition to Jackson's Democrats

John C Calhoun

John C Calhoun

• Advocated for state rights in the slavery issue

• Strongly supported the South in the Nullification Crisis

• Represented the issues and views of the South

Monroe Doctrine

• US remains isolationists and will not interfere with European affairs
• Western Hemisphere is not available for colonization
• Any attempt would be deemed hostile towards the US
• Roosevelt Corollary would later counteract this

" ...the American continents, by the free and independent condition which they have assumed and maintain, are henceforth not to be considered as subjects for future colonization by any European powers..."

"The citizens of the United States cherish sentiments the most friendly in favor of the liberty and happiness of their fellow-men on that side of the Atlantic. In the wars of the European powers in matters relating to themselves we have never taken any part, nor does it comport with our policy to do so..."

Monroe, James. “Transcript of Monroe Doctrine (1823).” Our Documents - Transcript of Monroe Doctrine (1823). https://www.ourdocuments.gov/doc.php?flash=false&doc=23&page=transcript.

Nullification and the Bank War: John C. Calhoun in the Connecticut Herald

• John C. Calhoun: VP to Andrew Jackson at the time
• Said
• argued a single state can nullify a federal law within its own region

" ...[the South's] prosperity depends, in a great measure, on free trade, light taxes, economical and as far as possible, equal disbursements of the public revenue, and an unshackled industry, elevating them to pursue whatever may appear most advantageous to their interests...."

Calhoun, John C. “Nullification and the Bank War: John C. Calhoun in the Connecticut Herald.” Digital History. http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=354.

Henry Clay on Slavery

• Henry Clay: 7th speaker of the U.S. House of Representatives
• Discusses how government has no ability to free slaves
• States should determine themselves whether they are free/slave
• Slavery is not justifiable, but they will never gain higher authority

"The question of emancipation, immediate or prospective, as a public measure, appertains, in my opinion, exclusively to the several States, each judging and asking for itself, in which slavery exists."

Clay, Henry. “Henry Clay on Slavery.” Digital History, Digital History, 2019, www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=323.

Letter from Andrew Jackson to the Cherokee Nation about the benefits of voluntary removal, March 16, 1835.

• Stated benefits for Cherokee Nation by voluntary removal:
• Natives keep traditional customs without American intervention or assimilation.
• Freedom from threats of persecution if American laws, that would govern them, were violated.
• Become more prosperous on new fertile land.

"You are now placed in the midst of a white population. Your peculiar customs...have been abrogated"

"And the sooner you do [relocate], the sooner you commence your career of improvement and prosperity"

“A Letter from President Andrew Jackson to the Cherokee Nation about the Benefits of Voluntary Removal, March 16, 1835.” DPLA. Accessed April 2, 2020. https://dp.la/primary-source-sets/cherokee-removal-and-the-trail-of-tears/sources/1506.

On Manifest Destiny by John L. O'Sullivan

• America is pure and untarnished by evil like older nations, and symbolizes democracy, liberty, and civilization
• America is moral and Christian
• America is the future and will expand and become great to be a good example to other nations

"America is destined for better deeds"

"We are the nation of human progress, and who will, what can, set limits to our onward march? Providence is with us, and no earthly power can"

"Who, then, can doubt that our country is destined to be the great nation of futurity?"

O'Sullivan, John L. “On Manifest Destiny.” Harper's Weekly, 1839.

MCQ

“[The whites] are afraid to treat us worse, for they know well, the day they do it they are gone. But against all accusations which may or can be preferred against me, I appeal to Heaven for my motive in writing—who knows what my object is, if possible, to awaken in the breasts of my afflicted, degraded and slumbering brethren, a spirit of inquiry and investigation respecting our miseries and wretchedness in this Republican Land of Liberty!!!!!!”

- David Walker, Appeal to the Colored Citizens of the World

David Walker’s views were most closely linked with which of the following?

a. Susan B. Anthony and the Seneca Falls Convention

b. Thomas Cole and the Hudson River School

c. William Lloyd Garrison and The Liberator

d. Ralph Waldo Emerson and Self-Reliance

e. Henry Ward Beecher and the Second Great Awakening

MCQ

Be it enacted by the Senate and House of Representatives of the United States of America, in Congress assembled, That it shall and may be lawful for the President of the United States to cause so much of any territory belonging to the United States, west of the river Mississippi, not included in any state or organized territory, and to which the Indian title has been extinguished, as he may judge necessary, to be divided into a suitable number of districts, for the reception of such tribes or nations of Indians as may choose to exchange the lands where they now reside, and remove there; and to cause each of said districts to be so described by natural or artificial marks, as to be easily distinguished from every other.

The Removal Act

What was the effect of Jackson's perspective on Indians?

a) Indians gaining rights

b) Trail of Tears

c) Missouri Compromise

d) Treaty with the Potawatomi

SAQ

Canvassing for a Vote, by George Caleb Bingham, 1852

SAQ Question

Using the image, answer parts a, b, and c.

a) Briefly explain the point of view expressed by the artist, about ONE of the following.

• The Jacksonian Era
• Democratic System
• Spoils System

b) Briefly explain ONE development in the period from 1829 to 1837 that led to the point of view expressed by the artist.

c) Briefly explain ONE development in the period from 1837 to 1841 that challenged or supported the point of view expressed by the artist.

SAQ

The Land of Liberty, 1847

Using the cartoon above, answer parts a and b.

a) Briefly explain Britain's perspective on America, depicted in the cartoon.

b) Use TWO of the following, briefly assess how the United States was not a land of liberty:

1. Slavery

2. Annexation of Texas

3. Manifest Destiny

LEQ

Evaluate the extent to which the expansion of America changed interactions between the United States and other groups and the environment from 1800 to 1848.