Ms. Wiley's APUSH Period 5 Packet, 1840S-1870S

Ms. Wiley’s APUSH Period 5 Packet, 1840s-1870s Name: Page #(s) Document Name: 2-4 1) Period 5 Summary: ?s, Concepts, Themes, & Assessment Info 5 2) Timeline 6-14 3) Manifest Destiny & Mexican-American War 15-16 4) Perspectives on the Mexican-American War (1846-1848) 17 5) 1850s Text Assignment 18-21 6) Sources on Secession 22 7) Secession: Legal and Moral Questions 23-24 8) Sources on Lincoln 25-29 9) Lincoln Viewing Guide 30-31 10) Reconstruction Simulation 32-38 11) Sources on Reconstruction 39-40 12) Gone with the Wind Analysis 1 Period 5 Summary (1840s-1870s) Key Questions for Period 5: - Was the war with Mexico (1846-’48) justifiable, politically, economically, and/or ideologically? - Was the secession of the Southern States in 1860, following Lincoln’s electoral victory, justifiable, politically, economically, and or/ideologically? - Was the Civil War inevitable? - Would it have been better to let the Southern states go, as they wished? - How has Civil War historiography shifted over time? How is the Civil War and Reconstruction taught differently throughout the nation? - Why do some Americans see no problem waiving the Confederate flag, and others find it so offensive? - What is the legacy of Reconstruction? Did it help or hurt the nation recover? - Did the 13th-15th Amendments actually improve the lives of African Americans in this Period? - To what extent did America move closer to the ideals espoused in the Declaration of Independence throughout this Period? Key Concept 1: The U.S. became more connected with the world, pursued an expansionist foreign policy in the Western Hemisphere, and emerged as the destination for many migrants from other countries. Related Ideas/Examples: - Popular enthusiasm for U.S. expansion, bolstered by economic and security interest, resulted in the acquisition of new territories, substantial migration westward, and new overseas initiatives. o The desire for access to resources and the hope of many settlers for economic opportunities or religious refuge led to an increased migration to and settlement in the West. o Advocates of annexing western lands argued that Manifest Destiny and the superiority of American institutions compelled the U.S. to expand its borders westward to the Pacific Ocean. o The U.S. added large territories in the West through victory in the Mexican-American War (1846-’48) and diplomatic negotiations, raising questions about the status of slavery, American Indians, and Mexicans in the newly acquired lands. o Westward migration was boosted during and after the Civil War (1861-’65) by the passage of new legislation promoting Western transportation and economic development. o U.S. interest in expanding trade led to initiatives to create more economic and diplomatic ties with Asia in the 1850s. [This will be covered in Period 6, in the context of American imperialism.] - In the 1840s and 1850s, Americans continued to debate questions about rights and citizenship for various groups of U.S. inhabitants. o Substantial numbers of international migrants continued to arrive in the U.S. from Europe and Asia, mainly from Ireland and Germany, often settling in ethnic communities where they would preserve elements of their languages and customs. [Continuation from Period 4.] o A strongly anti-Catholic nativist movement continued to develop that was aimed at limiting new immigrants’ political power and cultural influence. [Continuation from Period 4.] o U.S. government interaction and conflict with Mexican Americans and American Indians increased in regions newly taken from American Indians and Mexico, altering these groups’ economic self-sufficiency and cultures. Related Themes: - American and National Identity: o Analyze how ideas about national identity changed in response to U.S. involvement in international conflicts and the growth of the United States. o Analyze relationships among different regional, social, ethnic, and racial groups, and explain how these groups’ experiences have related to U.S. national identity. - Migration and Settlement: o Analyze causes of internal migration and patterns of settlement in what would become the U.S., and explain how migration has affected American life. o Explain the causes of migration to colonial North America and, later, the U.S., and analyze immigration’s effects on U.S. society. - Geography and Environment: Explain how geographic and environmental factors shaped the development of various communities, and analyze how competition for and debates over natural resources have affected both interactions among 2 different groups and the development of government policies. - America in the World: o Analyze the reasons for, and results of, U.S. diplomatic, economic, and military initiatives in North America and overseas. o Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples, have influenced political, economic, and social developments in North America. - Culture and Society: Explain how different group identities, including racial, ethnic, class, and regional identities, have emerged and changed over time. Key Concept 2: Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into a civil war. Related Ideas/Examples: - Ideological and economic differences over slavery produced an array of diverging responses from Americans in the North and the South. [Continuation from Period 4.] o The North’s expanding manufacturing economy relied on what Northerners called “free labor” in contrast to the Southern economy’s dependence on slave labor. Free labor meant that all workers should be “free” to labor as they see fit, competing in the market economy to improve their lot, economically and socially. Some Northerners did not object to slavery on principle but believed that slavery would undermine the free labor market by undercutting competition and maintaining large levels of inequality. As a result, a “free-soil” movement arose that portrayed the expansion of slavery as incompatible with free labor. Free-soilers, as they were called, argued that free men on free soil comprised a morally and economically superior system to slavery. o African American and white abolitionists, although a minority in the North, mounted a highly visible campaign against slavery, presenting moral arguments against the institution and assisting slaves’ escapes. [Continuation from Period 4.] o Defenders of slavery based their arguments on racial doctrines, the view that slavery was a positive good, and the belief that slavery and states’ rights were protected by the Constitution. [Continuation from Period 4.] - Debates over slavery came to dominate political discussion in the 1850s, culminating in the bitter election of 1860 and the secession of Southern states. o The Mexican Cession (1848), as part of the Treaty of Guadalupe Hidalgo, led to heated controversies over whether to allow slavery in the newly acquired territories. o The courts and national leaders made a variety of attempts to resolve the issue of slavery in the territories but these ultimately failed to reduce conflict (Compromise of 1850, Kansas-Nebraska Act of 1854, Dred Scott decision of 1857). o The Second Party System (Democrats vs. Whigs, a product of the Jackson presidency) ended when the issues of slavery and anti-immigrant nativism weakened loyalties to the two major parties and fostered the emergence of purely sectional parties, most notably the Republican party in the North. o Abraham Lincoln’s victory in 1860 on the Republicans’ free-soil platform (which opposed the expansion of slavery in the West) was accomplished without any Southern electoral votes. After a series of contested debates about secession, most slave states voted to secede from the Union, precipitating the Civil War. Related Themes: - American and National Identity: o Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural values, political institutions, and American identity. o Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society. - Politics and Power: o Explain how popular movements, reform efforts, and activist groups have sought to change American society and institutions. o Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed. - Work, Exchange, and Technology: Explain how different labor systems developed in North America and the U.S., and explain their effects on workers’ lives and U.S. society. Key Concept 3: The Union victory in the Civil War and the contested reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights. 3 - The North’s greater manpower and industrial resources, along with the leadership of Lincoln and others, eventually led to the Union military victory over the Confederacy in the devastating Civil War. o Both the Union and the Confederacy mobilized their economies and societies to wage the war even while facing considerable home front opposition. o Lincoln and most Union supporters began the Civil War to preserve the Union, but Lincoln’s decision to issue the Emancipation Proclamation (1863), freeing slaves in the Confederate states (but not Union states), reframed the purpose of the war and helped prevent the Confederacy

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