Download Dr. De Lamar Jensen-Brigham Young Univ.

Book Analysis for THE AMERICAN COLONIES. By Alan Taylor
Directions: Students are to read carefully the book by Alan Taylor. Each chapter will have a set of questions/list
of topics for which short answer responses will be asked to probe for understanding. Since this assignment is done
on MICROSOFT WORD, the student need only to load the file on the computer and then bring it up on the
computer screen where they can provide answers in paragraph or bulleted form based upon what is asked for in the
question. The goal is not to fish for a specific answer(s), but to ask the student probing questions for a critical
understanding of what the questions are asking. Short analytical quotes are permissible; however, we do not want
the student to copy the material directly from Taylor’s book. It should be written in the student’s own voice as a
summary of understanding. A reader could expect three to five points made on each topic listed here below.
Part One: The Encounters
Chapter One: Natives:
 Old world explorers encountered in the new world complex and diverse peoples—who, where, etc?
 Pre-Columbian America is “fraught with controversy.” What conflicts were they?
 Without making Europeans out to be vile, cruel and violent, we should recognize that they had superior
power but they gave new additions to Native Americans.
 Some natives had a culture that demanded less of the environment than that of other natives—such as:
 What are Taylor’s three ideas which he argues about migration?
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Chapter Two: Colonizers:
 Taylor makes a big issue over environmentalism—why?
 What caused the expansion of Europe—and why?
 What were the two major religions of the age of expansion? How do they come to impact the new world?
 Why is the Atlantic Ocean such a central vital environmental concern for the colonizers?
 Once across the Ocean, what were contributions of the colonizers to the New York area?
 What does Taylor say about slavery in the new world?
 How significant was Renaissance science and technology for the colonizers?
Chapter Three: New Spain. [Using bullets or short paragraphs, summarize Taylor’s assessment of]
 Conquests:
 Conquistadores:
 Consolidation:
 Colonists:
 Empire:
 Gold & Silver:
Chapter Four: “The Spanish Frontier”:
 Make a list of the achievements of Cabeza de Vaca
 Where did Hernando de Soto explore? What was his legacy?
 What did Coronado do and how does the seven cities myth develop? What happened to his money?
 Florida became the focus of Spain—why? How?
 Spain reaches west to New Mexico—use of the Adelanto system. Who was Onate?
 What significance can be attached to New Mexico Missions? Franciscans, Benedictines, Dominicans.
 What was the Pueblo Revolt, how did it begin and what happen to cause the fanaticism?
Chapter Five: Canada & Iroquoia [a shift in geography, a new culture, and very different group of Native
Americans]
 Northern parts of North America became the base of the French—discuss the map area.
 What were the two major Native American cultural groups? How were they distinct?
 The key for economic development was the fur trade of New France. Why was that so?
 How and why did trade develop? Discuss.
 How did the fur trade operate in its widest applications
 What was the role of Canada in development of New France?
 Analyze and characterize The Five Nations. Who were they?
 What impact did old world disease have upon new world natives?
 How important was the formation and development of Dutch trade system & involvement?
 In the new world the French brought the militant Jesuits to catholicize the new world. Did it work?
 Finally, how did destruction befall the organized settling of the new world
Part Two: The Colonies
Chapter Six: Virginia 1570-1650
 Who were the promoters and what did they desire to do?
 What was the social composition of the Virginia colony?
 Who were the “sturdy beggars”?
 What does the map reveal about the topography and land/water ratio of the Chesapeake
 What was the role of Roanoke?
 Who was Powhatan? What is the character of the Native Americans in the area?
 There are 8 paragraphs in the above section, what is topic of each paragraph?
 What was the encounter of Powhatan Indians and colonies? According to Taylor, who had the higher
culture upon the encounter of the two peoples?
 Jamestown becomes significant because: 1)___, 2)___, 3)___, 4)___
 What was the cause of violence?
 What is the significance of tobacco? Discuss this in detail.
Chapter Seven—Chesapeake Colonies
 What significant difference is there from Virginia to the Chesapeake Colonies? Which were they?
 What does it mean to be a commonwealth?
 Why are labor, health, and profit the driving motives of Chesapeake settlers?
 What sources of labor were there in the Chesapeake?
 Why is prosperity a concern of the area? What is there about the class structure? Discuss the five tiered
pyramid.
 Rebellion—why did it come? For how long would it endure and remain an issue?
 What significance can be attached to the frontier? Who was this character Berkeley?
 Who were the great planters? Where did they come from? How and why did this arrangement come about?
What were the characteristics of the planters?
 Discuss the whole issue of the coming of slavery—why, when, from where, and for what purpose?
Chapter Eight—New England:
 Define the area of land commonly referred to as New England. [See map p.163] Why is the etching of
Richard Mather so important to the development of the territory of the northeast?
 Analyze and identify the Puritan values of the period and place?
 Who were the “Puritans”? Why are they so incredibly important to the study of American history?
 Why were the Puritans concerned with a: Theocracy? Education? Morality? Were they as bad as
contemporary writers have alleged? Or, are modernist engaging presentism as a value judgment?
 Why were Puritans concerned over the British Monarchy? Also, with the Anglican Church?
 What was the “Great Migration all about?”
 Can you explain the religion and profit issues of New England.
 Why did New England attract a different set of immigrants from the Old World?
 What was the advantage of climate and population ratio more beneficial than in the Chesapeake?
 Discuss the relationship of land and labor in New England. What was the social relationship of Puritans?
 Analyze and compare and contrast family life in New England. Pay attention to the role of women.
 Why was commerce the major source of economic sustenance and development?
 Why was Massachusetts known as the “Bible Commonwealth” Why all the concern over education?
 What was the pull of puritans to the New World? From whence came the disputes & discontent?
 Why was there such a flap over the Witchcraft issue? Where did it occur?
 For what reason was there declension according to Alan Taylor? Was the declension myth or fact?
Chapter Nine—Puritans and Indians:
 Alan Taylor in this chapter reveals an insightful awareness of the culture and contributions of the Natives.
Give a bulleted list of his concerns:
 What was the issue of property? What was meant by tribute? Were the natives exploited? Why?
 Discuss the issues and causes of the Pequot War.
 What was the deal about “praying towns?” What did it purport to do?
 Why 1676 did war break out as “King Philip’s War?” It eventually became what type of war?
 What ultimate end came as victory, and yet, end in defeat?
Chapter Ten—The West Indies:
 In this chapter Taylor takes us off the mainland continent of North America to explore the West Indies—
Why? What was the motivation?
 What significance does he attach to Barbados? Discuss or bullet several points!
 The development of the sugar industry became the major economic back-bone of Indies—why?
 What is revealing to the reader from the map of the West Indies?
 Discuss the major demand for the use of slavery, from whence did it come and who benefitted? Give
multiple ideas for Taylor’s arguments and analysis:
 Taylor boldly declares that sugar was a rich man’s crop. Why, what demand did have outside the western
hemisphere? Why the need for commercialization and hence colonization?
 Discuss the planter aristocracy. Analyze the social strata for the West Indies population.
 Finally, what does Taylor have to say about the importance of Jamaica? What is his central argument?
Chapter Eleven—Carolinas—A Century of Develop: (1670-1760)
 What is the general area covered by the Carolinas as Taylor lays it out on the map 1740? The large coastal
area south of Virginia, east of the Appalachian Mountains, north of Florida and of course encased by the
Atlantic Ocean. What was economic, political, social, cultural, and environmental character of this great
swath of land during the century identified?
 Who were the colonists? Why did they come, what was their environmental fate?
 Why does Taylor have a section in which he discusses the gun trade?
 Raiders—what is being revealed about these groups?
 Just as sugar was the crop of the West Indies, so did rice become the crop of Carolinas? Why?
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What good reasons does Taylor have for discussing “terror” in the territory?
Finally, the issue of Georgia is discussed. What role does Oglethorpe play?
What is Taylor’s final conclusion about this area during this century?
Chapter Twelve—Middle Colonies—The 17th Century of Development:
 Concurrently with the development of New England there came an equally significant
establishment in the area we will now call the “Middle Colonies”
 Between the Chesapeake and New England a multi-cultural, racial and ethnic diverse society
established itself—why? From the broad Hudson River, West to the Appalachian Mtns, south to
Virginia boundary lay an area of land with a new vibrant economy and a diverse society
developed—why?
 What was Taylor’s assessment of the Dutch Empire?
 Why can this be called the Germanic area of development? Was it more than just ethnic culture of
central Europeans to establish this area?
 Make a list of Dutch (New Netherland) contributions to the area: (bullet points)
 What was the status of religious dissenters in the Middle Colonies?
 How many nations, cultures, and languages were brought together to form the diverse culture?
 Why did “New Netherlands” falter? What vacuum was created by it? How did England become
the heir of the territories?
 What was the issue involved in the conquest? Discuss the “covenant chain?”
 What is the background account for establishing New Jersey?
 More important, how did Pennsylvania become the center of the Middle Colonies?
 What was the status of religion in the Middle Colonies? This is detailed section—why?
 What argument can be made of Taylor’s contention that there was widespread diversity?
Part Three: The Empires: [SECOND HALF OF BOOK]
Chapter Thirteen—The Revolutions: [1685-1730] Hereafter follow the topics Taylor discusses with the
student whose job is to outline why they are historically significant and what impact they had on colonial
development
 Dominion
 Glorious Revolution
 Resolution
 Compromise
 Men and Money
 Colonial and Indian War
 War of Spanish Succession
 Union
 Pirates
 Commerce and Empire
 Finally, does Taylor buy into John Adams argument that the revolution began in the hearts and
minds of the colonists long before the war broke out? Explain.
Chapter Fourteen—The Atlantic Empire [1700-1780]
 News—what was it?
 Trade
 Poverty
 Goods
 English Immigrants
 Germans
 Scots
 Pluralism
 Africans
 New Negroes
 African Americans
 Conclusions—what are they?
Chapter Fifteen—Awakenings: [1700-1775]
 Establishments
 Growth and Limits
 Revivals
 Whitefield (George)
 Old Lights vs New Lights—who was what?
 Radicals
 Southern Revivals
 Race
 Legacies
Chapter Sixteen—French in America [1650-1750]
 Emigrants
 Geography
 Opportunity
 Authority
 The Upper Country
 Louisiana
 Rebels and Allies
 Dependence
Chapter Seventeen—The Great Plains [1680-1800]
 Villagers and Nomads
 The Bread Basket of the World
 Genizaros
 Horses and guns
 Texas
 Comanche and Apache
 Bourbon Reforms
 The Northern Plains
Chapter Eighteen—Imperial Wars and Crisis [1739-1775]:
 Renewed War
 Balance of Power
 Seven Years War
 Indian Rebellions
 Imperial Crisis
 Empire of liberty
Chapter Nineteen—The Pacific [1760- 1820]
 Russians
 Transcontinentalism
 Alta California
 Crossings
 Missions
 Islands
 Nootka
 Kamehameha
 Conclusions: What are they
Make a one page single spaced typewritten assessment of Alan Taylor’s book. What was the colonial
period like? What did you learn that you did not know before about American colonial history which you
now regard as important, vital, and of intellectual worth?
Rational For This As A Summer Assignment:
For years I have heard teachers talk of what is good to have students do for a summer reading between
their sophomore year and junior year in order to prepare them for the AP level of study and to develop
understanding of the Age of Expansion from Europe, until the coming of the American Independence
Movement For most new AP students, this is the stuff they study first, it is the stuff they know least
about, [except those who live in colonial areas] and it is most certainly covered on the AP exam!
My proposition is to have them read and absorb the book:
Alan Taylor, The American Colonies (New York: Penguin Press, 2001.)
Cost of the book is $11.00 from Amazon.com & it is edited by Eric Foner.
It is the product of a Pulitzer Prize winning historian who has covered the colonial period like it has never
before been done. It is clearly and easily within the reading scope of any AP student. If a student can’t
read and understand this book, then maybe the teacher has a case for excluding the student from
Advanced Placement, on the basis of inadequate reading skills! That—reading effectively—is a big issue
in this course, with the other skill of expository writing characterized by fluency, form, and correctness!
The book guide is written in Microsoft WORD, so it can be loaded onto a student’s computer and the
student can enter each topic and make whatever notes of understanding he/she wishes. The teacher can
use this as a reliable assessment tool to check to make sure that the book was read and comprehended.
The student should then be ready to study and review when AP Exam time comes around. There will be
qualitative preparation on day one of school in the AP course!
It sweeps the entire colonial era 1492-1775 and covers the complete continental and island settlements of
North America in all its diversity and environmental contrasts. Thus it would be a way to telescope some
of the most important history we have. Our culture is based upon it. Our political system is a product of
it. And finally, it deals with the issues of race and ethnicity and gender like they have never been dealt
with before.
There is in my quiver of exams a 100 question multiple choice test that can be used to check the factual
understanding after the student has done the assignment. There are several good dbq assignments that can
be concurrently used after school starts based upon the reading of The American Colonies. [Mercantilism,
Foundations of Colonial America, Puritanism, Ben Franklin, Zenger Trial, & French-Indian War]
Lastly, I can provide the notes from Dr. De Lamar Jensen [Ph.D from Columbia University] on “The Age
of Exploration and European Overseas Expansion” which were delivered at one of my early AP institutes
in California. These notes will provide the student with a rubric understanding of how and why all of this
came to pass.
A very fine book to have students read when the AP exam is over is:
Steven M. Gillon, The American Paradox [NY: Cengage Learning.2008, 3rd ed.] This covers the
last half 20th century up to and including Bill Clinton’s administrations. This book can be read during
Xmas Holidays and Easter recess quite manageably. Hence, the student gets the first and the last from
two high quality books that are balanced, well researched, and covers the time that often teachers have the
greatest difficulty get to during the school year, but which are important to the study of US History.
Lecture Notes From Summer Institutes
John A. Braithwaite, Director
AP U.S. History - SEMINAR NOTES
Aug. 2, 1996
Dr. De Lamar Jensen-Brigham Young Univ.
Ph.D. from Columbia University
SESSION I:
Introduction:
None of the activities of the period we are calling the Renaissance has had a more
profound effect on the world during the last 500 years than the global expansion of
European ideas, institutions, religions, languages, and customs than the Age of
Exploration & Overseas Expansion.
 This age can be called the Europeanization of the World, especially the New World.
 European ideas, institutions, and techniques became the anchors of civilization.
 The progressive impact and cumulative effects have continued from the
seventeenth, eighteenth, and nineteenth centuries, and have even made a major
impact on 20th century.
 Expansion of Europe caused the center of expansion to shift from the eastern
Mediterranean to the Atlantic seaboard.
 It sparked the transition from an almost completely agrarian economy to one of
combined commercial and industrial capitalism.
 It also spurred and stimulated further technological and scientific achievements.
 The influx of silver from the mines of the new world sent inflation soaring to almost
300%
The Background and Motives of the Iberian Expansion:
 What would cause Latin Christendom to reverse a 1000 trend and launch vigorous
exploration.
 Underlying motivation was an over-powering fascination for the exotic Far East.
 The legend of riches, goods, and magic were inextricably interwoven.
 Medieval myths about the land of the Amazons, the Fountain of Youth, the land of
Ophir influenced Europeans.
 There had been some trading with the Orient since Roman times over the “silk
route—no one knows exactly where the route was.
 The interposition of Moslem power in Central Asia, Europe was isolated from Asia,
and the myths grew wilder.
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Nomadic Mongol tribes subdued the Chinese under the rule of Genghis Khan who
sought the “the domination of the world.” It covered the world from Korea to the
Black Sea and from Siberia to Afghanistan.
The first known traders were Franciscan Giovanni Plano Carpini, William of
Ruysbroeck. Later, Niccolo and Maffeo Polo, taking the 15 year old son of Niccolo—
Marco.
Other traders and missionaries followed. And thus set the stage for the missions,
the pueblos, and presidios to bring Christianity.
The early fifteenth century saw the travels of Prester John, which motivated the
Portuguese voyages down the African coast.
Geography and Maps:
 Medieval maps were mostly symbolic representations of the world.
 The recovery of Ptolemy’s Geography in 1410 opened a new dimension in
cartography.
 Ptolemy described the world as a spherical earth onto a flat surface with the use of
meridians and parallels. (see pg. 331 of Renaissance Europe.)
 Of great value to Renaissance seamen were the portolan charts. They were
developed in the 13th century. The Catalan Atlas was made my Abraham Cresques,
a Majorcan Jew whose son became the cartographer of Prince Henry of Portugal.
 European technological developments, especially in navigation, cartography, and
shipbuilding made expansion possible and made possible the continuation of
exploration possible.
 Portuguese innovation in ship building more value and important than the last
1000 years of sea-going mariners.
 European seamen learned fast from the Arabs and from one another. Portuguese,
Dutch, French, English, and Spaniards.
 Much of the geographical knowledge of early exploration was past one to future
navigators. The Regimento do astrolabio e do quadrante, was used by da Gama and
all future Portuguese navigators.
The Sea Routes to India:
 An almost continuous development of Portuguese expansion can be traced to 1415
to the climatic arrival of Vasco da Gama in India in 1497.
 The period was dominated third son of King Joao, Prince Henry “The Navigator”
 Prince Henry saw his destiny in the stars and was moved by Providence to fulfill the
decree of his horoscope.
 Following the victory over the Moors in North Africa, Prince Henry became the
active force in Portuguese maritime activities. He attracted the best
cosmographers, astronomers, and mathematicians to his school for seamen.
 Henry’s data soon became part of the growing library of oceanography.
 Early Portuguese achievements:
o
Gil Eannes, the most able of Henry’s captains rounded Cape Bojador the first
obstacles to surround the Cape of Good Hope.
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Several groups of islands off the African coast were discovered.
o
Prince Henry introduced sugar to these islands for cultivation, cotton, and
grapes were also raised.
 Along with the production of sugar cane, came the introduction of African slaves,
 Later, came a profitable market for spices, ivory, gold, silver, and monkeys.
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Prince Henry di not live to see the complete fruition of his pioneering efforts.
The climax of the African voyages came with the memorable voyages of
Bartholomew Dias, who sailed from Lisbon which eventually led to Cape of good
Hope. The commander of this expedition was Vasco da Gama led the expedition.
The Zamorin of Calicut, a local ruler under the suzerainty of the Hindu empire
welcomed da Gama with respect and ceremony.
After unsavory encounters with both Muslims and Hindus, he returned to Portugal
in August of 1498.
The enterprise was a financial success, and the all water route to India was now
opened.
The Portuguese Empire:
 India had been reached. It was obvious that any share Portugal was to have in the
trade would come at Moslem expense.
 Six months after da Gama, Pedro Alvares Cabral with thirteen ships and 1,200
men, in a voyage more remarkable than da Gama, Cabral was to lay claim to
Brazil. Then in the end Bartholomew Diaz made it to India in six months. Cabral
sojourn in India was short and violent but still successful according to Amerigo
Vespucci.
 Arab and Turkish traders did not take the Portuguese lightly. By 1509 the
Portuguese road to India was secure
 By 1513, the Portuguese had opened the trade with China and a potentially
lucrative trade.
 There was a less spectacular but equally successful activity with the rulers of India
 For the next half century all of Portugal was teeming with interest and activity in
the Eastern trade
 The very vastness of the Portuguese empire contributed to the downfall of the
empire.
SESSION TWO:
Columbus and the Discovery of the New World:
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Throughout most of the 15th Century, Portugal’s immediate neighbor to the east
paid less attention to oversee discovery and exploration.
The two kingdoms of Castile and Aragon had variant objectives and had NOT yet
been unified. Castile was caught in the Reconquista movement. Aragon was
extensively committed to western Mediterranean
Christopher Columbus was such a key figure in the opening of the European
expansion. Legends have grown out of the fragmentary evidences of the period.
Geographers, mathematicians, and philosophers for more than 15 centuries had
calculated the circumference of the earth with considerable accuracy.
The unique contribution of Columbus was not the concept of a spherical earth, but
the tightly argued thesis that it was not as large as people had previously thought.
Among the influences on Columbus were the Travels of Marco Polo, which
Columbus read avidly.
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The complete motives of the discoverer will probably never be known, but there is
evidence that they were not unlike those of Henry the Navigator almost a century
earlier.
His religious frame of mind saw…a providential enlargement of Christianity.
Columbus’s belief in his own destiny as an instrument of God to bring about this
change in the world and to prepare for the Last Days gave him unfaltering
determination to succeed.
There is a persistent legend that Columbus had some secret knowledge of the West
Indies before 1492.
Columbus had a hard time selling his ideas to either his adopted countrymen or
their neighbors.
Genoese by birth, Columbus spent his youth in the western Mediterranean.
For eight years, he tried to sell his small world idea and obtain backing for
exploration and discovery. He went to King of Portugal first, next he went to Spain,
he was thrice rejected. A lesser man might have given up but Columbus persisted
until he saw Queen Isabella.
The tiny expedition of three small ships and ninety men as a joint financed
enterprise paid for by Columbus, the Castilian crown, and Alonso de Quintanilla, a
merchant of Seville.
At sea, Columbus proved himself to be a capable and meticulous navigator.
According to his Diario, Columbus impression was one of amazement, admiration,
and condescension. He was struck by the fact that they wore no clothes—“naked
as their mothers bore them.”
After exploring the coastline of Cuba and Haiti [Hispaniola] they obtained small
quantities of gold and ornaments from the natives. Columbus established a colony
with thirty-nine of his crew and began the tortuous journey back to Spain. The
conflict between the Portuguese and Spanish resulted in the Treaty of Tordesillas or
the line of Demarcation to separate the claims. The Treaty of Tordesillas was
diplomatic victory for Portugal. However, Castile would become the possessor of
empire so large, so rich, and diverse that it would take centuries to discover.
The impact of Columbus’s first voyage was immediate in Spain and raised
considerable curiosity in the rest of Europe. It was one of vitality and leadership of
Spain for the next century and half.
The Age of Exploration:
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The Treaty of Tordesillas had not been signed when Columbus weighed anchor for
his second voyage to the “Indies”. He was in the height of his glory, commanding
seventeen ships and 1,500 men.
1498 he embarked on a third voyage. This time he touched the New World.
Columbus was arrested by the royal commissioner sent from Spain and he was
sent home in chains. He still had the ear of the Queen and was eventually freed
and given authority to make a fourth voyage. This one entirely for exploration.
Columbus’s last years were unhappy partly because he failed to recognize the
nature and meaning of his own accomplishment. It was historian Thomas Bailey
who called him the “greatest failure who ever lived—he did not know where he was
going, he did not know where he was when he got there, and he did not know
where he had been when got back.”
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John Cabot explored New England. Another Florentine, Amerigo Vespucci
accompanied other seamen on voyages along the coast of North and South America.
It was Martin Waldseemuller in his “Introduction to Cosmography” that the New
World received its name “America”. Columbus was the discoverer, but it was
Vespucci who was the interpreter of the discoveries.
From 1505 until his death in 1512, Amerigo Vespucci was pilot major at Seville,
where he supervised and licensed all Spanish expedition to the New World.
During the first two decades following many exploring and colonizing ventures were
carried out. Among the more notable ones were: Giovanni da Verrazano, Nunez de
Balboa. There were many colonizing efforts made by Spaniards.
Magellan Navigates the Globe:
 Magellan a Portuguese captain sailed under the Spanish charter for the New world.
He was the one who successfully would circumnavigate the globe.
 The trip began in 1515 and ended with the triumphal crossing of the Pacific Ocean
which no one knew how big it was. He died before it was finished but the little
Trinidad and Victoria, commanded by El Cano reached Seville in 1522 with its
scurvy ridden and leaking ship.
The Spanish Conquest of America:
 The creation of a Spanish empire in the New World was not only an unparalleled
feat of military conquest but also a landmark in the colonization of foreign lands.
 It is noteworthy that the conquistadores who, through determination, valor, cruelty,
and endurance, won an empire for Castile. They were primarily from the
motherland of Estremadura—the hot, hard, arid southwest corner of Spain.
 These hardy frontiersmen carried with them to the New World their distinctive
culture and particular dialect of the Castilian Language.
 They were not likely to flinch in the face obstacles. They came with and established
the three great institutions of colonization in the new world:
1) pueblo [civil]
2) presidio[military]
3) mission [religious]
 The first major invasion of the American mainland was the Cortes invasion of
Mexico [Tenochititclan] center of the Aztecs.
 Following the conquest of Mexico, Cortes sent out other expeditions to gather
information, explore, plant colonies, and subdue Indians.
 The rugged and violent conquistadores did not take well to peaceful pursuits.
The Conquest of Peru and South America:
 What Cortes did in Mexico, Pizzaro accomplished in South America.
 The conquest of Peru was initiated by a strange partnership of an ambitious
adventurer, a parish priest, and a harden soldier.
 Pizzaro led a motley crew down the Andes only to meet defeat and near
annihilation.
 Two years later, a second assault was made on the fabled Inca Empire.
 He then had to go home to Spain to see Emperor Charles V. With the help of his
brothers. Finally he returned to Peru in 1533 the conquistadores were in control of
the Inca Capital.
 Compare with the conquest of Mexico, the victory in Peru was easy; but whereas
the subsequent government and organization under Cortes and his successors was
relatively smooth and moderate, the turmoil in Peru came after the conquest was
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over, when the Almagro and Pizzaro factions fell into dispute over the spoils and a
civil war occurred with the assassination of both leaders.
Two of the richest areas of the New World, were now in the European hands. It was
passed mid-century that progress was made in the Rio de la Plata and Orinoco
basin. Even longer before Pedro de Valdivia could conqueror Chile.
Bur like in Mexico, it took the South American conquest to incorporate the three
institutions of Spanish rule for them to be effective—the mission, the pueblo, and
the presidio.
After 1503, there was established by Spain, a Board of Trade appointed to handle
the new world issues.
The various religious orders, as well as clerical courts, answered directly to the
Spanish King rather than the pope.
From the outset, missionary zeal was rewarding in the New World. To the Indians,
their own gods had failed them.
Dominican, Franciscan, and Augustinian friars baptized hundreds of thousands
during the first years of the conquest.
Parishes and dioceses were established, schools, hospitals, and monasteries were
built and became the central core of the colonizing forces for Spain
Brazil would remain the stepchild of the Portuguese until late in the sixteenth
century. Brazil wood was a high trading commodity for them.
It was this growing competition and threat from Spanish and especially the French
traders that moved the Portuguese government to being the actual colonization of
Brazil.
By mid-century, Brazil was producing a variety of agricultural forest products,
including: cotton, tobacco, cacao, and wood for the Europeans. The Brazilian sugar
industry was to become the founding motivation of the plantations.
SESSION THREE:
Economic Motives, Religious Motives, and Empire Motives in the Age of Colonization.
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It would be difficult to overemphasize the long-range effects of European overseas
expansion on the cultural, social, and political development of Europe during the
succeeding centuries.
In the New World, it was decisive, overthrowing ancient political, and social
structures while planting new European institutions, languages, and culture in
their place.
The elusive relationship between European expansion and the politico-cultural
changes in Europe during the 16th and 17th centuries were conscious of the causes,
most of them recognized that great economic change was taking place.
The nucleus of the new commercial capitalism was the Portuguese spice trade. Into
Seville, flowed new products from the New World: sugar, indigo [blue dye],
cochineal [red dye], vanilla, cacao, cotton, and such new products as: potatoes,
corn, coffee, and tobacco.
The greatest stimulant to transatlantic trade was the discovery and exploitation of
the rich silver deposits in central Mexico and Bolivia
But the boom economy of this European frontier did not lend itself to friendship
and mutual respect, either among individuals or nations. From the time of Prince
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Henry’s first voyage and successful African expedition, a continual rivalry existed
coming from Asia and the New World Spanish.
Early in the sixteenth century, French seamen began to make serious inroads into
profitable Spanish colonial system. Free lance Italian and German merchants as
well as became wealthy in America or in the American trade.
The expansion of Europe was truly an economic catalyst in making the modern
world.
This change was not achieved without high cost.
Most Europeans still saw both Asia and America more as oddities than meaningful
entities, exotic rather than real.
Their thought and culture were not yet related to the New World, but rather to their
own Christian heritage and to the civilizations of classical Greece and Rome.
Spain Under Phillip II:
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Now we need to turn our attention to the World of Phillip II which is the focus of
this lecture.
The “coming home” of the Spanish King in 1559 ushered in a new era of political
and cultural vigor.
Phillip II, The Ruler and the Man:
The most powerful monarch of the late sixteenth century was Phillip of Spain.
He became the King in 1556, at the age of 29. R. Trevor Davies’s assessment was
“Those who know him best recognized him as truthful, devout, frugal, and in his
own living and generous towards others.”
There is little disagreement over Phillip’s outward characteristics and appearance.
He was reserved, shy, solitary, and serious—with a tendency towards melancholy.
He was slight of build, short but erect, fair-haired, blue-eyed, with a jaw that was
square and thick lower lip. He had asthma most of his life.
Under the cold, impassive, exterior lay deeper traits deeper to be understood the
man and his reign.
Phillip was sensitive to the world of art and scholarship, not only as patron, but as
a connoisseur. He supported the universities and patronized learning in many
forms. He established the Academy of Science and Mathematics.
His influence in Spanish government was even greater. He took his kingly duties
very serious. He declared, “Bien es mirar a todo” translation is—it is better to keep
and eye on everything.
It is little wonder that the objective of Phillip’s domestic rule, as well as, foreign
policy, was to preserve the status quo.
The Government of Spain meant that Phillip’s titles and honors were separately
bestowed and his powers separately exercised. Phillip achieved considerable
success in administering his far-flung Empire.
The system of administrative councils developed by Ferdinand and Isabella and
extended by Charles V, were continued and further expanded by Phillip II.
Liaison between the councils and the king was provided by written reports,
consultas!
The desires and opinions of numerous corporate groups, municipalities, and even
individuals were heard through the parliamentary cortes. The cortes of Aragon was
much more active and an important body than in Castile.
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Spanish administrative policy in the New World was similar to that practiced in
Naples, Sicily, Milan, or Aragon. Phillip was the sole ruler, spokesman, and
protector, but the administration had to function through some sort of
bureaucracy.
From time to time, the Council of the Indies sent [visitadores] to examine the
administrations of the Viceroys. Delegated to the Viceroys was power from the king
and councils.
The colonial [audiencias] were microcosms of the Council of Castile. At any rate,
this was sophisticated form of “checks and balances”
Phillip II inherited a serious financial trouble when he ascended the throne.
Despite this gloomy picture of the sixteenth-century economy favorable features
were apparent. The principal beneficiaries of land were the Church and the
wealthy noble families.
See New World Treasure and Imports to Spain, 1556-1600 [In ducats]
Basic to the entire life, thought, and administration of Spain, in the New World and
the Old, was the Roman Catholic Church. We have seen how Christianity prevailed
over Islam in the reconquista and how religious reformation within Spain, in the
New World as in the Old, was the Roman Catholic Church.
Phillip took immediate steps to abate any doubts concerning his religious positions
and beliefs.
Phillip’s identification of the interests of Spain with those of the church does not
imply that he always saw eye to eye with the pope on matters of religion and
politics. (Especially when it depended on who was Pope)
The Spanish Netherlands was not only the richest of Phillip’s empire, but also
during this period the most prosperous area in Europe. From the beginning these
provinces was challenging. Many factors led to their estrangement, and eventual
revolt, civil war, and revolution involved religious, social, and economic issues as
well as personal animosities. William of Orange would become the nucleus of
organized opposition.
Finally this Age of Phillip became the “Golden Century of Spanish Literature. The
literary expression of the siglo de oro took many forms, but it was most creative and
influential in the theater and the novel. For poetry, there was the immortal Lope de
la Vega. In the novel there was the immortal Cervantes with his Don Quixote de la
Mancha
Lastly, pride in Spanish greatness and in the mother church was in part
responsible for the eminence, produced in the visual arts; the Spanish Golden Age
was varied and divergent. It was El Greco, Morales deep mysticism, and the
maintenances of Gothic style that linked the medieval church to the Spain of the
Counter-Reformation
Well, there is much more to say, to read, to know, but the time has now escapade us.
Thanks for inviting me to come and make the case and connection between the
European Age of Discovery and the Colonization that would lead to France, England,
Portugal, and Holland to compete with Spain in the development of the new Western
world.
United States AP History Program—John A. Braithwaite—Schedule—2010
Summer Read Assignment: During Summer Before Entering AP course:
1. Read Alan Taylor’s book, The American Colonies. [Do worksheet-book review-due at
beginning of school]
2. Do DBQ on Colonial Foundations & Settlement [Mandatory]
3. Take Objective Test: As an open book assignment [Teacher option]
Colonial Era: [Student to choose one of the other two listed]
1. DBQ on “Puritanism” [required]
2. DBQ on “Benjamin Franklin”
3. DBQ on “American Revolution”
National Period: [Student to choose one of the listed plus the required essay]
1. DBQ “George Washington An American Icon
2. DBQ “Constitution—A Brilliant Solution** [required]
3. DBQ “Hamilton vs Jefferson”
4. DBQ “Jacksonian Democracy”
Sectional Period: [Student is choose one of the two remaining]
1. DBQ “Second Great Awakening”
2. DBQ “Coming of Civil War” [required]
3. DBQ “Reconstruction After the War”
MIDTERMS EXAMS:
Fanaticism, Diversity, Citizenship
Industrialism Era: [Student to choose one of the two remaining listed]
1. DBQ “Rise of Industrialism [Required]
2. DBQ “Immigration & Urbanization”
3. DBQ “Populism and Gilded Age”
Progressive Era: [Student to choose one, but WW I is required by all]
1. DBQ “TR the Last Romantic”
2. DBQ “Progressivism”
3. DBQ “World War I” ** [required essay]
Early 20th Century Period: [Students must do Black History question required]
1. DBQ “The Jazz Age”
2. DBQ “The Deals”
3. DBQ “World War II”
4. DBQ “Black History in 20th Century” ** [required essay]
AP EXAMS: May 2010
Globalism, Environmentalism, Industrialism
Post Exam Assignment: To be selected in coordination with instructor! Student will choose a major
theme of American History upon which to do the class project.
SHORT ANSWER MIDTERM:
NAME_______________________________________
The Colonial Age In American History-1620 to 1763
SIGNFICANCE OF AGE OF DISCOVERY:
The age of discovery was a direct result of three movements in early modern European
History: 1) Renaissance, 2) Reformation, 3) Commercial Revolution.
 The sea-faring experiences of da Gama, Columbus, Magellan, & Cortez
 The competition for New World claims based upon gold, fur, sugar, etc.
 The successful colonization of Spanish, French, Dutch, & English
 The result was the convergence of Red, White, & Black races in NW
 From the beginning there was major sociological development of diversity
 The results to colonization as environmental changes formed history.
ELEMENTS OF THE COLONIAL SOCIETY:
 The Reformation created a climate in Europe to expelled dissidents from established
religion. 1) Calvinist, 2) Catholics, 3) Protestants, & “heathen
 Establishment of town, county, colony, mission, pueblo, presidio, and system of
Intendants with forts. Triangular trade brought Africans.
 Native Americans were part of the mixed from the beginning.
 Colonial society was integral part of commercial revolution
 Imperialism was the foundation in that colonies existed for the good of the mother
country in Europe. Exploitation was the name of the game.
EIGHTEENTH CENTURY-BRITISH/NEW WORLD IMPERIALISM:
By definition, imperialism is the economic and political control of one country over
another country or colony for the welfare of the mother nation primarily based upon
economic concerns. There was in this instance, religious and social motives for the
establishment of the imperial connection of colonies to the European nations during the 16
& 17th centuries.
LONG RANGE CAUSES OF THE AMERICAN REVOLUTION
 Imperialism
 Nationalism
 Militarism
 Propaganda
 Alliance building/systems
LEADERS & ACHIEVEMENTS:
 ____ Martin Luther/John Calvin/Loyola/Wesley/Henry VIII
 ____Columbus/DeSoto/Cortez/Pizzaro/Serra/Balboa/Raleigh
 ____John Smith/John Winthrop/Wm Penn/Lord Baltimore
 ____Puritanism/Catholicism/Quakerism/et.al.
 ____Chesapeake/Mass-Bay/New York/New Orleans/St. Augustine
 ____Native Americans/tribes-cultures-nations-living conditions
DEVELOPMENTS IN CULTURE OF COLONIAL AGE:
 ____ European ethnic culture come to Native America cultures
 ____Seaboard cultures vs inland cultures
 ____Transformation of economic/culture/politics/institutions
 ____Development of individual/worship/environment/living
 ____Gradual emergence of literature/education/assimilation
WHAT WERE POLITICAL CHANGES OF SIGNIFICANCE?
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_____ Autocracy & monarchy give way to local government
_____Development of ideas of individualism vs society
_____Development of NE towns, southern counties, & colonies
_____Development of constitutional rights of citizens
_____Development of “the right of revolution” under oppression!
WHAT WAS THE IMPACT OF RACIAL, ETHNIC, & CULTURAL DIVERSITY?
Historian Gary Nash got it right when he observed that the colonial period was one where
the convergence of Red, White and Black races came together and began the long but
triumphant process of assimilation into a diverse people where rights of individuals were
ultimately recognized and institutions of government were formed that have finally allow
their integration and peaceful coexistence.
SHORT ANSWER MIDTERM:
NAME_______________________________________
The Age Of Nascent Nationalism In American History-1763-1815
SIGNFICANCE OF AGE OF NATIONALISM:
Nationalism is the spirit of pride in ones nation because of a multiplicity of factors: race,
religion, language, social mores, and environmental loyalties. Nation can be an issue of
great pride and cohesion, or it can be a powerful agent for arrogance and unwarranted
social superiority. It can on one hand be a good thing, but then again it can be dangerous
when it forceful and militant. Nationalism, when mixed with racism, theology, or political
creed is almost always dangerous to the concepts of republican democracy and individual
rights. [Examples of dangerous nationalism is Nazism, Fascism, & and militant Islam.]
ELEMENTS/SYMBOLS OF A NATIONAL SOCIETY:
 Elements of nationalism are pride, militarism, and exclusion
 Race, religion, and language can be contributors
 Symbols often reflect ideals—in US:
o Flag: stars, stripes & colors
o Uncle Sam
o Portraits of leaders
o Liberty bell
SHORT-RANGE CAUSES OF THE AMERICAN REVOLUTION:
 French & Indian War
 Stamp Act
 Declaratory Act
 Townshend Acts
 Intolerable Acts
 Boston Tea Party
 Boston Massacre
 Lexington and Concord
FOUNDATIONS OF CONSTITUTIONALISM IN AMERICA:
 Republican government
Civilian Control of Military
 Popular Sovereignty
Equality Before the Law
 Limited Government
Judicial Review
 Separation of Powers
 Checks & Balances
 Federalism
 Constitutionalism
LEADERS & ACHIEVEMENTS:
 ____Revolution: Adams, Henry, Jefferson, Wilson, Paine, & Franklin
 ____Confed: Hancock, Franklin, Morris, Dickinson, & Washington
 ____Const: Washington, Madison, Hamilton, Franklin, & Adams
 ____Federal: Washington, Hamilton, Adams, Jefferson & Adams
 ____Jeff-Dem: Jefferson, Madison, Galletin, Monroe, Jackson
DEVELOPMENT IN CULTURE OF AGE OF NATIONALISM:
 ____Rise of individualism, separation, and self-determination
 ____Government by common consent-self government
 ____Adhere to the social contract
 ____Expansionism to the west
 ____Convergence of Red, White, and Black
WHAT WERE POLITICAL CHANGES OF SIGNIFICANCE?
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_____Declaration of Independence
_____Articles of Confederation
_____Constitution
_____Bill of Rights
_____Checks and Balances
WHAT WAS THE IMPACT OF RACIAL, ETHNIC, & CULTURAL DIVERSITY?
 Regionalism: Chesapeake, South, New England & Frontier
 Sharp ethnic divides—Anglo, French, Spanish, Native Amer.
 Retention of slavery even with the Constitution
 Sharp distinctions for the role of women
 Immigration continues and feeds the settlement of the West
 A combustible society on the move.
SHORT ANSWER MIDTERM:
NAME_______________________________________
The Age of Sectionalism In American History-1815 to 1860
SIGNFICANCE OF SECTIONALISM IN AMERICA?
Sectionalism in America was evident from the topography of the land. It existed sharply
among Native Americans, and because of the economic foundations of the sections, life
styles, ideas, practices and movements evolved to become controlling issues of
determination in life style, politics, and culture. The three major sections NORTHEAST,
SOUTH, & WEST, all had sub-sections with the regions, many of these would results into
the formation of political units we now know today as the states. East of the Mississippi
River, there was detached, but real convergence of races—Red, Black, & White.
ELEMENTS OF A SECTIONAL SOCIETY:
 Geographic predetermination of life based upon economic production
 The warm climate areas of the South conducive to growing crops of value
 The need for labor to deal with intensive demands of work.
 Availability of natural resources: Water, minerals, technology
 Gender/racial/ethnic make-up of society. (rainbow society)
 Rivers, trails, mountain ranges, and lakes and the like.
 See map with sections broadly revealed.
CHARACTERISTICS OF 19TH CENTURY SECTIONALISM:
THE NORTHEAST:
 Rocky soil, cold climate, good harbors, short travel distances
 Anglo-French Population settlements
 Native American of Woodland Culture: Six nations, Algonquians,
THE SOUTH:
 Rich fertile soils for sugar, rice, indigo, wheat, & cotton crops
 Warm humid climates with longer growing seasons.
 Anglo-Spanish settlements
 Native Americas “Southern Woodlands-Cherokee, Choctaws, Creeks”
THE WEST:
 Covers the trans-Appalachian Mountains Ohio Valley
 Rich farm land, bread-basket of the new nation, fur trapping early on
 Rich river systems, lake access, and industrial corridor develops.
LEADERS & ACHIEVEMENTS:
 ____North: Webster, Adams, Franklin
 ____South: Hayne, Calhoun, Jefferson, Madison, & Monroe
 ____West: Clay, Benton, Fremont, & Douglas
 ____National: Lincoln, Jackson, & Polk
 ____Awaken: Finney, Smith, Noyes, Hawthorne, & Garrison
DEVELOPMENT IN CULTURAL CHANGES OF AGE OF SECTIONALISM:
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____Plantation culture
____Slave culture
____Evolution of northern commercial & industrial culture
____Evolution of the culture on the frontier West
____Vast cultural changes of 2nd Great Awakening
WHAT WERE POLITICAL CHANGES OF SIGNIFICANCE?
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_____Compromise of 1820
_____Destruction of the National Bank
_____Supreme Court Decisions
_____Compromise of 1850
_____Lincoln Douglas Debates & Election of 1860
WHAT WAS THE IMPACT OF RACIAL & ETHNIC CULTURAL DIVERSITY?
Over the 150 years of the colonial development the racial, gender, and ethnic make-up of
the eastern half of the United States was affect by immigrants coming to the western
hemisphere. There was the economic developments that played primary roles in the
geographic, political, and social creation of the antebellum society. There were difficult,
often violent assimilations of Native Americans with Europeans. Add to that, the
importation of Black slavery from Africa to the New World, and on top of that, add the
issues cross racial and inter-ethnic marriage of peoples to create—mestizos, mullatoes and
half-breeds which were often socially rejected in their own native cultures. The most
successful racial assimilation would occur in 20th Century with Amer-asians on the West
Coast.
SHORT ANSWER MIDTERM:
NAME_______________________________________
Manifestations of Fanaticism in American Society 1675-1875
SIGNFICANCE OF FANATICISM COLONIAL/REVOLUTION TIMES:
 Definition of fanaticism Beginning premise and thesis: The history of the United
States was born amid fanaticism stemming from the affects of Protestant
Reformation that propelled so many immigrants to the shores of the New World.
Surely fanaticism, xenophobia, and exploitation accompanied African slaves from
their homelands to the New World, in addition, there was the reality that Native
Americans were forced into stepping backward as the White Man came forward
upon their shore and advanced across the continent
Point #1: Fanaticism during settlement & colonization
 Spanish Conquest of Indians-Spanish
 Teaching the Native Americans to scalp-French]
 Pequot War-Dutch/English/Native Americans
 Introducing the slave trade-[Portuguese]
 Religious fanaticism-Calvinism, Catholicism, Anglicanism, & Quakerism
Point #2: Fanaticism in the English Colonies
 Mob rule in pre-revolutionary –Boston-Anti-Quakerism
 Racial Riots of Philadelphia
 Banishment of Anne Hutchinson & Roger Williams -Rhode Island
 Bacon’s Rebellion-Virginia
 The Regulator Movement-[North Carolina]
Point #3: Religious examples of fanaticism
 Salem Witch Trials-[Colonial times]
 Boston Massacre-Revolutionary times]
 Manifest Destin-especially Southern version-National period
 Various different Utopian Societies-Sectional era
 John Brown’s Raid on Harper’s Ferry[Blundering Generation
Point #4: Racial manifestations of fanaticism
 Slave Trade In Sugar Plantations[17th Century
 Slave Trade In the Tidewater/Gulf Coast-18th Century/Amistad Case
 Missouri Compromise/Dred Scott/Wm L. Garrison -19th Century to 1865]
 Branding, Beating, & Gang work on plantation systems
 Underground Railroad/Lynching/Fugitive Slave Law/KKK ordeals
Point #5: Revolutionary fanaticism & propaganda
 Trial of John Peter Zenger-over freedom of the press
 French and Indian War/Albany Plan-Ben Franklin]
 Passage of the Stamp Act/produces a decade of fanaticism for independence
 Second Continental Congress/Declaration of Independence
 Patrick Henry in House of Burgesses/Boston Tea Party
SPECIFIC ELEMENTS OF FANACTISM DURING FEDERALIST ERA TO 1860:
Point #6: Military examples of over-zealousness fanaticism:
 Lexington & Concord
 Paxton Boys Revolt-[Middle Colonies]
 John Brown’s raid on Harper’s Ferry
 Andrew Jackson & Battle of Horseshoe Bend--Mississippi River Area
 Manifest Destiny/Texas/Utah/California in Far West]
Point #7: Individual people who perpetrated fanaticism
 Rev. Samuel Parris -New England
 Tom Paine/Patrick Henry
 Andrew Jackson and His Move to Kill the BUS
 W.J. Fetterman/Sand Creek Massacres High Plains Area
 War parties on the Oregon Trail -Native Americans
 Harriet Tubman As Leader of Underground Railroad
Point #8: Events that caused the rise of fanaticism
 Deerfield Massacre-[New England
 Bacon’s Rebellion/Whiskey Rebellion/Mid-Atlantic area
 Know Nothing Riots of Maryland/Southern colonies]
 Baltimore & New York Race Riots--Urban violence
 Mountain Meadows Massacre—in Southern Utah [Far West]
Point #9: Political ideas and actions that cause fanaticism:
 Roger Williams/Quakers/Catholics seek--Religious freedom
 John Peter Zenger, Andrew Hamilton, & Freedom of the Press
 James Otis : “A Man’s House is His Castle” Freedom privacy
 John C. Calhoun-South Carolina & Right of nullification controversy
 Extension of slavery in the territories of 1820/1850 Compromises]
Point #10: Regional events which have caused fanaticism:
 Hartford Convention--New England
 Pontiac’s Rebellion in the--Middle Colonies
 Trail of Tears Under Jackson--Southern Colonies
 Bleeding Kansas/John Brown at Potawatomie Creek Midwestern Area]
 War with the Seminoles--Southwestern US
LEADERS & ACHIEVEMENTS:
 ____ Samuel Parris
 ____Sam Adams/Thomas Jefferson/Tom Paine/James Otis
 ____William Lloyd Garrison
 ____Bacon’s Rebellion
 ____Paxton Boys/Regulator Movement
EVENTS THAT RESULTED OR TRIGGERED FANATICISM:
 ____Deerfield Massacre
 ____Boston Massacre
 ____Baltimore & New York Race Riots
 ____Mountain Meadows Massacre
 ____Underground Railroad
WHAT WERE POLITICAL/ECONOMIC CHANGES OF SIGNIFICANCE?
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_____3/5’s Compromise in Constitution
_____Compromise of 1820
_____Compromise of 1850
_____Attempted abolition of slave trade
_____Far-reaching changes as result of 2nd Great Awakening
WHAT WAS THE IMPACT OF FANATICISM?
 Fanaticism has engendered and produced compromise and consensus
 Fanaticism has been an element of history all during the early modern era
 Fanaticism in one era often becomes the standard of majority in other eras
 Fanaticism is dangerous and harmful if it is not tempered by compromise
 Fanaticism has often been necessary to change moral evil and bigotry
SHORT ANSWER MIDTERM:
NAME_______________________________________
The Gilded Age In American History-1865-1900
SIGNFICANCE OF RECONSTRUCTION:
At the end of the Civil War, the monumental challenges of Reconstruction that faced by
the nation included: constitutional reconstruction [13, 14, & 15th Amendments], economic
reconstruction—complete rebuilding of the South, Black reconstruction—freedom &
voting rights for African Americans, cultural reconstruction—development of national
norms & mores, and social integration involving—race, immigration, gender, and
regionalism. Reconstruction was nothing less than a 2nd American Revolution. It was
complex, far-reaching, and involved all regions of the country.
ELEMENTS OF AN INDUSTRIAL SOCIETY:
 Natural Resources
 Capital
 Transportation
 Technology
 Labor
 Advanced Education
DEVELOPMENT OF LABOR UNIONS:
 Coming of labor unions pre-dated the Civil War.
 The rise of labor underwent fast and widespread changes:
 National Labor Union/Wm Sylvis-objective
 Knights of Labor/Terrence Powderly & others
 A of FL under Samuel Gompers
 Unions for unskilled workers resulted in the end.
VERTICAL VS HORIZONTAL CONSOLIDATION
 Vertical is where one owner owns all levels of development
 Horizontal is where one own strangulates ONE level totally
 Vertical requires huge investment but secure income
 Horizontal requires total managerial control--ruthlessness
 Both depend upon banking and t rust developments
LEADERS & ACHIEVEMENTS:
 ____Andrew Carnegie
 ____John D. Rockefeller
 ____J.P Morgan
 ____Leland Stanford/Cornelius Vanderbilt
 ____Charles Pillsbury/Gustave Swift
 ____Thomas Edison/Alexander G. Bell
DEVELOPMENT IN CULTURE OF GILDED AGE:
 ____Science and technology—Age of scientific explosion
 ____Literature—Age of realism
 ____ Music—classical, local, & spirituals
 ____Art of the West & architecture
 ____Education—primary, secondary, & collegiate
WHAT WERE POLITICAL CHANGES OF SIGNIFICANCE:
 _____Amending the Constitution
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_____Age of political mediocrity and scandals
_____Bossism in the cities
_____Populism among the states and regions
_____Women demanding equal rights
WHAT WAS THE IMPACT OF TRANSPORTATION & URBANIZATION:
Perhaps the single greatest industrial development of the period was the building of the
railroads—both transcontinental and feeder-lines. It was the genius of Carnegie,
Vanderbilt, Gould, Hill, Stanford, and Dodge. The railroad helped the cities to expand
with trolley and develop the suburbs.
Urbanization was the result of two great forces: rural-urban shift of the population and the
incoming millions who came from Europe, Asia, Latin America, and Oceania. The city
was the haven for workers. It was required to build tenement houses—these structures
saw the development of the great evils of social society with crime, poverty, and disease.
But the city became the center for education and development of the fine arts.
SHORT ANSWER MIDTERM:
NAME_______________________________________
First Half of 20th Century 1900-1952
SIGNFICANCE OF PROGRESSIVISM:
The progressive era came as a response and reaction to the excesses, exploitations, and
unequal distribution of wealth during the industrial age in post-Civil War America. It was
an era of constitutional [16,17,18, & 19 Amen], statutory [Pure Food & Drug Act,
Hepburn Act, Newlands Reclamation Act,] and local reforms and changes such as:
[initiative, referendum, & recall elections with the establishment of commission systems of
local government and city manager models of operation.] These reforms were laudable
although the dark side of progressivism is that it turned its back on the issue of race and
violence [such as KKK and lynching] and ethnic exclusion [Chinese Exclusion Act.]
ELEMENTS OF PROGRESSIVE SOCIETIES:
 _____Bold actions from leaders on all three levels of government
 _____Dramatic changes in political and social issues of the time
 _____Idealistic with almost utopian views of nature of man
 _____Practical and pragmatic actions
 _____Conscious attempts to equal difference in labor vs management
 _____Took the US into a global political environment
CONTRIBUTIONS OF PROGRESSIVISM:
 _____Advocated women right to vote—ergo, citizenship

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_____Attempted reform and some assimilation of Native Americans
_____Worked for world peace [Treaty of Portsmouth & Versailles]
_____Established Alliance systems for World Order
_____Attempted to control the rise of Corporate America
WORLD WARS & THE IMPACT OF TECHNOLOGY:
 _____Evils of nationalism, imperialism, militarism, & fanaticism
 _____The break-down of alliances and ethnic fascism
 _____The development of modern warfare in all its forms
 _____Tank, airplane, aircraft carrier, bombs [atomic & hydrogen]
 _____Development of missiles
LEADERS & ACHIEVEMENTS:
 ____Theodore Roosevelt/Woodrow Wilson/Charles Evans Hughes
 ____Gen. John J. Pershing
 ____Hoover/Franklin Roosevelt/Harry Truman
 ____Gen: Eisenhower, Marshall, MacArthur, Nimitz, LeMay, Halsey
 ____Winston Churchill/ Joseph Stalin/Charles de Gaulle
 ____Sen: Taft, Vandenberg, Thomas, & LBJ
 ____Establishment of the United Nations in NYC.
SOCIO-ECONOMIC DEVELOPMENTS OF THE NEW DEAL AGE:
 ____Boom cycles of progressive era & 1920’s
 ____Tragic affects of the Great Depression
 ____Transformation of the role of government-regulator
 ____Rise of the military industrial society
 ____The residue of race and ethnicity unresolved
WHY DID WW II ESTABLISH GLOBALISM AS REALITY?
 _____Globalism was thrust upon US as a means to survive
 _____Development of an alliance system that worked
 _____US development of world-wide military presence. Two ocean system
 _____The beginning of successful integration
 _____The whole constant & complete issue of the Cold War!
WHAT WAS THE IMPACT OF THE AGE:
During this 50 year time period America went from an idealistic society of insular reform
to a world-wide global orient nation which has had to contend with war and peace on a
global scale with pesky war in both hemispheres at the turn of the century; then, to
prosecute war on a global scale in Europe and Asia simultaneously in both regions
TWICE—WW I and WW II, which were the causative agents to fight to maintain our
peace and security. There was the flare up of War in Korea near the end which signaled the
Cold War would replace the hot wars of WW I & II. It was a triumph of sacrifice, will,
and the development of industrial technology that enabled the US to win the peace,
maintain order, and now attempt to regulate the world from the evils of fanaticism. In
short, the US had to become a militaristic society in order to maintain itself from the
external pressures fanaticism.
SHORT ANSWER MIDTERM:
NAME_______________________________________
Second Half of 20th Century 1952-2002
SIGNFICANCE OF ASSIMILATION & INTEGRATION:
The second half of the 20th century has seen the major developments of integration of race,
gender, creed, and ethnicity. It has seen the assimilation of great cultures of the past meld
into one culture that has become what in some quarters is referred to as the “rainbow
coalition”. There is no one race, no single ethnic culture, or one sided gender control to
survive as in the past millennium of time. It has seen the adjustment to war and peace,
prosperity and depression, and generational transformational development of a widespread
basis over the country as a new culture emerges.
ACHIEVEMENTS OF EISENHOWER & KENNEDY & LYNDON JOHNSON:
 _____End of war in Korea, begin changes in Civil Rights
 _____Development of national highway system
 _____Deal with the Cold War—U-2 and Cuban Missile Crises
 _____Encouraged the women’s right movement to go forward
 _____Developed regional defense alliances
 _____Dealt with the tragedy of the Vietnam War.
CONTRIBUTIONS OF AND DEVELOPMENTS OF CIVIL RIGHTS MOVEMENT:
 _____Brown vs Board of Education decision
 _____Contained the violence of Civil Rights
 _____Moved integration forward at accelerated pace
 _____Government passed Voting Rights Laws
 _____Elections of African became a reality
 _____Established the right of criminal defendants
LIST AND DISCUSS THE TRAGEDY OF VIETNAM:



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
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_____The failure of confrontational military measures
_____Costly unpopular war considered unnecessary
_____Development of weapons of war
_____Issues of religion vs political ideology
_____Triumph of guerrilla warfare
_____Costly slaughter of human life and no achieved gain or purpose fulfilled.
LEADERS & ACHIEVEMENTS:
 _____Eisenhower, Kennedy, Johnson, & Nixon
 _____Khrushchev, Ho Chi Minh, Chou En Lai
 _____Kissinger and Le Duc Tho
 _____Spread of war to Indo-China
 _____Violence of Pol Pot
 _____War with not achievement and surrender without honor.
WHAT RESULTED FROM SOCIAL REVOLUTIONS?
 _____Revival of religious fundamentalism
 _____Conflict of the countries of Near East
 _____Muslim vs Christian vs Jewish ideals
 _____Secularism replaced religion
 _____Women come to world leadership positions
 _____The abortion issue gained acceptance
WHY DID COMMUNISM COLLAPSE?
 _____It was a combined internal implosion and external collapse
 _____The idea of dictatorship was not accepted in the world
 _____Russian and conquered peoples longed for self-determination
 _____China is evolving into a major world economic power
 _____Eastern Europe was explosive for freedom
 _____Gorbachev realized the benefit of compromise with the West. Hence the fall
of the Berlin Wall, and reunification of Germany became a reality.
HAS THE US BECOME TOO POLITICALLY POLARIZED TO FUNCTION
EFFECTIVELY AS A NATION-STATE? IDENTIFY THE FAILURES.
SHORT ANSWER MIDTERM:
NAME_______________________________________
Manifestations of Modernism in American Society 1950-2000
SIGNFICANCE OF MODERNISM IN LATE 20TH CENTURY:
The concept of MODERNISM implies that there has been a transformational change for a
former way of life to a new one. In fact, 20th century history has seen two or three
transformational changes in the basic social, political, and economic history of the nation
and the world. The transformations have been reflected in education, science, literature,
music, sports, business, and all levels of the political world from city hall, to state capital,
to Congress and the nation. Consequently, modernism is an evolutionary process of
change and adaptation to new standards of living as the level of education produces new
devices and methods of making life easier and more interconnected. Science and
communication have made the most dramatic changes in modern times.
GLOBAL SOCIAL ISSUES OF 20TH CENTURY:
 _____Development and conflicts of nationalism vs internationalism
 _____Gender equity in society and the world
 _____Racial changes and developments
 _____Impact of religion on the modern world: fundamentalism vs atheism
 _____The line of limits between rights and responsibilities
 _____World hunger, disease, exploitation, & ignorance
 _____The whole under-lying issue of discrimination in all forms
 _____The issue of privacy vs public accountability
MANIFESTATIONS OF MODERNISM IN REGARDS ENVIRONMENT:
 _____Rise and emergency of the gay rights movement
 _____Rise and development of parity for women
 _____Unresolved problems for Native Americans
 _____Emergence of environmental concerns-global warming
 _____Development of generational gaps
 _____Impact of technology on the society and its people
IMPORTANCE OF TECHNOLOGY & COMMUNICATIONS:
 _____Development of missiles, computers, cell-phones, & medicine
 _____Development of television & wireless world communication
 _____Medical technologies: x-ray, ultra sound, & MRI
 _____Medical developments with immunizations
 _____Modern development of ultra sonic Air-craft
LEADERS & ACHIEVEMENTS:
 ____ Martin Luther King, et.al. Civil Rights Leaders
 ____Kennedy, Johnson, Reagan in politics
 ____Gloria Steinem & women movement
 ____Successful integration of American education
 ____Successful integration of sports world wide—Olympics etc.
DEVELOPMENTS IN CULTURE OF AS A RESULT OF ETHNICITY:
 ____Integration of the movie industry
 ____Integration of the corporate structure—women & African Amer.
 ____Evolution of culture of scientific society
 ____Rise and development of urbanization/suburbanization
 ____Development of completely mobile society
WHAT WERE POLITICAL/ECONOMIC CHANGES OF SIGNIFICANCE:
 _____Election of African Americans to national office
 _____Election of women to public office
 _____The concentrations of wealth
 _____America becomes an economic partner in world economy
 _____The concerns for safety in a world of terror and fanaticism
WHAT IMPACTS HAVE OCCURRED AS RESULT OF RACIAL, ETHNIC, GENDER,
& CULTURAL DIVERSITY?
SAMPLE FRQ STUDY GUIDE
Ask your students to select a topic they are familiar with which there is a viable possibility for a free
response question to be on the AP Exam
TOPIC:
Industrialism: (1865)
1. -The post-Civil War era needed to rebuild the nation’s infrastructure based upon an industrial
economy
2. -Elements of industrialism: technology, resources, labor, capital, transportation, and markets
3. -Carnegie, Rockefeller, Morgan, Stanford, Vanderbilt, Cudahy, Swift, Drake, & Edison
4. -Railroad building/trans-continentals, feeder lines, subways, & trolley cars
5. -Oil, Steel, Lumber, & Agriculture
6. -Government aid and support-land grants [Morrill Land Grant Laws/establishment of universities for
agriculture and mechanical science that were such a critical need]
7. -rise of labor unions/immigration/shifts of population/urbanization problems
8. -development of industrial organizations
9. -problems of labor/wages/strikes
10.-technologies—airbrake, steel, telephone, electricity, etc…
TOPIC:
Manifest Destiny (Early 19th Century)
1. -The idea of expansionism beginning with Jefferson-Lewis-& Clark
2. -Growth of nation east/west of the Mississippi River
3. -John L. O’Sullivan voices the philosophy & coins the term
4. -Slavery in the territories/westward movement of the nation
5. -Annexation of Texas in 1830’s and beyond
6. -Mountain Men, Fur Trade, and Trailblazing to Oregon.
7. -Mormon Migration to Utah-Brigham Young the Colonizer
8. -California, the missions, the Gold Rush, and the agribusiness
9. -Mining, minerals, railroads, and cattle kingdom
10.-Lumber industry and the settlement of Pacific Northwest
TOPIC:
World War II—Tales of the South Pacific (Mid-20th
Century)
1. -Diplomacy and failures of 1930’s
2. -Pearl Harbor—A Wake-up Call to the US
3. -Midway and Coral Sea Confrontations—turning points losses for Japanese
4. -Nimitz, McArthur, and Island Hopping Campaigns
5. -Battle of Leyte Gulf, the grand and great naval battle
6. -Reconquest of the Philippines – MacArthur’s Promise, “I shall return!”
7. -Beach heads, air war, and naval campaigns
8. -Iwo Jima, Okinawa, Tinian
9. -August 6 (and 9th) at Hiroshima & Nagasaki
10.-Unconditional surrender of Japan only to faced with a Cold War of Communism
TOPIC:
Colonialism In America (17th Century)
1. -The age of colonization: Jamestown, Plymouth, Boston, New York, & Philadelphia
2. -Distinction between Pilgrims, Puritans, Anglicans, Quakers, Protestants, & Catholics
3. -Advent of Puritanism in the colonies
4. -Establishment of mercantilism in the colonies and New World
5. -Eminent early leaders: John Winthrop, William Bradford, William Penn, & John Smith
6. -Later leaders: Ben Franklin, Jonathan Edwards, George Whitefield, & Lord Baltimore
7. -Variations in the types of colonies set up in New England, Middle, and Southern Colonies
8. -Environmental adaptation and social integration with Native Americans
9. -British control leads to an independence change from Brit to American
10. -Development of religious freedom, education for the masses, and emergence of the American
character-gradual rejection of fanaticism (Salem, Mass), foreign domination as in (Zenger Trial) and
issues of slavery in the New World.
TOPIC:
Decade of the Jazz Age—The Roaring Twenties (1920’s Decade
Question)
1. -End of the Great War and return to isolationism, insularism, and conservatism
2. -De-militarization of the World major powers: Five Point Treaty, Nine Point Treaty, Versailles, and
Kellogg Briand Treaty.
3. -Mediocre political leadership—Harding, Coolidge, and Hoover. Congress ineffective!
4. -Business dominates political and economic life
5. -Age of artistic alienation—Literary explosion of World Class writing across all genres
6. -Economy was one of boom and bust cycles
7. -Rise of Hollywood and the establishment of movie industry
8. -Sports became a national pass time-baseball, swimming, golf, and football
9. -Farmers take the brunt of exploitation.
10.-Race relations come to flash points-Garvey, DuBois, and Washington
TOPIC/CONCEPT TO BE DISCUSSES;
The Scarlet Letter / The Grapes of Wrath/Farewell to
Arms/ Great Gatsby/A Separate Peace
1. Characters: ________________________
2. Themes:___________________________
3. Symbols:__________________________
4. Love Triangle:______________________
5. Plot development:___________________
6. Point of View:______________________
7. Literary sample of___________________
8. Setting:___________________________
9. Literary Elements:___________________
10. Style & structure:___________________
11. Literary merit______________________
12. Diction & fluency___________________
TOPIC/CONCEPT TO BE DISCUSSES;
Pre-Columbian New World
1. The ideas of the transfer of culture from Asia along the Bering Straits
2. Diversity of Indian populations before Columbus—there were hundreds
There were cultures of Indians as wide as “white men & Chinese”
3. Indians of North America/South America
4. Indians of the US-Woodland (north-south), plains, intermountain, desert southwest, pacific
slope tribes, the fishers and the Eskimos
5. Indians of Mexico & South America (Aztecs, Mayans, & Incas)
6. Indians who were hunters, farmers, seed gathers, fishers, and nomads
7. Great cultures and civilizations: e.g Cherokees, the Sioux, the Nez Perce
8. Exchange of products and vices—diseases, useful imports—the horse especially
9. The role of women in native American society—they were Matriarchal in many cases
10. Native Americans were environmentally self sustaining—nature was their God.
11.
TOPIC/CONCEPT TO BE DISCUSSES;
Age of Exploration, Discovery, and Colonial Settlement
1. Columbus and the coming of the conquerors
2. Europeans came because of—Reformation & Renaissance
3. European nations who came to colonize—Spain, Portugal, Holland, France, and England
4. Convergence on the North American continent of Red, White, and Black Races
5. The environmental developments of the old world vs the new world
6. There were explorers and there were colonizers—people who stayed
7. Spaniard came with Missions, Pueblos, & Presidios.
8. The Dutch came as traders—patroon system
9. French came as fur traders with the Indians
10. English came to bring settlers to live permanently. They were the last to come.
11. Settlements of—Santa Fe, At. Augustine, New Orleans, Plymouth, Jamestown
12. Institutions of government and society blended together in the new world
TOPIC/CONCEPT TO BE DISCUSSES;
British Colonial America-16th, 17th, &18th Centuries
1. Affect of Reformation—new religions came—diversity in doctrine & nationality
2. Introduction of African slavery
3. British North America—a nation of immigrants
4. Jamestown, Plymouth, Mass. Bay, et.al. (New York-Dutch)
5. Mercantilism and commerce
6. Native American vs English interactions
7. John Winthrop, James Oglethorpe, John Smith, Wm Bradford, Wm Penn et.al.
8. Development of colonies: North, Middle, & South
9. Migrations of Europeans to the New World to stay permanently
10. Development of a new culture, a new man, in a new environment
11. Interplay of democracy, theocracy, and monarchy
12. Adaptations to environment, societies, and races (red, white, & black)
TOPIC/CONCEPT TO BE DISCUSSES;
American Revolutionary Times
1. American Revolution came over a long period of time
2. “In the hearts and minds of the people long before the war broke out”
3. Am. Rev. a rejection of monarchy in favor of democracy & individualism
4. Causes: nationalism, imperialism, militarism, propaganda, and autocracy
5. Short range causes: Bunker Hill, Patrick Henry, TJ, Franklin, & John Adams
6. The war in New England, New York, Chesapeake, & South
7. Outbreak in Boston, Turning point (Saratoga, NY), end at Yorktown
8. Successful because of leadership—Washington, Hamilton, TJ, & Franklin
9. The Confederation an experiment that failed but produced success
10. Faults of the Confederation:
11. Foundations of the Constitution
12. Basic principles: popular sovereignty, social compact, bill of rights, etc.
TOPIC/CONCEPT TO BE DISCUSSES;
Confederation & Constitution
1. Am. Rev. fought under the Confederation
2. Strengths vs weakness of Confederation
3. Achievements of Confederation-won the war, negotiated the peace, & laws
4. Basic principles of Constitution
5. Conventions, plans, and developments
6. Whose who? Madison, Hamilton, Washington, Franklin, Mason, John Adams
7. Preamble
8. Provisions of Constitution
9. Bill of Rights, a guarantee to individuals against powers of government
10. The role of Geo. Washington
11. James Madison the primary author of Constitution
12. The plans: Virginia, New Jersey, New York, and South Carolina
TOPIC/CONCEPT TO BE DISCUSSES;
Constitution & Federalism
1. Ratification of Cons/with Bill of Rights
2. Financial plans by Hamilton
3. Development of the Cabinet
4. The five greats: Washington, Hamilton, Jefferson, Franklin, & Madison
5. Every action set a precedent for the future
6. Development of political parties
7. Implementation of elastic clause
8. Federalism & foreign affairs
9. Neutrality proclamation
10. Washington & no-entangling alliances
11. Limitation of presidential terms
12. John Adams is peacefully selected to succeed Washington
TOPIC/CONCEPT TO BE DISCUSSES;
Jeffersonian Democracy & Nationalism
1. Virginia Statutes of Religious Liberty
2. Declaration of Independence
3. Minister to France during Confederation
4. Secretary of State-Under Washington
5. Elections in 1800-“So-called revolution”
6. National enlargement-Louis & Clark
7. War with Barbary Pirates
8. Embargo Act
9. Virginia and Kentucky Resolutions
10. Advocate of agrarian democracy
11. Advocate of education for all
12. “The government that governs best, governs least!”
TOPIC/CONCEPT TO BE DISCUSSES;
Jacksonian America
1. War of 1812: New Orleans & Horseshoe Bend
2. Elections of 1824 & 1828
3. Emergence of Common Man
4. Universal Manhood Suffrage/Rotation in Office
5. Nullification crisis/secession
6. Indian Removal issue-why & where?
7. Jackson and the national bank/Market Revolution
8. Jackson’s relations with Calhoun and Clay
9. Jackson a hard money man
10. Jackson and women
11. Coming of the 2nd Great Awakening
12. Democratic or Autocratic?
TOPIC/CONCEPT TO BE DISCUSSES;
Gilded Age Culture
1. Literature:
2. Music:
3. Art
4. Architecture
5. Education:
6. Science: practical
7. Science: theoretical
8. Inventions:
9. Myth making of lure & stories
10. Social Darwinism
11. Philanthropy: Music & Education
12. Philosophy
TOPIC/CONCEPT TO BE DISCUSSES;
New Deal Developments
1. Reaction to the Depression as part of the depression
2. FDR’s objectives: R/R/R
3. Early measures
4. New Deal Thinkers/Movers & Shakers
5. Foreign Relations of the 1930’s
6. Constitutional aspects of New Deal/Courts
7. Concept of deficit spending
8. FDR/Labor & industry
9. FDR/Agriculture
10. Reforms of the system
11. Opponents of the New Deal
12. Environmental aspects of the New Deal
TOPIC/CONCEPT TO BE DISCUSSES;
Colonial Period
1. New England Area-Family dominated-towns-govt by contract
2. Chesapeake Bay area-largely male dominated-aristocratic
3. Southern colonies-slavery-plantations, sugar, tobacco, rice
4. New York/Pennsylvania-commerce
5. Calvinism in north-Puritanism, Congregationalism, Presbyterianism
6. Anglicanism in the South
7. Middle Colonies: Quakers, Catholics, & Protestants
8. Great Awakening
9. Plantation economy
10. Widespread diversity among Indians, Europeans, Africans
11. Major changes over time of 150 years (1620 to 1770)
12. Ports and commerce; Boston, New York, Phil., Baltimore, Charlestown
13. Atlantic seacoast
TOPIC/CONCEPT TO BE DISCUSSES;
World War II
1. The causes relate to failures of WWI
2. World Rise of Fascism, dictatorship, & economic inequality
3. Ideas of world domination by Germans & Japanese
4. Failures of allies to act sooner, more decisively, & with power
5. Uniqueness of the two theaters: Europe & South Pacific
6. Role of military leadership on all sides
7. Development an implementation of technology
8. Role of the US as “arsenal of democracy”
9. The world confronts dictatorship with democracy—the Cold War
10. Development of regional military alliances—NATO, SEATO, OAS, etc.
TOPIC/CONCEPT TO BE DISCUSSES;
Trans-Mississippi West
1. Environmental adaptation, movement, and destiny
2. Lewis & Clark, Pike, Serra, Mountain Men & east to west movement
3. The role of the frontier
4. The contact with and management of Native Americans
5. Manifest Destiny
6. Transportation--railroads
7. The Fur Trade
8. The Mining Kingdom
9. The Cattle Kingdom
10. Urbanization of the West
11. Folklore, art, culture & spirit of individualism
12. Development of the greatest bread basket on earth
TOPIC/CONCEPT TO BE DISCUSSES;
World War I & Versailles Treaty
1. The causes of war: nationalism, imperialism, militarism, propaganda, & alliances
2. Triple Entente vs Triple Alliance
3. Immediate causes: Archduke, Zimmerman, & Lusitania
4. End of old-world warfare vs new militarism
5. Trench warfare—European phase of war
6. Entry of the US—why we went in
7. Impact of technology on warfare: tank, airplane, and industrialism
8. Military leadership on both sides
9. Costs and losses of the war
10. End of the war—why it came
11. Versailles Peace Treaty—failed diplomacy
12. US rejection of the League of Nations
TOPIC/CONCEPT TO BE DISCUSSES;
Civil War Era
1. Causes of war: sectionalism, slavery, industrialism, expansionism, balance of power
2. Immediate issues: John Brown, Dred Scott, Election of Lincoln, Ft Sumter
3. Failure of compromises—1850 and Crittenden 1860
4. Imbalance of advantages for the North
5. Critical battles: Shiloh, Antietam, Gettysburg, & Vicksburg
6. Leadership: Lincoln, Grant, Davis & Lee
7. War on the Potomac, War in the South, War In the West
8. Hospitals & Prisons
9. Emancipation Proclamation
10. Lincoln 2nd Term & Inauguration
11. Assassination of Lincoln
12. Lincoln’s conception of post-war reconstruction
TOPIC/CONCEPT TO BE DISCUSSES;
2nd Great Awakening
1. Begins as an out-growth of nationalism
2. Development of utopian socialism & communitarianism-Charles G. Finney
3. Burned out district—origin of New religions: Mormonism & Seventh Day Adventists
4. New Harmony, Oneida, Shakers, and
5. Women’s rights movement with: Anthony, Stanton, Dix & Seneca Falls
6. Prison reform advocacy
7. Educational reforms; Mann, Barnard, & Webster
8. Temperance Movement
9. Artistic developments—Transcendentalism-Hudson school of art
10. Revolution in Amer. Literature
11. North—South division of Protestant Churches—Baptists & Methodists
12. Development of Deism and Unitarianism
TOPIC/CONCEPT TO BE DISCUSSES;
Progressivism
1. Was an era of reform that occurred as outgrowth of industrial exploitation
2. Progressivism occurred at all levels of politics: national, state, & local
3. Hallmark changes include: 16, 17, 18, 18 Amendments
4. Popular electoral changes: referendum, recall, & initiative petitions
5. Local changes: city manager, commission, & mayor-council systems
6. State changes pioneered in Wisconsin, California, Nebraska
7. Presidential Progressives: Theodore Roosevelt, Wm Howard Taft & W. Wilson
8. Legislative achievements
9. Conservation. Labor reforms, urban changes
10. Progressive Party founded by TR
11. Gospel of efficiency—muckrakers and populists
12. Development of Social Justice
TOPIC/CONCEPT TO BE DISCUSSES;
Imperialism
1. Definition is economic and political control of one country over another
2. Stems from industrial age aggressiveness
3. US moves from insular to internationalist point of view
4. US attempt at control over the Caribbean.
5. US control over Pacific Ocean rim
6. US involvement in Japan and China
7. Purchase of Alaska, missionaries to Hawaii
8. Development of Naval Power—Mahan thesis
9. Revival of Monroe Doctrine with amendments
10. Spanish-American War
11. Dark side of imperialism: racist, ethnocentric,
12. Diplomatic initiatives; Open Door, Roosevelt Corollary etc
\
TOPIC/CONCEPT TO BE DISCUSSES;
Great Depression
1. Causes: Over-speculation, over-extension of credit, over-production, mal dist. of wealth
2. Decade long influence from abroad as result of WW I
3. Hoover policies too little too late to stem the depression
4. Oct. 29th stock market crash
5. Depression deepens and displaces more and more people
6. Dust bowl issue—trans-location of the poor
7. Nearly 30 % of the people unemployed
8. Government failed to regulate effectively
9. Bonus March of the veterans
10. Tariff policy was bad
11. Reconstruction Finance Corporation
12. Depression continues into the 1930’s nearly until 1939
TOPIC/CONCEPT TO BE DISCUSSES;
Monroe Doctrine
1. The formal public policy of President James Monroe
2. Prohibit European intervention into America
3. Origins of the doctrine—Channing, JQ Adams, & Monroe
4. Written by John Quincy Adams
5. Announced 1823 by the President
6. Remained a focal point of diplomacy throughout 19th century
7. Amended and reinforced by the Roosevelt Corollary
8. US actually enforced the doctrine by the strategic use of British Navy
9. Connections and responses from Europe
10. Spanish, French, German, and English concerns.
11. A check on the Congress of Vienna and old world powers
12. Sought to limit imperialism except it allowed US to act imperialistically
TOPIC/CONCEPT TO BE DISCUSSES;
Cold War Years
1. Came on the heels of the hot-war WW II as ideological conflict
2. Truman Administration Actions-Yalta Conference & beyond
3. Marshall Plan, Truman Doctrine, & Point Four
4. Role of nuclear power in Cold War
5. Korean War as part of Cold War
6. Leadership response to Cold War: Truman, Stalin, Khrushchev, Kennedy, & Ike
7. Cuban Missile Crisis as the Apex
8. Vietnam as residual part of the communist expansion
9. Failure of diplomacy to head of conflicts
10. Johnson’s role in the Cold War
11. Nixon and Kissinger in Cold War
12. Collapse of the Cold War under Reagan-Bush
TOPIC/CONCEPT TO BE DISCUSSES;
Vietnam War
1. Origins of Vietnam Conflict stem from failure /French colonialism & Asian nationalism
2. Communism’s expansion doctrine
3. American involvement begins in 1950’s escalates in 1960’s
4. The world issue of alliances: SEATO & NATO
5. Massive retaliation vs world conquest
6. Part of xenophobia of Bay of Pigs, Cuban Missile crisis, & Berlin
7. Escalation by Kennedy and Johnson
8. Gulf of Tonkin Resolution
9. Tet Offensive, Mai Lai, & Pleiku
10. South Vietnamese corruption in government
11. Election of 1968
12. End game came in 1972.
TOPIC/CONCEPT TO BE DISCUSSES;
Puritanism
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A European religious ideal framed by the Calvinist Doctrine
Primarily a New England phenomenon
Theocratic yet dealt with ideas of common consent
John Winthrop “City On A Hill”
Doctrines of the Covenant, Predestination, Good Works, & Salvation by Grace
Developers of the Social Contract
Concept of Limited Government
Distrust of Arbitrary Power
A Middle-Class Movement
Capitalistic economics
Humanistic but intolerant of vice
Hard work, sobriety, education, & loyalty
TOPIC/CONCEPT TO BE DISCUSSES;
Coming of the Revolution:
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Causes of Revolution: nationalism, militarism, propaganda, autocracy, imperialism.
Specific: Zenger, French & Indian War, Stamp Act
Britain’s reneging on Salutory NeglectDeclaratory Act
Townshend Acts
Intolerable Acts
British control of trade & commerce
Revolutionary thinkers—Tom Paine, Patrick Henry, Adams, & Jefferson
Declaration of Independence and what it implied & meant
Britain’s attempt at the use of military force
The triggers: Concord, Lexington, et.al.
Development of concept of guerrilla warfare-from the Indians
TOPIC/CONCEPT TO BE DISCUSSES;
Age of Nationalism:
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The role of Declaration, Confederation, & Constitution
Contributions of leaders: Hamilton, Washington, Madison, Adams—et.al.
Jeffersonian Democracy
Bill of Rights & national expansion
Lewis & Clark, Pike, & Serra expeditions
Cotton gin
Emergence of new leaders: Calhoun, Clay, Webster, & Jackson
War of 1812
Symbols of nationalism
Foreign policy issues
Immigration & expansionism
Issue of slavery & expansionism
TOPIC/CONCEPT TO BE DISCUSSES;
Constitution & Bill of Rights:
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Fundamental philosophy
Tenets of: all men are equal, unalienable rights, freedom of press, & religion
Development of the separation of powers concept
Development of constitutionalism
Role of G. Washington, Hamilton, Madison, & Marshall
Development of concept of civilian control of the military
Developments and concerns of political parties
Protections of Bill of Rights
Jefferson & Madison’s Admin.
Marshall and the great decisions
Amendment Process
Privileges of citizens
TOPIC/CONCEPT TO BE DISCUSSES;
Lewis & Clark Expedition:
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Meriweather Lewis commissioned by Jefferson for journey
Lewis recruits Clark as Co-Captain & selection Corps of Discovery
Objective: Head waters of Missouri on to Pacific Ocean
Special roles of Sacajawea, Charbeneau, York, & Colter
Indian Tribes Encountered—Sacajewea & guides
Outbound experiences with Mandans, Blackfeet, Nez Perce
The Grand Columbia River on to Pacific Ocean
The Return Trip—Clark to Yellowstone
John Colter’s Experience
The Great Journals of Lewis & Clark
The scientific information from the journey
Retrospective historical importance of the Corps of Discovery
TOPIC/CONCEPT TO BE DISCUSSES;
Missouri Compromise & Sectionalism:
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Agreement struck by Henry Clay to deal with expansion of slavery
Missouri to be admitted as slave state, Maine to be admitted as free state
Boundary Line drawn—Mason/Dixon Line.
Potential expansion favored slave states
Fractured relations with Calhoun, Clay, Webster, & JQA
A very tenuous agreement
The beginning of organized (not de facto) sectionalism
Environmental, racial, political, & economic sectionalism
Signaled the rising importance of the West
Influence of Thomas Hart Benton thereafter
Long range cause of civil war strife
Enduring region of sectionalism of the Midwest in future US History
TOPIC/CONCEPT TO BE DISCUSSES;
John Marshall & Supreme Court
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The Supreme Court before John Marshall—In effective with nothing to do.
John Marshall the giant of judgment
Marbury vs Madison case
Fletcher vs Peck case
McCulloch vs Maryland case
Dartmouth College vs Woodward case
Gibbons vs Ogden
Cherokee Nation vs Georgia case
Worcester vs Georgia
Cohen’s vs Virginia
Establishes the Concept of Judicial Review
Serves Longer than any other Justice
TOPIC/CONCEPT TO BE DISCUSSES;
Abolitionism:
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Began in the post constitutional era
Major movement during the 2nd Great Awakening
Philosophic dichotomy south vs north
William Lloyd Garrison-Liberator
Theodore Dwight Weld
Grimke Sisters
Abolition among the intellectual Trancendentalists [New Englanders]
War With Mexico and conscience abolitionists
Compromise of 1850/Kansas Nebraska Act
John Brown escapade
Dred Scot Case-1858
Abolitionism inflames the nation into Civil War.
TOPIC/CONCEPT TO BE DISCUSSES;
Slavery & Plantation Culture:
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Slavery in the new world came early
Slavery was incredibly diverse-many African cultures converge
Slavery under the constitution & concept of property
American social pyramid—slavery at the bottom
Sociology of ante-bellum slavery in the US—Ira Berlin thesis
Barrow Plantation as an example
Washington, Jefferson, et.al. as slave owners
Slavery under the Declaration’s ideology
Plantations were for high labor intensive crops: tobacco, sugar, rice & cotton
Slavery on the market block—devastation to families
Slavery and religion
Anti-slavery movements
TOPIC/CONCEPT TO BE DISCUSSES;
Urbanization & Immigration:
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Pre-Civil War immigration came from Northern Protestant Europe
Urbanization occurred along the Atlantic sea-coast at first.
Eventually interior cities arose-immigration gradual.
Antebellum immigration was from Western Europe primarily
Gilded Age immigration from Southern and Eastern Europe-Catholic/Jewish
Urbanization mushroomed exponentially because of industrialism
Plight of starving Europeans-the potato famine in Ireland
The massive explosion of population centers along industrial corridor
Tenement houses, slums, and gravitation from rural to urban centers
Problems of; crime, poverty, disease, exploitation
Positive contributions of immigrants—Carnegie among others
Urbanization aided by transportation of immigrants—ergo the railroad
TOPIC/CONCEPT TO BE DISCUSSES;
Cold War Years:
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Begins as an ideological struggle at the end of WW II
Communism vs Democracy in the West
Potsdam Conference and Yalta as spawning grounds
Impact of the bombing of Hiroshima and Nagasaki
Russian seizure of land of eastern Europe
Concept of Massive Relation leads to H-bomb development
Arms Race heats up
Eisenhower vs Khrushchev conflict
Korean War as war to define the limitations of expansion
Containment policy of George Kennan
Other Cold War leaders: Acheson, Lovett, Bundy, Ball,& Harriman
Cuban Missile Crises become the Apex of Cold War
TOPIC/CONCEPT TO BE DISCUSSES;
Civil Rights Movement:1945-1995
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Has roots back in the Jazz Age of the 1920’s
Back to Africa Movement vs assimilation
Military integration during WW II successful
Postwar militancy: Brown vs Board of Education
Emergence of major African American leaders
Martin Luther King in Particular
Events of Little Rock, Selma
Civil Rights Struggles of 1960’s: Freedom Riders, March on Washington,
Civil Rights Acts of 1964-65
Black Panthers and race riots in Newark, LA, Detroit, and New York
King Assassinated, 1968
Equal right Amendment passed but ultimately failed
TOPIC/CONCEPT TO BE DISCUSSES;
Rise of Labor: 19 & 20th Centuries
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Slavery has to be a discussion issue in this concept.
Farm labor was family oriented and explains why the large families
Labor unions begin in pre-Civil War New England
Commonwealth vs Hunt
Post War Unions come into being
National Labor Union-Wm Sylvis
Knights of Labor-Terrence Powderly
AFL & skill unions-Gompers
Other union movements
CIO organizes during Great Depression for unskilled workers
Post WW II – Labor unions unite
Labor becomes a competitor with management and government
TOPIC/CONCEPT TO BE DISCUSSES;
The Nifty-Fifties:
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The decade began with a nasty military action in Korea.
The Truman Years and problems
Election of 1952 and coming of Dwight D. Eisenhower
Decade of conformity, consensus, and consumption
Civil Rights achievements: Brown vs Board of Ed. Topeka Kansas
Inter-state highway system comes into being
Cold War hits high points vs Communism
Implementation of integration
Impact of the “Boomers”
Ike warns against military/industrial complex
Decade of peace and prosperity
Culture of the “Nifty-Fifties”
TOPIC/CONCEPT TO BE DISCUSSES;
Globalism:
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The concept of globalism really begins with Ferdinand Magellan
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The age of European Expansion to the New World
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Immigration as funnel of the world to America
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Imperialism in late 19th century made US outwardly global
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World War I engaged the US in the world order forcebly
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League of Nations was turning point
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WW II was world wide globalism for US survival
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Cold War years of containment kept US on global track--UN
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Cuban Missile Crisis was total involvement and threat
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Regional defense alliances have kept world and US involved
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The oil demands of the world
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Now the economic ascendancy of China, India, Middle East, & Latin America keep the world
order integrated and inter-related.
TOPIC/CONCEPT TO BE DISCUSSES;
Diversity in American Culture:
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Diversity among Native Americans
Diversity among African immigrants to the New World
Diversity among European Whites to the New World
The impact of religion on diversity-Christianity, Judaism, Muslim, & Oriental
The modern 19th & 20th century impact of gender in diversity
The assimilation of races: Mestizos, mullatoes, & Amer-Asians
The contribution of free public education on diversity
The break-down of the class structure in cycles
The modern movement of gay rights in America
The ability of movement internally creates new diversity
Sectionalism, environmental, and class in diversity
America really is the “melting pot of the world.”
Concepts For Free Response Essay Study
 European Expansionism
 Pre-Columbian Western Hemisphere
 Spanish/English/French Colonial System
 Mercantilism
 First settlements Chesapeake vs New England
 Colonial Conflicts & Cultures
 Puritanism
 The Great Awakening
 Salutory Neglect/Zenger Trial/Deism
 French & Indian War
 Adam Smith & Laissez-faire
 Coming of the Revolution/War of Independence
 Articles of Confederation
 Federal Constitution
 Federalist Era/Unparallel Leaders
 Jeffersonian Democracy/Empire builders
 Age of Nationalism
 Era of Good Feelings
 Lewis & Clark
 Monroe Doctrine
 Missouri Compromise
 John Marshall & the Judiciary
 Jacksonian Democracy
 Emerging Capitalism/Market Revolution
 2ns Great Awakening
 Transcendentalism
 Abolitionism
 Manifest Destiny
 Sectionalism
 Slavery & Plantation Culture
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Sectional Challenges
Civil War
Reconstruction
Trans-Mississippi West
Industrialism
Emergence of Labor
Urbanization
Gilded Age Culture
Populism
Social Darwinism
Imperialism & US
Progressivism in the US
World War I & Treaty of Versailles
The Jazz Age
Crash/Depression/New Deal
War & Society:1939-1945
Cold War
Nifty-Fifties
Civil Rights Movement
Vietnam
Politics of Polarization