Antebellum America (ms-iseo): Andrew Jackson, Social Reformers & Westward Expansion

Mr. Fitzgerald US History Antebellum America (ms-iseo): Andrew Jackson, Social Reformers & Westward Expansion This packet includes 1. Skills worksheets 2. Guided Readings 3. Primary Source activities 4. Lecture Notes worksheets 5. Vocabulary work

Vocab: Andrew Jackson & Antebellum Reform Directions: Please use the textbook (or another verifiable source) to indentify the definition/significance of each of the following terms & names Pg 229 1. Andrew Jackson 2. Spoils System 3. Indian Removal Act (1830) 4. Trail of Tears Pg 235 5. Tariff of Abominations 6. Panic of 1837. 7. John C. Calhoun Pg245 8. 2 nd Great Awakening 9. transcendentalism 10. Dorothea Dix Pg253 11. Abolition 12. Emancipation 13. Frederick Douglass 14. Nat Turner Pg258 15. Elizabeth Cady Stanton 16. Temperance Movement 17. Sojourner Truth 18. Seneca Falls Convention

Name Date The Age of Jackson BEFORE YOU READ In the last section, you learned about the growth of nationalism in the United States. In this section, you will learn about the presidency of Andrew Jackson. AS YOU READ Use the time line to take notes about the political career of Andrew Jackson. TERMS AND NAMES Andrew Jackson Military hero and seventh president Democratic-Republican Party Party started by Jackson's followers spoils system System in which incoming political parties throw out former government workers and replace them with their own friends Indian Removal Act Law that forced Native Americans to move west Trail of Tears Path the Cherokee were forced to travel from Georgia to Indian Territory I0Z4 Jackson loses presidential election to John Quincif Adams. 1830 im mz Expanding Democracy Changes PolitiCS (pages 224-225) What led to the formation of the Democratic-Republican Party? Andrew Jackson, a hero from the War of 1812, ran for president in 1824 against John Quincy Adams, Neither candidate received a majority of electoral votes and the House of Representatives had to decide the winner. Speaker of the House Henry Clay disliked Jackson. He used his influence to help Adams win the election. Jackson's followers accused Adams of stealing the election. They formed their own party the Democratic- Republican Party. For the next four years, the new party attacked Adams's policies. During Adams's presidency, most states had eased voting requirements a citizen had to fulfill to be able to vote. As a result, the voting population greatly increased. Fewer states had property qualifications for voting. This meant that many more individuals could vote. The 1828 presidential election signaled how much the nation's voter rolls had grown. In the election of 1824, about 350,000 white males voted for the presidency. In 1828, more than three times that number voted. However, certain groups still lacked political power. Free blacks and women did not enjoy the freedoms and privileges of white males. CHAPTER 7 BALANCING NATIONALISM AND SECTIONALISM 79

1. How did the voting population grow? Jackson's Mew Presidential Style (pages 225-226) What is the spoils system? Andrew Jackson appealed to many of these new voters. When Jackson ran for president again in 1828, these new voters supported him, With their help, Jackson won the presidency by a landslide. Andrew Jackson also appealed to the common people. He was so popular that crowds of people came to Washington for his inauguration. Jackson wanted common people to have a chance to participate in government, Once in office, he removed about 10 percent of federal workers from their jobs. He gave those jobs to friends and loyal followers. Jackson's friends also became his advisers. These advisers were known as his "kitchen cabinet" because they supposedly slipped into the White House through the kitchen. The practice by incoming political parties of removing old workers and replacing theni with their supporters is known as the spoils system. It comes from an old saying that in war "to the victor belong the spoils of the enemy." 2. How did Jackson show his commitment to the common people once in office? Removal of Native Americans (pages 226-229) What was the Trail of Tears? Despite all this, white settlers did not wish to live with Native Americans. Instead, they wanted Native American land in the South and West for farms. As a result, President Jackson decided to remove the Native Americans from their lands. Congress passed the Indian Removal Act in 1830, The law ordered all Native Americans to move west of the Mississippi River. In 1830, Jackson pressured the Chocktaw to sign a treaty that required them to move from Mississippi. In 1831, he ordered U.S. troops to forcibly remove the Sauk and Fox from their lands in Illinois and Missouri, In 1832, he forced the Chickasaw to leave their lands in Alabama and Mississippi. The Cherokee Nation, however, fought the Indian Removal Act in court. Chief Justice Marshall ruled in their favor. The Court said that the United States had no right to take Cherokee land. But Andrew Jackson refused to obey the Court's ruling. Instead, federal agents signed a treaty with a group of Cherokee leaders willing to leave their land. Beginning in October and November of 1838, U.S. Army troops began forcing the Cherokee to travel from Georgia to the new Indian territory west of the Mississippi River, The 800-mile trip was made partly by steamboat and railroad but mostly on foot. As the winter came, more and more of the Cherokee died. Along the way, government officials stole the Cherokees' money, while outlaws made off with their livestock. The journey became known as the Trail of Tears because more than a quarter of the travelers died on it. When they reached their final destination, the Cherokee ended up on land far inferior to that which they had been forced to leave. 3. How did the removal of Native Americans cause a rift between the executive and judicial branches? By the early 1800s, some Native American groups in the Southeast began to take on the culture of their white neighbors. These tribes The Cherokee, Choctaw, Seminole, Creek, and Chickasaw were called the Five Civilized Tribes. 80 CHAPTER 7 SECTION 3

Name D a t e PRIMARY SOURCE Political Cartoon As a result of the Indian Removal Act of 1830, Native Americans were forced to leave their homelands and move farther west. What point does this political Section 3 cartoon make about President Andrew Jackson's Native American policy? "Andrew Jackson as the Great Father" artist unknown. Clements Library. University of Michigan, Ann Arbor, Michigan. Discussion Questions 1. How does this political cartoon depict President Jackson? 2, How are Native Americans depicted in this cartoon? 3, Do you agree with the cartoonists viewpoint? Why or why not? Cite reasons and examples from your textbook. Balancing Nationalism and Sectionalism 69

STAWORD HSTORY ECUCATION GROUP READING LIKE A HIST; RIAN Cherokee Indian Removal Timeline 1785 First treaty between Cherokee and United States, established peaceful relations. 1796 George Washington initiated "civilization" program among Cherokees. 1802 Georgia ceded some of its western land to the United States; the U.S. government, in exchange, promised to purchase for Georgia all of the Indian lands remaining within the state. However, the Federal Goverment could only buy land through treaty. 1808- First major Cherokee migration to land west of the Mississippi. 1810 1820s Cherokees became the most "civilized" of the five "Civilized Tribes" (Creeks, Chikasaw, Seminole, Choctaw and Cherokee). The Cherokee had a newspaper and many had converted to Christianity; they adopted a Constitution; they had farms and owned slaves. 1828 Andrew Jackson elected President and declares his support for removal. 1828 Georgia extended its state power over Cherokee Nation and nullified (makes illegal) Cherokee law. 1832 Cherokee won their case in Worcester v. Georgia. U.S. Supreme Court upheld Cherokee sovereignty in Georgia. Andrew Jackson ignored the ruling. 1836 Treaty of New Echota signed; provided for removal of Cherokees to land west of the Mississippi. Chief John Ross led 15,000 in protesting the treaty. Only 2,000 Cherokee agreed to migrate voluntarily. 1838 U.S. government sent in 7,000 troops, who forced the Cherokees out at bayonet point. 4,000 Cherokee people died of cold, hunger, and disease on their way to the western lands. 1839 Execution of Major Ridge, John Ridge, and Elias Boudinot for their role in the Treaty of New Echota. Indian Removal

STANFORD HSTORY ECUCATION GROUP READING LIKE A HISTpRIAN Guiding Questions Name Document A: Jackson 1. (Sourcing) What do you already know about President Jackson's feelings about Indian Removal? What do you predict he will say in this speech? 2. (Contextualization) Why does Jackson think the United States was better in 1830 than in 1609? 3. (Contextualization) Why does Jackson think that the Cherokee will be better off in Indian Territory? 4. (Close reading) Why does Jackson think his policy is kind and generous? Document B: Boudinot 1. (Sourcing) Who is Elias Boudinot? What do you predict he will say about Indian Removal? 2. (Contextualization) What was life like for the Cherokee in Georgia, according to Boudinot? 3. (Contextualization) What does Boudinot hope will happen if the Cherokees move west? Indian Removal

STANFORD HSTORY F.CUCATION GROUP READING LIKE A HISTJWAN Document A: Andrew Jackson (Modified) It gives me great pleasure to announce to Congress that the Government's benevolent policy of Indian removal has almost been achieved. We have wept over the fate of the natives of this country, as one by one many tribes have disappeared from the earth. However, we must accept this the way we accept when an older generation dies and makes room for the younger. We would not want to see this continent restored to the condition in which our forefathers found it. What good man would prefer a country covered with forests and occupied by a few thousand savages to our great Republic, studded with cities, towns, and prosperous farms, decorated with art and industry, occupied by more than 12,000,000 happy people, and filled with all the blessings of liberty, civilization, and religion? The United States will pay to send the natives to a land where they may live longer and possibly survive as a people. Can it be cruel when this Government offers to purchase the Indian's land, give him new and extensive territory, pay the expense of his removal, and support him for the first year in his new home? How many thousands of our own people would gladly embrace the opportunity of moving West under such conditions! The policy of the Government towards the red man is generous. The Indian is unwilling to follow the laws of the States and mingle with the population. To save him from utter annihilation, the Government kindly offers him a new home, and proposes to pay the whole expense of his removal and settlement. Vocabulary Benevolent kind Annihilation destruction Source: Andrew Jackson, State of the Union speech. December 30, 1830. Indian Removal

STANFORD HSTORY ECUCATION GROUP READING LIKE A HISTpRIAN Document B: Letter by Elias Boudinot (Modified) Look at our people! They are wretched! Look, my dear sir, around you, and see the progress that vice and immorality have already made! See the misery! If the darker picture which I have described here is a true one, can we see a brighter possibility ahead? In another country, and under other circumstances, there is a better prospect. Removal, then, is the only remedy, the only practical remedy. Our people may finally rise from their very ashes, to become prosperous and happy, and a credit to our race. I would say to my countrymen, fly from your life here that is destroying our nation. What is your (John Ross) plan of relief? It is dark and gloomy beyond description. You want the Cherokee to live according the laws of Georgia, no matter how unfair they are? Instead of fix the evil, you would tie our people down in the chains of slavery. The final destiny of our race, under such circumstances is too revolting to think of. Take my word, it is the sure end of our race if you succeed in preventing the removal of your people. There will come a time when there will be few of us left as reminders of this brave and noble race. May God protect us from such a destiny. Vocabulary wretched miserable vice sin prospect possibility Source: The letter above was written in 1837 by Elias Boudinot, a Cherokee who supported Indian Removal (and who signed the Treaty of New Echota that gave away Cherokee land). The letter is to Chief John Ross, leader of the Cherokees who opposed Indian Removal. Indian Removal

Name Date States' Rights and the National Bank BEFORE YOU READ In the last section, you read about how Jackson dealt with Native Americans. In this section, you will learn about Jackson's policies on other issues. AS YOU READ Use the chart below to take notes on how President Jackson responded to major issues facing his presidency. TERMS AND NAMES John C. Calhoun Vice-President and congressional leader from South Carolina Tariff of Abominations Henry Clay's name for an 1828 tariff increase Daniel Webster A Senate leader from Massachusetts Bank of the United States National bank established by Congress first in 1791 and then in 1816 Whig Party Political party formed in 1834 to oppose policies of Andrew Jackson Martin Van Buren Eighth president panic of 1837 A series of financial failures that led to an economic depression William Henry Harrison Ninth president John Tyler Tenth president ISSUES/EVENTS JACKSON'S RESPONSE South Carolina nullifies l&bt passed b\j Congress tariff The frank of the United States 1 A Tariff Raises the States' Rights ISSUe (pages 230-232) What is the principle nullification? Jackson's vice-president was John C. Calhoun of South Carolina. The two men opposed each other over the Tariff of 1816, This was a tax that increased the price of foreign-made goods. By 1828, the tariff had been raised twice. Although of Calhoun supported the tariff at first, he came to oppose it. He called it a Tariff of Abominations, because he believed that it hurt the South. Southerners had little industry of their own. They believed that they were paying more for goods in order to support industry in the North. Calhoun believed the South had the right to disobey the tariff based on the principle of nullification. This principle held that states could nullify CHAPTER 7 BALANCING NATIONALISM AND SECTIONALISM 81

federal laws that they felt were unconstitutional. Calhoun went even further. He believed that if the government forbid a state from nullifying a federal law, that state had the light to leave the Union, In 1830, the Senate debated the tariff as well as the issue of nullification. Senator Daniel Webster of Massachusetts opposed states' efforts to nullify a federal law. Senator Robert Haync of Soudi Carolina defended nullification. In 1832, Congress passed a new tariff. The issue of nullification erupted again. South Carolina declared the new tariff invalid. The state threatened to secede, or leave the Union. This made President Jackson furious. He threatened to send troops to make South Carolina obey the law. Henry Clay worked out a compromise that kept South Carolina in the union. 1. Why did South Carolina threaten to leave the union? Jackson Attacks the National Bank (pages 232-234) How did Jackson destroy the national bank? South Carolina's action wasn't the only thing that stirred Andrew (aekson's anger. The President also took on the second national bank the Bank of the United States (BUS) in Philadelphia. Jackson viewed the bank as an agent of the wealth)' and elite a group he deeply distrusted. Jackson tried to shut the bank down by taking money out of it and putting it in other banks. In an attempt to save the bank, the bank's president called for all loans to be repaid. This caused many businesses to go bankrupt. As a result, the bank lost much support. In 1836 the national bank went out of business. Jackson's actions against the bank angered a number of people including some from his own party. They thought that the president had become too powerful. As a result, these people formed a new political part)'. Known as the Whig Party, it tried to limit the power of the presidency. 2. What was a political consequence of Jackson's fight against the national bank? Van Buren Deals with Jackson's Legacy (pages 234-235) What was the Panic of 1837? Jackson's vice-president, Martin Van Buren, won the election in 1836. He inherited another Jackson legacy: a financial mess brought on by the bank fight. By 1837, many of the banks Jackson had put money in during the bank fight had failed. This helped cause the panic of 1837. During this time, many banks closed and people lost their savings. As a result, the countly sank into a depression. In the 1840 presidential election, Van Buren lost to Whig candidate William Henry Harrison. Harrison died soon after taking office. His vicepresident, John Tyler, became president. Tyler did not agree with many of the Whig policies. As a result, the party was unable to enact many of its programs, 3. What helped caused the nation's depression during the Van Buren presidency? 82 CHAPTER 7 SECTION 4

Name Date Class Time Line Activity 81 Reforming Society { DIRECTIONS: Use the information on the time line to fill in the blanks below. The Liberator is published for the first time. Mt. Holyoke Seminary opens. HI Frederick Douglass publishes his autobiography^ IraEj Amelia Bloomer begins women's dress reform. i i i First mandatory school attendance law American Temperance Union is founded. Horace Mann begins education reforms* Dorothea Dix reports on prison > conditions. fflsfi Maine and Illinois prohibit liquor sales and distribution. jjjjgyj A juvenile reformatory is founded. One of the first influential abolitionist leaders was William Lloyd Garrison, who began publishing the abolitionist paper (1) in Boston in-1831. Many African Americans also used their influence to fight slavery. Frederick Douglass was one such leader. In (2) he published his. autobiography, including details about his life as a slave. ; - Women's rights expanded during this time. In 1837 Mary Lyon opened the doors to (3) ' : ', the first institution of higher education for women. In (4) _/.' ' : ' Amelia Bloomer began crusadin for women's dress reform because many styles of the day were restrictive and cumbersome. The term "bloomers" originated with her. Women also promoted social changes. Dorothea Dix was so appalled after seeing a prisoner's living conditions that she began speaking out for better treatment in prisons and asylums. In (5) she presented a report on these conditions to the Massachusetts legislature. Mary'Carpenter fought to reform juveniles, rather than imprison them... In 1851 she founded the first (6) : Other moralreformsincluded the fight for the prohibition of liquor, or "temperance." The American Temperance Union was founded in (7)..And in 1851 (8) and (9) distribution of liquor. passed laws prohibiting the sale or

Reform Movements of the Antebellum Era Mr. Fitzgerald US History Born out of the 2 nd Great,, 1. '. 2.. 3.... 4... 5., How does this map show the connection between Upstate NY and the reform movements? 1, Temperance: What is the Temperance Mv't? According to the picture, what influence did alcoholic consumption have on the family? 2, Asylum & Penal Reform: Who was behind the reform of the penitentiary's?. 5, Education: Where was the 1 st public education system? What was the main effect of mass education that was evident by the 1860's? Who is considered the "Father of American Education"? 4. Women's Rights: List 3 limitations placed upon women of the early 19 th century? Does the cartoon promote/discourage the Women's Rights Mv't? How can you tell? Who were the two women were responsible for the Seneca Falls Declaration of Sentiments of 1848? 5, Abolitionism: Who was the leading white Abolitionist? What was the name'of his paper? Identify two leading Black Abolitionists? What was the Underground Railroad? %1

Name Date TELESCOPING THE TIMES Reforming American Society CHAPTER OVERVIEW A religious revival sweeps the United States. In its wake, many people press for reforms including the end of slavery, the granting of Summary equal rights to women, and increased rights for workers. O Religion Sparks Reform MAIN IDEA A renewal of religious sentiment known as the Second Great Awakening inspired a host of reform movements. Jacksonian democracy emphasized individualism and personal responsibility. A growing movement extended tiiose ideas to religion. In a renewal of religious fervor called the Second Great Awakening, preachers told their audiences that each person had the responsibility to seek salvation. They said that people could change themselves and society. Under the influence of Charles Grandison Finney and other preachers, more people attended church. As the revival movement spread to the South, it helped African Americans develop a political voice. Richard Allen started an African American church in Philadelphia. In 1830, he began an annual convention of free blacks. In New England, Ralph Waldo Emerson and Henry David Thoreau became the voice for a group practicing Transcendentalism. This philosophical and literary movement urged people to live simple lives and seek die simple truths found in nature rather than following an organized system of belief. Thoreau, in particular, advocated a way to protest unjust laws called civil disobedience. At the same time, die Unitarian church arose. It objected to revival meetings as too emotional. However, Unitarian ministers also stressed faith in die power of the individual. Religious and social reform also inspired the establishment of ideal, or Utopian communities. However, few of these communities lasted more than a few years, One of the most long-lasting was the Shaker communities, followers of a religion based on simplicity and non-violence. Spurred by religious and reformist ideas, many people began to seek to improve society. Dorothea Dix campaigned for reform in the treatment of the mentally ill. Others improved the nations prisons. In the 1830s, Americans began to insist on having tax-supported public schools, Horace Mann was a leading supporter of public education. By die 1850s, every state had a law creating such schools, although the laws were more widely put into effect in the North. Slavery and Abolition MAIN IDEA Slavery became an explosive issue, as more Americans joined reformers working to put an end to it. Abolitionists sought to abolish, or end, slavery. Free African Americans had urged the end of slavery for years; gradually more and more white Americans took up the cause. Some were encouraged by Finney and other preachers who called slavery a sin. William Lloyd Garrison started a newspaper, The Liberator, dedicated to abolition. He changed the abolitionists' goal from a gradual end of slavery to an immediate end. Two prominent free blacks campaigned against slavery. David Walker, who moved from South to North, urged African Americans to fight for their freedom. Frederick Douglass, a slave who escaped, lectured against slavery and published his own antislavery newspaper. As die slavery debate grew, the number of slaves increased as well, doubling from 1810 to 1830. The slave population changed, as the numbers of men and women became more equal. Most slaves men, women, and children worked from dawn to dusk on large plantations. Some worked in the plantation owner's house as butlers, cooks, and maids. Many African-American slaves supplied labor needed in cities, working in textile mills, mines, and lumber yards. In 1831, a Virginia slave named Nat Turner organized a slave rebellion. He and his followers attacked five plantations, killing the inhabitants. In the next attack, many of Turners band were killed, Later Turner was captured and hanged. In die wake of the Turner rebellion, some Virginia lawmakers proposed abolishing slavery in the state. After a heated debate, the bill was defeated by a close vote. Another response to the Turner revolt was to tighten laws controlling blacks. Across die South, state legislatures passed laws restricting blacks' rights to preach, testify in court, own property, or learn to read. Other Southerners Reforming American Society 15

Name Reforming American Society continued defended slavery. Most Southern ministers agreed that slavery and Christianity could coexist. In Congress, Northern representatives tried to introduce bills abolishing slavery. Southern members managed to pass a "gag rule" that "banned debate on the issue. O Women and Reform MAIN IDEA Women reformers expanded their efforts from movements such as abolition and temperance to include women's rights. Women enjoyed few rights in the early 1800s. Social custom which historians now call the cult of domesticity required them to restrict themselves to caring for the house. While about one in ten worked outside the home, they earned only half of what men earned for doing die same job. Women could not vote or serve on juries. Many states required wives to give their property to their husbands. Many middle-class white women, inspired by the Second Great Awakening, joined die reform movements of the time. Sarah and Angelina Grimke, though they came from a slaveholding family of the South, wrote and lectured against slavery. Mary Vaughan and other women joined the temperance movement, which tried to ban alcohol, Many women tried to increase the educational opportunities for females. Emma Willard opened a school for girls. In 1837, Maty Lyon founded the women's school that became Mount Holyoke College, and Oberlin College admitted women. Some women campaigned to improve, women's health. Elizabeth Blackwell became the first woman to graduate from medical college and opened a hospital for women. One African- American woman took the name Sojourner Truth when she decided to travel diroughout the country urging the abolition of slavery. She also was an effective speaker for women's rights. Some women began to campaign for women's rights. In 1848, Elizabedi Cady Stanton and Lucretia Mott organized the Seneca Falls Convention. At this meeting, more than 300 women' and men met and adopted a "Declaration of Sentiments" that urged laws to ensure the equal rights of women, including the right to vote. O The Changing Workplace MAIN IDEA A growing industrial work force faced problems arising from manufacturing under the factory system. The rise of factories altered working life. Before die 1820s, textile makers had spun thread in factories and used people working at home to make clothing. By the 1830s, mills had introduced the total manufacture of clothing in the factoiy. Other industries took up the factory system. Once, sldlled craft workers had made products by hand. Now unskilled workers used machines to make goods. Many left farms to work in these factories. In the mills of Lowell, Massachusetts, factoiy workers were young, unmarried girls. Factory owners preferred young girls because they were paid less than male workers. Conditions were harsh, as girls were forced to work in heat and darkness. When the mills cut their wages in 1834, 800 mill girls went on strike. They stopped work and demanded their wages. They were forced to give in, and they also lost another strike two years later. Workers in many industries struck dozens of times in the 1830s and 1840s. Factory owners won most of the time, however. Sometimes they simply hired new workers often immigrants willing to work for less. About 3 million immigrants came to die United States from 1845 to 1854. Many immigrants in the period came from Ireland, where they escaped famine caused by a massive failure in the potato crop. Irish immigrants tended to cluster in the large cities of the East. They faced prejudice because they were poor and Roman Catholic. Some immigrants joined trade unions, which formed a National Trades' Union in 1834. Bankers and factory owners tried to suppress unions. In 1842, the Massachusetts Supreme Court ruled for the first time that workers had the right to strike. Review 1. How did die Second Great Awakening contribute to reform movements? 2. What resulted from the Nat Turner Rebellion? 3. How did women's position contribute to the rise of a women's movement? 4. What problems did industrial workers have? 16 UNIT 2, CHAPTER 8 SUMMARY

Mr. Fitzgerald US History Declaration of Rights and Sentiments Seneca Falls (1848) Elizabeth Cady Stanton 1. Declaration of Sentiments When, in the course of human events, it becomes necessary for one portion of the family of man to assume among the people of the.earth a position different from that which they have hitherto occupied, but one to which the laws of nature and of nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes that impel them to such a course. We hold these truths to be self-evident: that all men and women are created equal; that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty, and the. pursuit of happiness; that to secure these rights governments are instituted, deriving their just powers from the consent of the governed. Whenever any form of government becomes destructive of these ends, it is the right of those who suffer from it to refuse allegiance to it, and to insist upon the institution of a new government, laying its foundation on such principles, and organizing its powers in such form, as to them shall seem most likely to effect their safety and happiness. Prudence, indeed, will dictate that governments long established should not be changed for light and transient causes; and accordingly all experience hath shown that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same object, evinces a design to reduce them under absolute despotism, it is their duty to throw off such government, and to provide new guards for their future security. Such has been the patient sufferance of the women under this government, and such is now the necessity which constrains them to demand the equal station to which they are entitled. The history of mankind is a history of repeated injuries and usurpations on the part of man toward woman, having in direct object the establishment of an absolute tyranny over her. To prove this, let facts be submitted to a candid world. He has never permitted her to exercise her inalienable right to the elective franchise. He has compelled her to submit to laws, in the formation of which she had no voice. He has withheld from her rights which are given to the most ignorant and degraded men both natives and foreigners. Having deprived her of this first right of a citizen, the elective franchise, thereby leaving her without representation in the halls of legislation, he has oppressed her on all sides. He has made her, if married, in the eye of the law, civilly dead. He has taken from her all right in property, even to the wages she earns. He has made her, morally, an irresponsible being, as she can commit many crimes with impunity, provided they be done in the presence of her husband. In the covenant of marriage, she is compelled to promise obedience to her husband, he becoming, to all intents and purposes, her master the law giving him power to deprive her of her liberty, and to administer chastisement.

He has so framed the laws of divorce, as to what shall be the proper causes, and in case of separation, to whom the guardianship of the children shall be given, as to be wholly regardless of the happiness of women the law, in all cases, going upon a false supposition of the supremacy of man, and giving all power into his hands, After depriving her of all rights as a married woman, if single, and the owner of property, he has taxed her to support a government which recognizes her only when her property can be made profitable to it. He has monopolized nearly all the profitable employments, and from those she is permitted to follow, she receives but a scanty remuneration. He closes against her all the avenues to wealth and distinction which he considers most honorable to himself. As a teacher of theology, medicine, or law, she is not known. He has denied her the facilities for obtaining a thorough education, all colleges being closed against her. He allows her in Church, as well as State, but a subordinate position, claiming Apostolic authority for her exclusion from the ministry, and. with some exceptions, from any public participation in the affairs of the Church. He has created a false public sentiment by giving to the world a different code of morals for men and women, by which moral delinquencies which exclude women from society, are not only tolerated, but deemed of little account in man. He has usurped the prerogative of Jehovah himself, claiming it as his right to assign for her a sphere of action, when that belongs to her conscience and to her God. He has endeavored, in every way that he could, to destroy her confidence in her own powers, to lessen her self-respect and to make her willing to lead a dependent and abject life. Now, in view of this entire disfranchisement of one-half the people of this country, their social and religious degradation in view of the unjust laws above mentioned, and because women do feel themselves aggrieved, oppressed, and fraudulently deprived of their most sacred rights, we insist that they have immediate admission to all the rights and privileges which belong to them as citizens of.the United States. In entering upon the great work before us, we anticipate no small amount of misconception, misrepresentation, and ridicule; but we shall use every instrumentality within our power to affect our object. We shall employ agents, circulate tracts, petition the State and National legislatures, and endeavor to enlist the pulpit and the press in our behalf. We hope this Convention will be followed by a series of Conventions embracing every part of the country. 2. Resolutions WHEREAS, the great precept of nature is conceded to be, that 1 man shall pursue his own true and substantial happiness." Blackstone in his Commentaries remarks, that this law of Nature being coeval with mankind, and dictated by God himself, is of course superior in obligation to any other. It is binding over all the globe, in all countries and at all times; no human laws are of any validity if contrary to this, and such of them as are valid, derive all their force, and all their validity, and all their authority, mediately and immediately, from this original; therefore,

Resolved, that such laws as conflict, in any way with the true and substantial happiness of woman, are contrary to the great precept of nature and of no validity, for this is "superior in obligation to any other." Resolved, that all laws which prevent woman from occupying such a station in society as her conscience shall dictate, or which place her in a position inferior to that of man, are contrary to the great precept of nature, and therefore of no force or authority. Resolved, that woman is man's equal was intended to be so by the Creator, and the highest good of the race demands that she should be recognized as such. Resolved, that the women of this country ought to be enlightened in regard to the laws under which they live, that they may no longer publish their degradation by declaring themselves satisfied with their present position, nor their ignorance. By asserting that they have all the rights they want. Resolved, that inasmuch as man, while claiming for himself intellectual superiority does accord to woman moral superiority, it is pre-eminently his duty to encourage her to speak and teach, as she has an opportunity, in all religious assemblies. Resolved, that the same amount of virtue, delicacy, and refinement of behavior that is required of woman in the social state, should also be required of man, and the same transgressions should be visited with equal severity on both man and woman. Resolved, that the objection of indelicacy and impropriety, which is so often brought against woman when she addresses a public audience, comes with a very illgrace from those who encourage, by their attendance, her appearance on the stage, in the concert, or in feats of the circus. Resolved, that woman has too long rested satisfied in the circumscribed limits which corrupt customs and a perverted application of the Scriptures have marked out for her, and that it is time she should move in the enlarged sphere which her great Creator has assigned her. Resolved, that it is the duty of the women of this country to secure to themselves their sacred right to the elective franchise. Resolved, that the equality of human rights results necessarily from the fact of the identity of the race in capabilities and responsibilities. Resolved, therefore, that, being invested by the creator with the same capabilities, and the same consciousness of responsibility for their exercise, it is demonstrably the right and duty of woman, equally with man, to promote every righteous cause by every righteous means; and especially in regard to the great subjects of morals and religion, it is self-evidently her right to participate with her brother in teaching them, both in private and in public, by writing and by speaking, by any instrumentalities proper to be used, and in any assemblies proper to be held; and this being a self evident truth growing out of the divinely implanted principles of human nature, any custom or authority adverse to it, whether modern or wearing the hoary sanction of antiquity, is to be regarded as a self- evident falsehood, and at war with mankind. Resolved, that the speedy success of our cause depends upon the zealous and untiring efforts of both men and women, for the overthrow of the monopoly of the pulpit, and for the securing to women an equal participation with men in the various trades, professions, and commerce.

Mr. Fitzgerald US History Westward Expansion Vocab 1. cede 2. Annexation 4. Treaty of Guadalupe - Hidalgo 5. 'Torty-niners" 6. Minutemen 7. Oregon trail 8. Alamo 9. Bear Flag Republic 10. Mexican War 11. Mexican Cession 12. Mormons 13. Brigham Young 14. Manifest Destiny

Please answer the following questions based on the image above - 1. Describe the image above - What do you see? Be sure to list as many details as you can. 2. What, according to Gast, is progress for America? 3. What/Who doe the lady at the center of the image supposed to represent? 4. How was this expansion justified?

Name Date Manifest Destiny BEFORE YOU READ In the last section, you learned about changes in the American economy. In this section, you will learn why Americans continued to move westward. AS YOU READ Use this chart to take notes on the reasons why people used the Santa Fe Trail and the Oregon Trail to move westward. TERMS AND NAMES manifest destiny Belief that the United States would expand across the continent Treaty of Fort Laramie Treaty that gave Native Americans control of the central plains Santa Fe Trail Trail from Missouri to Santa Fe, New Mexico Oregon Trail Trail from Missouri to Oregon Mormons Religious group that settled near present-day Salt Lake City Joseph Smith Founder and leader o the Mormons Brigham Young Leader of the Mormons who decided to move the group west to Utah "Fifty-Four Forty or Fight!" Slogan used in the 1844 presidential electior as a call for U.S. annexation of the Oregon Territory TRAILS WESTWARD REASONS FOR MOVEMENT ON TRAIL Santa Fe Trail to trade, Oregon Trail The Frontier Draws Settlers (pages 280-281) Why did settlers continue moving westward? Many Americans believed that God wanted the United States to expand across the continent. They felt that Americans were meant to control the West. This belief was called manifest destiny. As a result of this belief, many people began moving west. Some moved because of the cheap land. Others such as business owners hoped to start trade with Asia. Some fled west to escape economic problems in the east. The Panic of 1837 in which many of the nations banks failed caused many people to lose their jobs and savings. As a result, some Americans wanted a fresh start on the frontier. 1. What was manifest destiny? Settlers and Native Americans (pages 281-282) How did westward expansion affect Native Americans? The westward movement caused conflicts between Native Americans and white settlers. In the early 1830s, Chief Black Hawk and members of the Sauk and Fox tribes led a rebellion against settlers in Illinois and Wisconsin territories. The battle ended when the Illinois militia killed 200 Sauk and Fox people. As a result of their defeat, these tribes were forced to move west of the Mississippi River. CHAPTEH 9 EXPANDING MABKETS AND MOVING WEST 97

In 1851, the United States government signed the Treaty of Fort Laramie with many Native American groups. The treat)' gave Native Americans control of much of the Great Plains. In return, the Native Americans agreed not to attack settlers as they moved west. The Native Americans also allowed the government to build forts and roads. The United States promised that settlers would stay out of the Native American lands. But the U.S. government did not honor this treaty. 2. What was the agreement made in the Fort Laramie Treaty? Trails West (pages 282-285) What routes did the settlers take? Settlers used several major routes as they moved west. They were a series of old Native American trails and new routes. The Santa Fe Trail was a trade route between Independence, Missouri, and Santa Fe, New Mexico. Traders traveled this route to Santa Fe, where they sold cloth, guns, and knives. In return, they bought silver, gold, and furs. The Oregon Trail stretched from Independence to Portland, Oregon. By 1844, about 5,000 Americans had settled in Oregon. One group that migrated west along the Oregon Trait was the Mormons. The Mormons were a religious group, started by Joseph Smith. Because of their different views, Mormons had been persecuted for their beliefs. Brigham Young was the Mormon leader who followed Smith. Young decided that the Mormons would be safer if they lived apart from society. In 1847, thousands of Mormons settled near die edge of the Great Salt Lake in Utah. They shared water and timberland and built a community around present-day Salt Lake City. Both the United States and Britain claimed die Oregon Territory. In 1844, James K. Polk, die Democratic presidential candidate, called for the entire Oregon Territory to be part of the United States. His campaign slogan was "Fifty-Four Forty or Fight!" This referred to the northern limit of the territory the latitude 54 40'. Britain was interested in the Oregon Territory mainly for its many beaver furs. Eventually, beaver hats went out of style. As a result, the British lost interest in the Oregon Territory. The United States claimed the region as theirs. This established the current border between the United States and Canada. 3- What two trails did Americans take to move West? In this painting by William Henry Jackson, Mormon wagons wait to ferry across the Missouri River at Council Bluffs, Iowa, in 1846, Skillbuilder Use the picture to answer the questions. -1 iivi 1. How did many people travel westward during the 1800s? n* H V 7 17s'.-" 2. How does this picture show that the population of the West grew in the 1800s? 98 CHAPTER 9 SECTION 2

STANFORD HISTORY EDUCATION GROUP READING LIKE A HISTpRIAN "Manifest Destiny" and the Writing of John O'Sullivan (Modified) John O'Sullivan, "The Great Nation of Futurity," 1839. Our national birth (and the Declaration of Independence) was the beginning of a new history, which separates us from the past and connects us only with the future. We are the nation of progress, of individual freedom, of universal enfranchisement. Our future history will be to establish on earth the moral dignity and salvation of man -- the undeniable truth and goodness of God. America has been chosen for this mission among all the nations of the world, which are shut out from the life-giving light of truth. Her high example shall put an end to the tyranny of kings, and carry the happy news of peace and good will to millions who now endure an existence hardly better than that of beasts of the field. Who, then, can doubt that our country is destined to be the great nation of the future? John O'Sullivan, "Annexation," 1845. It is time now for all opposition to annexation of Texas to stop... Texas is now ours. She is no longer to us a mere geographical space. She is no longer to us a mere country on the map... The time has come for everyone to stop treating Texas as an alien, and to stop thwarting our policy and hampering our power, limiting our greatness and checking the fulfillment of our manifest destiny to overspread the continent allotted by Providence for the free development of our yearly multiplying millions. Vocabulary Enfranchisement: the right to vote Tyranny: cruel and oppressive government Endure: suffer Thwarting: opposing Hampering: slowing down Allotted: given Providence: God Source: John O'Sullivan was a writer and editor of a well-known newspaper around the time of the Mexican-American war. Most people give him the credit for coining the term "Manifest Destiny." Manifest Destiny

STANFORD HISTORY EDUCATION GROUP READING LIKE A HISTpRIAN Guiding Questions Name John O'Sullivan, "The Great Nation of Futurity," 1839. 1. What does John O'Sullivan think America stands for? 2. What, according to John O'Sullivan, is America's mission? John O'Sullivan, "Annexation," July 1845. 1. What do you think John O'Sullivan means by "our manifest destiny to overspread the continent allotted by Providence for the free development of our yearly multiplying millions"? 2. Based on these two documents, how did Americans feel about expanding westward? Manifest Destiny

3k Name. Date The War with Mexico BEFORE YOU READ In the last section, you learned about the conflict between the United States and Mexico over Texas. In this section, you will learn how these conflicts led to war and how the United States expanded across the continent. AS YOU READ Use this chart to take notes about how each event added territory to the United States. TERMS AND NAMES James K. Polk 11th president Zachary Taylor American general in war with Mexico and 12th president Stephen Kearny American general in war with Mexico Republic of California Nation declared by American settlers after defeating Mexicans Winfield Scott American general in war with Mexico Treaty of Guadalupe Hidalgo Treaty ending the War with Mexico Gadsden Purchase Purchase of land from Mexico in 1853 that established the present U.S.-Mexico boundary forty-niners People who came to California in 1849 in search of gold gold rush Movement of people to a place in which gold has been discovered EVENT CAUSES EFFECT War with Mexico Mexican soldiers kill eleven American soldiers near the Rio Grande. Treaty of Guadalupe Hidalgo gives Much Mexican land to the United States. Gadsden Purchase Gold Rush o Q Polk Urges War (pages 293-294) Why did President Polk want war? The United States's annexation of Texas increased tensions with Mexico. U.S. President James K. Polk wanted a war with Mexico. He believed that a war would bring the United States even more Mexican lands such as California and New Mexico. Polk decided to provoke a war. He ordered General Zachary Taylor to lead the U.S. army to blockade the Rio Grande River. Mexico viewed this action as a violation of its territorial rights. The two countries moved closer to war. Americans were divided about going to war with Mexico. At first, Southerners were opposed to war. Once they learned that slavery might be extended to any new lands acquired from Mexico, they supported war. Northerners did not want to see slavery extended. As a result, they opposed going to war to acquire new lands. CHAPTER 9 EXPANDING MARKETS AND MOVING WEST 101

1. How did President Polk try to provoke a war with Mexico? The War Begins (pages 294-297) What sparked the war? In 1845, Americans sent an exploration part)' into California. Mexicans were angered by this invasion into their territory. As a result, Mexico sent troops across the Rio Grande into Texas. A skirmish broke out. The Mexicans killed 11 American soldiers. Polk asked Congress to declare war, Congress did. The United States army was led by Colonel Stephen Kearny. He marched his troops into Santa Fe, New Mexico. U.S. forces took the area without firing a shot. New Mexico immediately asked to join the United States. Kearny's troops then moved into California. American settlers there had already declared their independence. They set up the Republic of California. American troops easily took control of California. American troops also pushed into Mexico. One military victory followed another. Mexican soldiers gallantly defended their home soil. However, their army labored under poor leadership, while U.S. soldiers served under capable leaders. They included General Zachary Taylor and General Winfield Scott. Taylor captured Monterrey and won against Santa Anna at Bueua Vista. Seott captured the port of Veracruz and then took Mexico City, the capital. 2. What event started the war with Mexico? America Claims the Spoils of War; The California Gold Rush (pages 297-299) What lands did the United States get from Mexico? In 1848, Mexico and the United States signed the Treat)' of Guadalupe Hidalgo ending the war. Under the treaty, a defeated Mexico handed much of its northern land to the United States. This land included present-day California, Nevada, New Mexico, Utah, most of Arizona, and parts of Colorado and Wyoming. As a result of its war widi Mexico, the United States grew by one-third. Five years later, in 1.853, the United States bought more land from Mexico. This deal was known as the Gadsden Purchase. This set the current borders of the lower 48 states. Due to poor health, Polk declined to ran for reelection in 1848. The Democrats nominated Lewis Cass. They remained silent on the issue of extending slavery to die nations vast new holdings. A group of antislavery Democrats nominated Martin Van Buren, Van Buren captured 10 percent of the popular vote but no electoral votes. The winner was the Whig nominee, war hero Zachaiy Taylor. In 1848, American settlers discovered gold in California. Thousands of people streamed into California in search of gold. These settlers were known as forty-niners. This mass migration became known as die great gold rash. As a result of the gold rush, California's population exploded, San Francisco became a boom town. By 1849, California's population exceeded 100,000. California had a diverse population including Chinese, Mexicans, and freed blacks. California applied for statehood as a state that outlawed slavery. California's application for statehood provoked much debate in Congress. It became just one more sore point between Northerners and Southerners each intent on winning the argument over slavely. 3. Which lands did the United States get as a result of the Treaty of Guadalupe Hidalgo? 102 CHAPTER 9 SECTION 4