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The American People

Creating a Nation and a Society Volume 1 To 1877

Eighth Edition

RESALE Gary B. Nash Julie Roy Jeffrey University of California, Los Angeles Goucher College General Editor General Editor

John R. Howe Allan M. Winkler University of MinnesotaFOR Miami University Allen F. Davis Charlene Mires Temple University Rutgers University—Camden

Peter J. Frederick Carla Gardina Pestana NOTWabash College Miami University

Boston Columbus Indianapolis New York City San Francisco Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montréal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo A01_NASH0008_08_SE_FM.indd Page 2 2/5/16 11:58 AM s-w-149 /205/PH02203/9780134170008_NASH/NASH_CREATING_A_NATION_AND_A_SOCIETY8_SE_97801341 ...

Editor-in-Chief: Ashley Dodge Managing Editor: Amber Mackey Program Manager: Carly Czech Production Managing Editor: Denise Forlow Production Project Manager: Manuel Echevarria Editorial Assistant (Program Support): Casseia Lewis Senior Marketing Coordinator: Susan Osterlitz Editorial Project Manager: Doug Bell, Lumina Datamatics, Inc. Development Editor: Jeffrey L. Goldings Asset Development Project Management: LearningMate Solutions, Ltd. Senior Operations Supervisor: Mary Fischer Operations Specialist: Mary Ann Gloriande Associate Director of Design: Blair Brown Interior Design: Kathryn Foot Cover Director: Maria Lange Cover Project Manager: Lumina Datamatics, Inc. Cover Image: Everett Historical/Shutterstock Full-Service Project Management and Composition: Jogender Taneja, iEnergizer Aptara®, Ltd. Printer/Binder: RR Donnelley/Willard Cover Printer: Phoenix Color/Hagerstown Acknowledgements of third party content appear on page C-1, which constitutes an extension of this copyright page. Copyright © 2017, 2011, 2008 by Pearson Education, Inc., or its affiliates. All Rights Reserved. This digital publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise except as authorized for use under the product subscription through which this digital application is accessed. For information regarding permissions, request forms and the appropriate contacts within the Pearson Education Global Rights & Permissions department, please visit www.pearsoned.com/permissions/. RESALE PEARSON and ALWAYS LEARNING are exclusive trademarks in the U.S. and/or other countries owned by Pearson Education, Inc., or its affiliates. Unless otherwise indicated herein, any third-party trademarks that may appear in this work are the property of their respective owners and any references to third-party trademarks, logos or other trade dress are for demon- strative or descriptive purposes only. Such references are not intended to imply any sponsorship, endorsement, authorization, or promotion of Pearson’s products by the owners of such marks, or any relationship between the owner and Pearson Education, Inc., or its affiliates, authors, licensees, or distributors.

Library of Congress Cataloging-in-Publication Data Names: Nash, Gary B., editor. Title: The American people : creating a nationFOR and a society / Gary B. Nash University of California, Los Angeles, general editor; John R. Howe, University of Minnesota; Allen F. Davis, Temple University; Peter J. Frederick, Wabash College; Julie Roy Jeffrey, Goucher College; Allan M. Winkler, Miami University; Charlene Mires, Rutgers University-Camden; Carla Gardina Pestana, Miami University. Description: Eighth edition. | Boston : Pearson, 2017. | Includes bibliographical references and index. Identifiers: LCCN 2016001411 | ISBN 9780134170008 (v.1) Subjects: LCSH: United States—History. Classification: NOTLCC E178.1 .A49355 2017 | DDC 973—dc23 LC record available at http://lccn.loc.gov/2016001411

10 9 8 7 6 5 4 3 2 1 Volume 1 Student Edition ISBN 10: 0-13-417000-8 ISBN 13: 978-0-13-417000-8 A01_NASH0008_08_SE_FM.indd Page 3 2/5/16 11:58 AM s-w-149 /205/PH02203/9780134170008_NASH/NASH_CREATING_A_NATION_AND_A_SOCIETY8_SE_97801341 ...

Brief Contents

1 Ancient America and Africa 1 8 Currents of Change in the Northeast and the Old Northwest 201 2 Europeans and Africans Reach the Americas 19 9 Slavery and the Old South 226

3 Colonizing a Continent in the 10 Shaping America in the Seventeenth Century 40 Antebellum Age 252

4 The Maturing of Colonial Society 73 11 Moving West 281

5 Bursting the Bonds of Empire 104 12 The Union in Peril 306

6 A People in Revolution 130 13 The Civil War 330

7 Creating a Nation 166 14 The Union Reconstructed 355 RESALE

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Contents

Preface xiii 3 Colonizing a Continent in the About the Authors xix Seventeenth Century 40

1 Ancient America and Africa 1 3.1: The Chesapeake Tobacco Coast 42 1.1: The Peoples of America Before Columbus 2 3.1.1: Jamestown, Sot Weed, and Indentured Servants 42 1.1.1: Migration to the Americas 2 1.1.2: Hunters, Farmers, and Environmental Factors 3 3.1.2: expansion and Indian War 44 1.1.3: Mesoamerican Empires 4 3.1.3: Proprietary Maryland 44 1.1.4: regional North American Cultures 5 Recovering the Past: Houses 45 Recovering the Past: Archaeological Artifacts 7 3.1.4: Daily Life on the Chesapeake 46 1.1.5: The Iroquois 8 3.1.5: Bacon’s Rebellion Engulfs Virginia 46 1.1.6: Contrasting Worldviews 8 3.2: Massachusetts and Its Offspring 48 1.2: Africa on the Eve of Contact 10 3.2.1: Puritanism in England 48 1.2.1: The Kingdoms of Central and West Africa 10 3.2.2: Plymouth Plantation 49 1.2.2: African Slavery 13 3.2.3: New Englanders and Indians 51 1.2.3: The African Ethos 13 3.2.4: The Web of Village Life 52 1.3: europe on the Eve of Invading the Americas 14 3.2.5: King Philip’s War in New England 54 1.3.1: The “Rebirth” of Europe 14 3.2.6: Slavery in New England 55 1.3.2: The New Monarchies and the Expansionist 3.3: From the St. Lawrence to the Hudson 56 Impulse 16 3.3.1: France’s America 56 1.4: Conclusion: The Approach of a New Global Age 17 3.3.2: england Challenges the Dutch 56 Questions for Review and Reflection 17 RESALE 3.4: Proprietary Carolina: A Restoration Reward 57 Key Terms 18 3.4.1: The Indian Debacle 58 3.4.2: early Carolina Society 59 2 Europeans and Africans Reach 3.4.3: The Southern Transition to Slave Labor 59 the Americas 19 3.4.4: The System of Bondage 60 2.1: Breaching the Atlantic 20 3.5: The Quakers’ Peaceable Kingdom 61 2.1.1: The Columbian Voyages 21 3.5.1: The Early Friends 61 2.1.2: religious Conflict During the Era of 3.5.2: early Quaker Designs 62 Reconnaissance 21 3.5.3: Pacifism in a Militant World: Quakers 2.2: The Spanish Conquest of America FOR23 and Indians 63 2.2.1: Caribbean Experiments 24 3.5.4: Building the Peaceable Kingdom 64 2.2.2: The Conquistadors’ Onslaught at 3.5.5: The Limits of Perfectionism 64 Tenochtitlán 25 3.6: New Spain’s Northern Frontier 64 2.2.3: The Great Dying 25 3.6.1: Popé’s Revolt 64 2.2.4: The Columbian Exchange 26 3.6.2: Decline of Florida’s Missions 66 2.2.5: Silver, Sugar, and Their Consequences 28 3.7: An Era of Instability 66 2.2.6: Spain’s Northern Frontier 29 3.7.1: organizing the Empire 66 2.3: england Looks West 30 3.7.2: The Glorious Revolution in North America 67 2.3.1: NOT england Challenges Spain 30 3.7.3: The Social Basis of Politics 68 Recovering the Past: Representations 3.7.4: Witchcraft in Salem 69 of Native America 31 3.8: Conclusion: The Achievement of New Societies 70 2.3.2: The Westward Fever 33 Questions for Review and Reflection 72 2.3.3: Anticipating North America 34 Key Terms 72 2.4: African Bondage 35 2.4.1: The Slave Trade 36 4 The Maturing of Colonial Society 73 2.5: Conclusion: Converging Worlds 37 4.1: The North: A Land of Family Farms 75 Questions for Review and Reflection 39 4.1.1: Northern Agricultural Society 75 Key Terms 39 v A01_NASH0008_08_SE_FM.indd Page 6 2/5/16 11:58 AM s-w-149 /205/PH02203/9780134170008_NASH/NASH_CREATING_A_NATION_AND_A_SOCIETY8_SE_97801341 ...

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4.1.2: Unfree Labor 76 5.3.3: The Role of Urban People 119 4.1.3: Changing Values 77 5.3.4: The Final Rupture 120 4.1.4: Women and the Family in the Northern 5.3.5: Thomas Paine’s Common Sense 120 Colonies 78 5.4: Severing the Colonial Bonds 121 4.2: The Plantation South 79 5.4.1: Declaring Independence 121 4.2.1: Southern Economic Change 79 5.4.2: Congress and the Articles of 4.2.2: Southern Plantation Society 80 Confederation 122 4.2.3: The Backcountry 80 5.4.3: Mobilizing the People 123 4.2.4: enslaved Africans in the Southern 5.4.4: A Republican Ideology 124 Colonies 81 5.4.5: Forming New Governments 125 4.2.5: resistance and Rebellion 82 5.4.6: Different Paths to the Republican Goal 126 4.2.6: Black Religion and Family 83 5.4.7: Women and the Limits of Republican 4.3: Contending for a Continent 84 Citizenship 127 4.3.1: France’s Inland Empire 84 5.5: Conclusion: Coming of Revolution 128 4.3.2: A Generation of War 86 Questions for Review and Reflection 129 Key Terms 129 4.3.3: Spain’s Frail North American Grip 87 4.3.4: Cultural and Ecological Changes Among 6 A People in Revolution 130 Interior Tribes 88 4.4: The Urban World of Commerce and Ideas 88 6.1: The War for American Independence 132 4.4.1: Sinews of Trade 89 6.1.1: The War in the North 132 4.4.2: The Artisan’s World 89 6.1.2: The War Moves South 134 4.4.3: Urban Social Structure 90 6.1.3: Native Americans in the Revolution 136 4.4.4: The Entrepreneurial Ethos 90 6.1.4: Negotiating Peace 137 Recovering the Past: Household Inventories 91 6.1.5: The Ingredients of Victory 138 4.4.5: The American Enlightenment 93 6.2: The Experience of War 139 6.2.1: recruiting an Army 140 4.5: The Great Awakening 94 6.2.2: The Hardships of War 140 4.5.1: religious Mosaic 94 RESALE 4.5.2: The Awakeners’ Message 95 Recovering the Past: Military Muster Rolls 141 4.5.3: revivalism in the Urban North 96 6.2.3: Civilians and the War 143 4.5.4: Southern Revivalism 96 6.2.4: The Loyalists 145 4.5.5: Legacy of the Awakening 97 6.2.5: African Americans and the War 146 6.2.6: The Challenge of Demobilizing the Army 148 4.6: Political Life 98 6.3: Peacetime Opportunities and Challenges 148 4.6.1: Structuring Colonial Governments 99 6.3.1: Separating Church and State 148 4.6.2: The Power of the People 99 6.3.2: Slavery Under Attack 149 4.6.3: The Spread of Whig Ideology 101 6.3.3: opening the West 151 4.7: Conclusion: America in 1750 FOR102 6.3.4: Surviving in a Hostile Atlantic World 152 Questions for Review and Reflection 103 Key Terms 103 6.3.5: Conservative Resurgence and Shays’s Rebellion 154 5 Bursting the Bonds of Empire 104 6.4: Toward a New National Government 155 6.4.1: The Rise of Federalism 156 5.1: The Climactic Seven Years’ War 105 6.4.2: The Grand Convention 156 5.1.1: War and the Management of Empire 106 6.4.3: Drafting the Constitution 157 5.1.2: outbreak of Hostilities 107 6.4.4: Federalists Versus Anti-Federalists 159 5.1.3: Tribal Strategies 108 6.4.5: The Struggle over Ratification 160 5.1.4: ConsequencesNOT of the Seven Years’ War 109 6.4.6: The Social Geography of Ratification 161 5.2: The Crisis with Britain 111 6.5: Conclusion: Completing the Revolution 163 5.2.1: Sugar, Currency, and Stamps 111 Questions for Review and Reflection 164 5.2.2: Stamp Act Riots 112 Key Terms 165 Recovering the Past: Poetry 113 5.2.3: Gathering Storm Clouds 114 7 Creating a Nation 166 5.3: on the Brink of Rebellion 115 7.1: Launching the National Republic 167 5.3.1: Protesting Farmers 116 7.1.1: Beginning the New Government 168 5.3.2: The Growing Rift 117 7.1.2: The Bill of Rights 169 A01_NASH0008_08_SE_FM.indd Page 7 06/02/16 11:47 AM f-w-155-user /205/PH02203/9780134170008_NASH/NASH_CREATING_A_NATION_AND_A_SOCIETY8_SE_97801341 ...

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7.1.3: New Federal Economic Policies 169 Recovering the Past: Family Paintings 218 7.1.4: Federal Indian Policies 171 8.5.5: Mounting Urban Tensions 219 7.1.5: The Whiskey Rebellion 173 8.5.6: The Black Underclass 220 7.2: Society in the Early American Republic 174 8.6: Rural Communities 221 7.2.1: Regional Differences in an Agricultural 8.6.1: Farming in the East 222 Society 174 8.6.2: Frontier Families 223 7.2.2: The Nation’s Cities 176 8.6.3: Opportunities in the Old Northwest 223 7.2.3: Forming Free Black Communities 177 8.6.4: Agriculture and the Environment 224 7.2.4: Conquering Distance 178 8.7: Conclusion: The Character of Progress 224 Recovering the Past: Foreign Travel Journals 180 Questions for Review and Reflection 225 Jacques-Pierre Brissot’s Travel Journal 180 Key Terms 225 7.2.5: Religious Revival and Patriotic Celebration 181 7.3: A Nation Divided 183 9 Slavery and the Old South 226 7.3.1: The Promise and Peril of the French 9.1: Building a Diverse Cotton Kingdom 227 Revolution 183 9.1.1: The Expansion of Slavery in a Global 7.3.2: Haiti and the Promise of African Liberty Economy 228 in the Americas 184 9.1.2: Slavery in Latin America 229 7.3.3: The Democratic–Republican Societies 185 9.1.3: White and Black Migrations 230 7.3.4: Deepening Political Crisis 187 9.2: The Missouri Compromise 231 7.3.5: The Alien and Sedition Acts 188 9.2.1: Southern Dependence on Slavery 231 7.4: Jeffersonian Republican Triumph 190 9.2.2: Paternalism and Honor in the 7.4.1: The “Revolution of 1800” 190 Planter Class 232 7.4.2: Opening the Trans-Mississippi West 191 9.2.3: Slavery, Class, and Yeoman Farmers 232 7.4.3: Struggling for Neutral Rights 193 9.2.4: The Nonslaveholding South 233 7.4.4: Native American Resistance to Westward 9.3: Morning: Master and Mistress in the Big House 235 Expansion 194 9.3.1: The Burdens of Slaveholding and the 7.4.5: The War of 1812 195 RESALEPlantation Mistress 236 7.4.6: The Collapse of the Federalist–Jeffersonian 9.3.2: Justifying Slavery 237 Party System 197 9.4: Noon: Slaves in House and Fields 238 7.5: Conclusion: A Period of Trial and Transition 198 9.4.1: Daily Toil 238 Questions for Review and Reflection 199 Key Terms 200 9.4.2: Slave Health and Punishments 239 9.4.3: Slave Law and the Family 240 8 Currents of Change in the 9.5: Night: Slaves in Their Quarters 242 Northeast and the Old Northwest 201 9.5.1: Black Christianity 242 9.5.2: The Power of Song 243 8.1: Economic Growth 203 FOR 9.5.3: The Enduring Family 243 8.1.1: The Trans-Atlantic Context for Growth 203 9.6: Resistance and Freedom 244 8.1.2: Factors Fueling Economic Development 203 9.6.1: Forms of Black Protest 244 8.1.3: Capital and Government Support 205 9.6.2: Slave Revolts 245 8.1.4: A New Mentality 205 9.6.3: Free Blacks: Becoming One’s Own Master 246 8.1.5: Ambivalence Toward Change 206 8.1.6: The Advance of Industrialization 207 Recovering the Past: Folktales 248 8.1.7: Environmental Consequences 208 9.7: Conclusion: Douglass’s Dream of Freedom 250 Questions for Review and Reflection 251 8.2: Early Manufacturing 209 Key Terms 251 8.3: A NewNOT England Textile Town 210 8.3.1: Working and Living in a Mill Town 210 10 Shaping America in the 8.3.2: Female Responses to Work 211 Antebellum Age 252 8.3.3: The Changing Character of the Workforce 211 8.4: Factories on the Frontier 212 10.1: Religious Revival and Reform Philosophy 254 8.5: Urban Life 214 10.1.1: Finney and the Second Great Awakening 254 8.5.1: The Process of Urbanization 214 10.1.2: The Transcendentalists 255 8.5.2: Class Structure in the Cities 215 10.2: The Political Response to Change 255 8.5.3: The Urban Working Class 216 10.2.1: Changing Political Culture 256 8.5.4: Middle-Class Life and Ideals 216 10.2.2: Jackson’s Path to the White House 256 A01_NASH0008_08_SE_FM.indd Page 8 06/02/16 11:47 AM f-w-155-user /205/PH02203/9780134170008_NASH/NASH_CREATING_A_NATION_AND_A_SOCIETY8_SE_97801341 ...

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10.2.3: Old Hickory’s Vigorous Presidency 258 11.5.2: The Fort Laramie Council, 1851 302 10.2.4: Jackson’s Native American Policy 259 11.5.3: Overwhelming the Mexican Settlers 302 10.2.5: Jackson’s Bank War and “Van Ruin’s” 11.6: Conclusion: Fruits of Manifest Destiny 304 Depression 261 Questions for Review and Reflection 305 10.2.6: The Second American Party System 263 Key Terms 305 10.3: Perfectionist Reform and Utopianism 264 10.3.1: The International Character of Reform 265 12 The Union in Peril 306 10.3.2: The Dilemmas of Reform 265 12.1: Slavery in the Territories 307 10.3.3: Utopian Communities: Oneida and 12.1.1: Free Soil or Constitutional Protection? 308 the Shakers 266 12.1.2: Popular Sovereignty and the Election 10.3.4: Other Utopias 266 of 1848 309 10.3.5: Millerites and Mormons 267 12.1.3: The Compromise of 1850 309 Recovering the Past: Slave Narratives 268 12.1.4: Consequences of Compromise 310 10.4: Reforming Society 270 12.2: Political Disintegration 312 10.4.1: Temperance 270 12.2.1: Weakened Party Politics in the Early 10.4.2: Health and Sexuality 272 1850s 312 10.4.3: Humanizing the Asylum 272 12.2.2: The Kansas–Nebraska Act 313 10.4.4: Working-Class Reform 273 12.2.3: Expansionist “Young America” in the 10.5: Abolitionism and Women’s Rights 273 Larger World 313 10.5.1: Tensions Within the Antislavery 12.2.4: Nativism, Know-Nothings, and Movement 274 Republicans 315 10.5.2: Flood Tide of Abolitionism 276 12.3: Kansas and the Two Cultures 317 10.5.3: Women Reformers and Women’s Rights 276 12.3.1: Competing for Kansas 317 10.6: Conclusion: Perfecting America 279 12.3.2: “Bleeding Kansas” 318 Questions for Review and Reflection 280 12.3.3: Northern Views and Visions 319 Key Terms 280 12.3.4: The Southern Perspective 320 12.4: PolarizationRESALE and the Road to War 321 11 Moving West 281 12.4.1: The Dred Scott Case 321 11.1: Probing the Trans-Mississippi West 282 12.4.2: Constitutional Crisis in Kansas 321 11.1.1: The International Context for American 12.4.3: Lincoln and the Illinois Debates 322 Expansionism 283 12.4.4: John Brown’s Raid 323 11.1.2: Early Interest in the West 283 12.4.5: The Election of 1860 323 11.1.3: Manifest Destiny 285 12.5: The Divided House Falls 324 11.2: Winning the Trans-Mississippi West 285 12.5.1: Secession and Uncertainty 325 11.2.1: Annexing Texas, 1845 285 12.5.2: Lincoln and Fort Sumter 325 11.2.2: War with Mexico, 1846–1848 FOR287 Recovering the Past: Senate Speeches 327 11.2.3: California and New Mexico 288 12.6: Conclusion: The “Irrepressible Conflict” 328 11.2.4: The Treaty of Guadalupe Hidalgo, 1848 289 Questions for Review and Reflection 329 11.2.5: The Oregon Question, 1844–1846 289 Key Terms 329 11.3: Going West and East 290 11.3.1: The Emigrants 290 13 The Civil War 330 11.3.2: Migrants’ Motives 291 13.1: Organizing for War 331 11.3.3: The Overland Trails 291 13.1.1: The Balance of Resources 331 Recovering the Past: Personal Diaries 292 13.1.2: The Border States 332 JournalNOT of Robert Robe 292 13.1.3: Challenges of War 333 Journal of Mary Stuart Bailey 293 13.1.4: Lincoln and Davis 334 11.4: Living in the West 294 13.2: Clashing on the Battlefield, 1861–1862 334 11.4.1: Farming in the West 294 13.2.1: War in the East 335 11.4.2: Mining Western Resources 295 13.2.2: War in the West 336 11.4.3: Establishing God’s Kingdom 297 13.2.3: Naval Warfare 337 11.4.4: Cities in the West 299 13.2.4: Cotton Diplomacy 338 11.5: Cultures in Conflict 300 13.2.5: Common Problems, Novel Solutions 338 11.5.1: Confronting the Plains Tribes 301 13.2.6: Political Dissension, 1862 340 A01_NASH0008_08_SE_FM.indd Page 9 2/5/16 11:58 AM s-w-149 /205/PH02203/9780134170008_NASH/NASH_CREATING_A_NATION_AND_A_SOCIETY8_SE_97801341 ...

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13.3: The Tide Turns, 1863–1865 340 14.2.2: Congressional Reconstruction by 13.3.1: The Emancipation Proclamation, 1863 341 Amendment 361 13.3.2: Unanticipated Consequences of War 342 14.2.3: The President Impeached 362 13.3.3: Changing Military Strategies, 1863–1865 343 Recovering the Past: Novels 363 13.4: Changes Wrought by War 344 14.2.4: What Congressional Moderation 13.4.1: A New South 344 Meant for Rebels, Blacks, and Women 364 13.4.2: The Victorious North 345 14.3: The Lives of Freedpeople 365 Recovering the Past: Photography 346 14.3.1: The Freedmen’s Bureau 365 13.4.3: on the Home Front, 1861–1865 347 14.3.2: economic Freedom by Degrees 366 13.4.4: Women and the War 349 14.3.3: White Farmers During Reconstruction 368 13.4.5: The Election of 1864 350 14.3.4: Black Self-Help Institutions 369 13.4.6: Why the North Won 350 14.4: reconstruction in the Southern States 370 13.4.7: The Costs of War 351 14.4.1: republican Rule 370 13.4.8: Unanswered Questions 352 14.4.2: Violence and “Redemption” 372 13.5: Conclusion: An Uncertain Future 353 14.4.3: Shifting National Priorities 373 Questions for Review and Reflection 354 14.4.4: The End of Reconstruction 374 Key Terms 354 14.5: Conclusion: A Mixed Legacy 375 Questions for Review and Reflection 376 14 The Union Reconstructed 355 Key Terms 377

14.1: The Bittersweet Aftermath of War 356 Appendix A-1 14.1.1: The United States in April 1865 356 14.1.2: Hopes Among the Freedpeople 358 Glossary G-1 14.1.3: The White South’s Fearful Response 359 Credits C-1 14.2: National Reconstruction Politics 360 Index I-1 14.2.1: Presidential Reconstruction by Proclamation 360 RESALE

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Features

Recovering the Past Military Operations in the North, 1776–1780 133 Military Operations in the South, 1778–1781 135 Archaeological Artifacts 7 Resettlement of Black Loyalists After the Revolution 147 Representations of Native America 31 North America After the Treaty of Paris, 1783 152 Houses 45 Federalist and Anti-Federalist Areas, 1787–1788 162 Household Inventories 91 Indian Land Cessions, 1750–1830 171 Poetry 113 Blacks and Slavery, 1790–1820 178 Military Muster Rolls 141 The Haitian Revolution 185 Foreign Travel Journals 180 Exploring the Trans-Mississippi West, 1804–1807 192 Family Paintings 218 Map of the Battle of Fort Meigs, 1813 194 Folktales 248 The War of 1812 196 Slave Narratives 268 Urban Growth in 1820 and 1850 215 Personal Diaries 292 The Varied Economic Life in the South 278 Senate Speeches 327 Slave Revolts, Maroons, and the Abolition of Photography 346 Slavery in the Americas, 1790–1888 246 Novels 363 Native American Removals: Southeast and Midwest 260 Utopian Communities Before 1860 267 Maps North and South America, 1800–1836 284 United States Territorial Expansion by 1860 285 Expansion of the Aztec Empire, 1427–1519 4 The Mexican–American War 287 Spread of Islam in Africa, c. 1500 c.e. 11 RESALE Overland Trails to the West 294 Portuguese Voyages of Exploration 24 Indian Land Cessions in 1840 303 The Spanish Entradas in North America 29 The Compromise of 1850 310 West African Slaving Forts 36 Expansionist “Young America” in the 1850s: Early New England 50 Attempted Raids into Latin America 314 Restoration Colonies: New York, the Jerseys, The Presidential Election of 1860 324 Pennsylvania, and the Carolinas 58 Secession of the Southern States 332 Spanish Missions in New Mexico and Florida in the Eastern Theater of the Civil War, 1861–1862 335 Late Seventeenth Century 65 FORTrans-Mississippi Campaign of the Civil War 336 German Settlement Areas, 1775; Scots—Irish Settlement Areas, 1775 76 The Progress of War, 1861–1865 343 French North America, 1608–1763 85 The Rise of Tenancy in the South, 1880 367 North America After 1763 109 The Return of Conservative Democratic Control in Southern States During Reconstruction 371 Western Land Claims Ceded by the States, 1782–1802 123 NOT

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Preface

he Yoruba people of West Africa have an old saying: private human stories that pervade them. Above all, this “However far the stream flows, it never forgets its is the story of the American people. Within a chronologi- Tsource.” Why, we wonder, do ancient societies such cal framework, we have woven together our history as a as the Yoruba find history so important, while modern nation, with all its political, social, and human elements. American students question its relevance? This book aims When, for example, we consider national political events, to end such skepticism about the usefulness of history, and we analyze their impact on life at the state and local levels. to help us grasp what the Yoruba have long understood. We describe wars not only as they unfolded on the battle- As the twenty-first century progresses, history is of field and in diplomatic conference rooms, but also on the central importance in preparing us to exercise our rights home front where they have been history’s greatest motor and responsibilities as a free people within an ethnically of social change. The interaction of ordinary and extraor- and culturally diverse society caught up in an interdepen- dinary Americans runs as a theme throughout this book. dent global system. Studying history cannot make good In The American People, we have tried to show the “hu- citizens, but without knowledge of history, we cannot manness” of our history as it unfolded in people’s every- understand the choices before us and assess the alterna- day lives. Throughout these pages, we have often used the tives we face. Lacking a collective memory of the past, we words of unnoticed Americans to capture the authentic lapse into a kind of amnesia, unaware of the human con- human voices of those who participated in and responded dition and the long struggles of men and women every- to epic issues such as war, slavery, industrialization, and where to deal with the problems of their day as they seek reform in the framework of their own lives. to create a better society. Without historical knowledge, we deprive ourselves of awareness about the wide range of approaches people have taken to political, economic, and This Edition social life, to solving problems, and to surmounting the ob- This ERESALEdition revises the Concise Seventh Edition of The stacles in their way. American People in light of recent scholarship and retains History has a deeper, even more fundamental impor- important features from the Sixth Edition. Its organization tance: the cultivation of the private person whose self- is structured to facilitate student learning and accommo- knowledge and self-respect provide the foundation for a date itself more easily to the usual length of the college se- life of dignity and fulfillment. Historical memory is the mester. The book is divided into four parts and contains key to self-identity: to seeing one’s place in the long stream seven chapters in each section. In Volume One, part one of time, in the story of humankind. covers the period to 1815, while part two carries the nar- When we study our own history, we see a rich and ex- rative through Reconstruction for a total of fourteen chap- traordinarily complex human story. ThisFOR country United ters. Since many surveys begin with Reconstruction, part States, whose written history began with a convergence of three of the in Volume Two repeats that Chapter 14 and Native Americans, Europeans, and Africans, has always contains seven additional chapters, ending with an analy- been a nation of diverse peoples—a magnificent mosaic sis of the 1920s. The final part of the book spans the pe- of cultures, religions, and skin shades. This book explores riod from the Great Depression and New Deal to the recent how American society over the past several centuries as- past. Volume Two contains fifteen chapters. sumed its present shape and developed its present forms We have retained the balance of political, social, and of government; how as a nation we have conducted our economic history, as well as the emphasis on the interpre- foreign affairs and managed our economy; how science, tive connections and the “humanness” of history—the technology, NOTreligion, and reform have changed our lives; presentation of history as revealed through the lives of how as individuals and in groups we have lived, worked, ordinary as well as extraordinary Americans and the in- loved, married, raised families, voted, argued, protested, terplay of social and political factors. Each chapter has and struggled to fulfill our dreams and the noble ideals of a clear structure, beginning with a chapter outline and the American experiment. then a personal story feature, called “American Stories,” Several ways of making the past understandable dis- recalling the experience of an ordinary or lesser-known tinguish this book from traditional textbooks. The coverage American. Chapter 3, for example, is introduced with an of public events such as presidential elections, diplomatic account of the life of Anthony Johnson, who came to Vir- treaties, and economic legislation is integrated with the ginia as a slave and along with his wife, Mary, managed

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to gain his freedom. This brief anecdote introduces the extends the treatment of slave rebellions, including the overarching themes and major concepts of the chapter, in Stono rebellion, and the analysis of slave religion. Further, this case the tri-racial character of American society, the it explains the roots of the multiple Anglo—French wars gradual tightening of racial slavery, and the instability of in the Glorious Revolution and enhances the discussion of late seventeenth century colonial life. In addition, ­American diversity and the religious context of the Great Awakening. Stories launches the chapter by engaging the student with • Chapter 5 connects an enlarged discussion of trade pol- a human account, suggesting that history was shaped by icy to mercantilism and the Navigation Acts. It uses re- ordinary as well as extraordinary people. Following the cent research to update the discussion of Washington’s personal story—and easily identifiable by its visual sepa- altercation with the French in the backcountry. ration from the anecdote and the body of the chapter—is • Chapter 6 reorders material for better flow and clarity. a brief chapter overview that links the American story and It explains British war strategy more fully. Included is its themes to the text. a new discussion showing how the Congress accrued a This edition contains one of the most popular features of war debt that would eventually pose a problem for the The American People: the two-page feature entitled Recovering government and for the men who were paid in vouch- the Past. Every chapter includes this feature. The “RTPs,” as ers. It provides more coverage of the postwar economic the authors affectionately call them, introduce students to the situation and of the political developments after the fascinating variety of evidence—ranging from novels, politi- war. It discusses the historiographical debate over the cal cartoons, and diaries, to houses and popular music—that Constitution’s ratification. historians have learned to employ in reconstructing the past. Each RTP gives basic information about the source and its use • Chapter 7 gives biographical information on Alexander by historians and then raises questions—called “Reflecting on Hamilton and John Adams. It clarifies two different ap- the Past”—for students to consider as they study the example proaches to the Indian question in the early Republic reproduced for their inspection. and links native resistance to the assimilation policy. We have maintained and strengthened the international The War of 1812 appears in as a struggle between red, framework so students will think across international bound- white, and black, and the Haitian revolution is shown aries and understand the ways in which our history intersects in its Atlantic world context. The chapter explains the with the rest of the world. Rather than developing a separate socialRESALE context of early republic political crises and the discussion of global events, we have woven an international significance of the revolution of 1800. A new travel jour- narrative into our analysis of the American past. Many maps nal appears in the “Recovering the Past” section. underscore the international dimension of the text. • Chapter 8 highlights the importance of new means of com- munication to economic growth and contrasts American New to This Edition and European industrial development. New material ap- pears on the link between industrial practices and illness. Our changes to the Eighth Edition include: • Chapter 9 emphasizes regional differences within the Volume I South and includes material reflecting new scholarship • Chapter 1 incorporates the most recentFOR research into on the significance of the Missouri Compromise, its re- language, genetics, and archeology to illuminate the lationship to the coming of Civil War, and its contri- arrival of peoples into the Americas and expands the bution to growing differences between the North and discussions of native peoples and their societies. South. The narrative identifies the unhealthy conditions of slave life and shows that masked the desire for profit. • Chapter 2 amplifies the discussion of Spain and its There is added material has been added on the south- conquests in the Americas. It expands the treatment of ern response to the Nat Turner Rebellionrevolt. religious issues during the Reformation and connects expansion to European religious politics. It also updates • Chapter 10 clarifies the differences between southern slave trade numbers in keeping with recent research. revivalism and that inspired by Charles Finney. It re- NOT veals the linkage between notions of woman’s cultural • Chapter 3 updates, clarifies, and expands the analysis of sphere and responsibility and female commitment to the early colonies and provides further information on the reform (especially abolitionism). role of religion in early settlement. It reorganizes the pres- entation of materials across sections. It contrasts French • Chapter 11 includes new material on the Mexican War and English settlement patterns and includes a new table and a discussion of the simple technology used by early showing types of colonies and change over time. miners on the mining frontier. • Chapter 4 expands the discussion of gendered division of • Chapter 12 emphasizes how the crises of the 1850s labor and incorporates the latest research on slave imports made slavery an issue that northerners could not in both the narrative and supporting visual materials. It ­ignore, while the profitability of slavery during the A01_NASH0008_08_SE_FM.indd Page 15 2/5/16 11:58 AM s-w-149 /205/PH02203/9780134170008_NASH/NASH_CREATING_A_NATION_AND_A_SOCIETY8_SE_97801341 ...

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1850s made slavery an institution southerners were de- political and social conservatism. It contrasts the rev- termined to retain. The chapter provides more details erential view of Ronald Reagan today with his actual on Bleeding Kansas to show that its importance was record. Finally the chapter is updated, with a final sec- not due to the number of casualties but to its value as tion, on titled The Recent Past, dealing that deals with propaganda. New scholarship is woven into the discus- the economy, health care, cultural and political conflict, sion of Lincoln. and foreign issues during Barack Obama’s presidency. • Chapter 13 updates casualty figures and the role of suf- fering and disease during the Civil War. It suggests how Goals and Themes of the Book Europeans thought about the conflict and the ways in Our primary goal is to provide students with a rich, bal- which immigrants participated in the war. anced, and thought-provoking treatment of the American • Chapter 14 has small additions to the narrative to make past. By this, we mean a history that treats the lives and it clearer and more complete. experiences of Americans of all national origins and cul- Volume II: Chapter 14 (above) is also repeated in Volume II. tural backgrounds, at all class levels of society, and in all Chapter 15 . . . regions of the country. It also means a history that seeks • Chapter 15 strengthens the global context to draw a connections between the many factors—political, eco- stronger comparison between westward expansion nomic, technological, social, religious, intellectual, and and global imperialism. It adds to the discussion of ­biological—that have molded and remolded American so- Wounded Knee. In a variety of ways, the chapter en- ciety over four centuries. And, finally, it means a history riches the analysis of African American life and racism, that encourages students to think about how they share both north and south. The section on the formation of an inherited and complex past filled with both notable the People’s Party now appears in Chapter 16. achievements and thorny problems. • Chapter 16 includes new material on Coxey’s Army. The only history befitting a democratic nation is one • Chapter 17 adds an introduction to progressivism to the that inspires students to initiate a frank and informed dia- section on Reforming the City section. logue with their past. Historians continually revise their understanding of what happened in the past. Historians • Chapter 18 provides material on the ideology of global reinterpret history because they find new evidence on imperialism and expands the explanation of the “white RESALE old topics, add new voices, and respond with new sensi- man’s burden.” bilities to ask questions about the past that did not inter- • Chapter 19 improves the discussion of the progressive est earlier historians. Therefore, we hope to promote class movement to acknowledge introduction of urban re- discussions and conversations organized around four re- form in the previous chapter. curring themes we see as basic to the American historical • Chapter 21 adds material about the automobile in experience: Europe and installment credit. 1. The Peopling of America What diverse peoples have • Chapter 22 reveals the human dimension of the Great come together to form this nation? How have their Depression more fully and extends its coverage of FOR experiences shaped our larger national history? What women. It includes new material on Herbert Hoover and tensions did they face in America? What contributions FDR and amplifies coverage of the Second New Deal. have they made? • Chapter 23 introduces new material on the coming 2. Democratic Dreams How has our political system— of Pearl Harbor and extends the description of the and how have the principles that sustain it—developed war World War II itself, in both Europe and the Pacific. over time? What changes and continuities have helped It adds material on the dawn of the atomic age. shape American values? How has the nation coped • Chapter 24 provides new material on the background with the needs and demands of diverse groups in the of the Korean War. quest for a better society? • ChapterNOT 25 extends the discussion of our consumer 3. Economic, Religious, and Cultural Change In what culture. ways have economic, technological, and environ- • Chapter 26 supplements the treatment of civil rights, mental developments affected America? How have LBJ and the Great Society, Vietnam, student activism, religious shifts altered the nation? How have reform and the counterculture with added material and ex- movements shaped the character of American life? pands the discussion of women. 4. America and the World How have global events and • Chapter 28 introduces material on George W. Bush trends shaped the United States? How has America’s and humanitarianism in Africa. It shows the various relationship with other nations and people evolved? dimensions of conservatism and the difference between What impact has America had on the rest of the world? A01_NASH0008_08_SE_FM.indd Page 16 2/5/16 11:58 AM s-w-149 /205/PH02203/9780134170008_NASH/NASH_CREATING_A_NATION_AND_A_SOCIETY8_SE_97801341 ...

xvi Preface

In writing a history that revolves around these themes, Seattle Community College; Stacy A. Cordery, Monmouth we have tried to convey two dynamics that operate in all College; Matthew Ware Coulter, Collin County Com- societies. First, as we observe people continuously adjust- munity College; A. Glenn Crothers, Indiana University ing to new developments, such as industrialization, urban- Southeast; David Culbert, Louisiana State University; ization, and internationalism, over which they seemingly ­Jolane Culhane, Western New Mexico University; Mark T. have little control, we realize that people are not paralyzed Dalhouse, Northeast Missouri State University; Amy Darty, by history but rather are the fundamental creators of it. University of Central Florida; Bruce Dierenfield, Canisius People retain the ability, individually and collectively, to College; John Dittmer, DePauw University; Gordon shape the world in which they live and thus in consider- Dodds, Portland State University; Richard Donley, Eastern able degree to control their own lives. Washington University; Dennis B. Downey, Millersville Second, we emphasize the connections that always ex- University; Robert Downtain, Tarrant County Community ist among social, political, economic, and cultural events. College; Robert C. Duncan, Western Oklahoma State Col- Just as our individual lives are never neatly parceled into lege; Keith Edgerton, Montana State University at Billings; separate spheres of activity, the life of a society is made up Trace Etienne-Gray, Southwest Texas State University; of a complicated and often messy mixture of forces, events, Robert Farrar, Spokane Falls Community College; Bernard­ and accidental occurrences. In this text, political, economic, Friedman, Indiana University–Purdue University at In- technological, and cultural factors are intertwined like dianapolis; Kathryn H. Fuller, Virginia Commonwealth strands in a rope as ordinary and extraordinary American University; Timothy Garvin, California State University, people seek to fulfill their dreams. Long Beach; Bruce Glasrud, California State University, Hayward; Brian Gordon, St. Louis Community Col- lege; Barbara Green, Wright State University; Richard Acknowledgments Griswold del Castillo, San Diego State University; Carol Over the years, as new editions of this text were being de- Gruber, William Paterson College; Gretchen Grufman, veloped, many of our colleagues read and critiqued the Dominican University; Donald F. Hall, Ivy Tech Commu- various drafts of the manuscript. For their thoughtful eval- nity College; Stephen A. Harmon, Pittsburgh State Uni- uations and constructive suggestions, the authors wish to versity; Thomas D. Hamm, Earlham College; Stephen A. express their gratitude to the following reviewers: Harmon,RESALE Pittsburgh State University; Colonel William L. Richard H. Abbott, Eastern Michigan University; John Harris, The Citadel Military College; Robert Haws, Uni- Alexander, University of Cincinnati; Kenneth G. Alfers, versity of Mississippi; Jerrold Hirsch, Northeast Missouri Mountain View College; Terry Alford, Northern Virginia State University; Frederick Hoxie, University of Illinois; Community College; Donna Alvah, St. Lawrence Uni- John S. Hughes, University of Texas; Link Hullar, King- versity; Gregg Andrews, Southwest Texas State Univer- wood College; Carol Sue Humphrey, Oklahoma Baptist sity; Robert Asher, University of Connecticut at Storrs; University; Donald M. Jacobs, Northeastern University; Patrick Ashwood, Hawkeye Community College; Arthur Delores Janiewski, University of Idaho; David Johnson, H. Auten, University of Hartford; Harry Baker, University Portland State University; Richard Kern, University of of Arkansas at Little Rock; L. Diane Barnes,FOR Youngstown Findlay; Charles Killinger, University of Central Florida; State University; Michael Batinski, Southern Illinois Uni- Robert J. Kolesar, John Carroll University; Holly Heinsohn versity; Gary Bell, Sam Houston State University; Virginia Kropp, The Victoria College; Monte Lewis, Cisco Junior Bellows, Tulsa Junior College; Spencer Bennett, Siena College; Xaio-bing Li, University of Central Oklahoma; Heights College; Edward Blum, San Diego State Univer- William Link, University of North Carolina at Greensboro; sity; Pamela Bobo, Tennessee State University; Jackie R. Patricia M. Lisella, Iona College; Jeff Livingston, Califor- Booker, Western Connecticut State University; Linda J. nia State University, Chico; Ronald Lora, University of Borish, Western Michigan University; Steven Boyd, Uni- Toledo; Paul K. Longmore, San Francisco State University; versity of Texas San Antonio; James Bradford, Texas A&M Rita Loos, Framingham State College; Ronald Lora, Uni- University; ThomasNOT A. Britten, Briar Cliff College; Neal versity of Toledo; George M. Lubick, Northern Arizona Brooks, Essex Community College; Jeffrey P. Brown, New University; Suzanne Marshall, Jacksonville State Univer- Mexico State University; Sheri Bartlett Browne, Tennessee sity; John C. Massman, St. Cloud State University; Ver- State University; Dickson D. Bruce, Jr., University of Cali- non Mattson, University of Nevada at Las Vegas; Joanne fornia, Irvine; David Brundage, University of California, Maypole, Front Range Community College; Delove Santa Cruz; Steven J. Bucklin, University of South Dakota; ­Nason McBroome, Humboldt State University; Arthur Colin Calloway, Dartmouth University; D’Ann Campbell, ­McCoole, Cuyamaca College; John McCormick, Delaware Indiana University; Joan Cashin, Ohio State University; County Community College; George W. McDaniel, St. Jane Censer, George Mason University; Vincent A. Clark, Ambrose University; David H. McGee, Central Virginia Johnson County Community College; Neil Clough, North Community College; Sylvia McGrath, Stephen F. Austin A01_NASH0008_08_SE_FM.indd Page 17 2/5/16 11:58 AM s-w-149 /205/PH02203/9780134170008_NASH/NASH_CREATING_A_NATION_AND_A_SOCIETY8_SE_97801341 ...

Preface xvii

University; James E. McMillan, Denison University; ­Kenneth Shapiro, University of Cincinnati; David R. ­Shibley, Santa Millen-Penn, ­Fairmont State University; Otis L. Miller, Monica Community College; Ellen Shockro, Pasadena Belleville Area College; Walter Miszczenko, Boise State City College; Nancy Shoemaker, University of Connecti- University; Norma Mitchell, Troy State University; Gerald cut; Bradley Skelcher, Delaware State University; Kathryn F. Moran, University of Michigan at Dearborn; ­William Kish Sklar, State University of New York at Binghamton; G. Morris, Midland College; Marian Morton, John Carroll­ James Smith, Virginia State University; John Snetsinger, University; Ting Ni, St. Mary’s University; Roger Nichols,­ ­California Polytechnic State University at San Luis Obispo; University of Arizona; Elizabeth Neumeyer, Kellogg Jo Snider, Southwest Texas State University; Randi Storch, Community College; Jill M. Nussel, Indiana University–­ State University of New York at Cortland; Stephen Straus- Purdue University Fort Wayne; Paul Palmer, Texas A&M berg, University of Arkansas; Katherine Scott Sturdevant, University; Albert Parker, Riverside City College; Judith Pikes Peak Community College; Nan M. Sumner-Mack, Parsons, Sul Ross State University; Carla Pestana, Ohio Hawaii Community College; Cynthia ­Taylor, Santa Rosa State University; Neva Peters, Tarrant County Commu- Junior College; Thomas Tefft, Citrus College; John A. nity College; James Prickett, Santa Monica Community Trickel, Richland College; Irma Valdivia, Rio Hondo Col- College; Noel Pugash, University of New Mexico;­ Juan lege; Donna Van Raaphorst, Cuyahoga Community Col- Gomez-Quiñones, University of California, Los Angeles; lege; Morris Vogel, Temple University; Michael Wade, George Rable, Anderson College; Joseph P. ­Reidy, How- Appalachian State University; Jackie Walker, James ard University; Leonard Riforgiato, ­Pennsylvania State Madison University; E. Sue Wamsley, University of ­Akron; University; Randy Roberts, Purdue University; Mary Paul B. Weinstein, University of Akron–Wayne Col- Robertson, Armstrong State University; David Robson, lege; Joan Welker, Prince George’s Community College; John Carroll University; Robert G. Rockwell, Mt. San Michael Welsh, University of Northern Colorado; Andrew Jacinto College; David E. Ruth, Pennsylvania State Uni- Wiese, San Diego State University; Seth Wigderson, Uni- versity; Judd Sage, Northern Virginia Community College; versity of Maine at Augusta; Kenneth H. Williams, Alcorn A. J. Scopino, Jr., Central Connecticut State University; State University; Nelson E. Woodard, California State Uni- Sylvia Sebesta, San Antonio College; Phil Schaeffer, Olym- versity, Fullerton; Mitch Yamasaki, Chaminade University; pic College; Sylvia Sebesta, San Antonio College; Herbert and CharlesRESALE Zappia, San Diego Mesa College.

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About the Authors

Gary B. Nash received his Ph.D. from Princeton Univer- discourse in late eighteenth- and early nineteenth-century sity. He is currently Director of the National Center for Boston. He has received a Woodrow Wilson Graduate Fel- History in the Schools at the University of California, Los lowship, a John Simon Guggenheim Fellowship, and a Angeles, where he teaches colonial and revolutionary Research Fellowship from the Charles Warren Center for American history. Among the books Nash has authored Studies in American History. Howe wrote the original Part are Quakers and Politics: Pennsylvania, 1681–1726 (1968); Two of this book. Red, White, and Black: The Peoples of Early America (1974, Peter J. Frederick received his Ph.D. in history from the 1982, 1992, 2000); The Urban Crucible: Social Change, Politi- University of California, Berkeley. His career of innovative cal Consciousness, and the Origins of the American Revolution teaching began at California State University, Hayward, in (1979); Forging Freedom: The Formation of Philadelphia’s Black the 1960s and continued at Wabash College (1970–2004) Community, 1720–1840 (1988); First City: Philadelphia and the and Carleton College (1992–1994). He also served as dis- Forging of Historical Memory (2002); The Unknown American tinguished Professor of American History and Culture at Revolution: The Unruly Birth of Democracy and the Struggle to Heritage University on the Yakama Nation reservation in Create America (2005); Friends of Liberty: Tadeusz Kosciousko, Washington between 2004 and 2006. Recognized nation- Thomas Jefferson, and Agrippa Hull: A Tale of Three Patriots, ally as a distinguished teacher and for his many articles Two Revolutionaries, and a Tragic Betrayal of Freedom in the and workshops on teaching and learning, Frederick was New Nation (2008); and Liberty Bell (2010). A former presi- awarded the Eugene Asher Award for Excellence in Teach- dent of the Organization of American Historians, his schol- ing by the AHA in 2000. He has also written several arti- arship is especially concerned with the role of common cles on life-writing and a book, Knights of the Golden Rule: people in the making of history. He wrote the original Part The Intellectual as Christian Social Reformer in the 1890s. With One of this book. Julie Jeffrey,RESALE he recently published American History First- Julie Roy Jeffrey earned her Ph.D. in history from Rice hand. He coordinated and edited all the Recovering the Past University and taught at Goucher College where she is sections and with Julie Roy Jeffrey coauthored the original now a Professor Emeritus. Honored as an outstanding Parts Three and Four. teacher, Jeffrey was involved in faculty development activi- Allen F. Davis earned his Ph.D. from the University of ties and curriculum evaluation. She was Fulbright Chair in Wisconsin. A former president of the American Studies American Studies at the University of Southern Denmark,­ ­Association, he is a professor emeritus at Temple Univer- 1999–2000, and John Adams Chair of American History at sity and editor of Conflict and Consensus in American History the University of Utrecht, The Netherlands, 2006. Jeffrey’s (9th ed., 1997). He is the author of Spearheads for Reform: major publications include Education for Children of the Poor The Social Settlements and the Progressive Movement (1967); (1978); Frontier Women: The Trans-MississippiFOR West, 1840– American Heroine: The Life and Legend of Jane Addams (1973); 1880 (1979, 1997); Converting the West: A Biography of Nar- and Postcards from Vermont: A Social History (2002). He is cissa Whitman (1991); The Great Silent Army of Abolitionism: coauthor of Still Philadelphia (1983); Philadelphia Stories Ordinary Women in the Antislavery Movement (1998); and (1987); and One Hundred Years at Hull-House (1990). ­Davis Abolitionists Remember (2008). She is the author of many wrote the original Part Five of this book. articles on the lives and perceptions of nineteenth-century Allan M. Winkler received his Ph.D. from Yale University. women. Her research focuses on abolitionism and dissent He has taught at Yale and the University of Oregon, and during the Civil War. She wrote Part Two in collaboration then as University Distinguished Professor of History at with Peter Frederick. Miami University of Ohio. An award-winning teacher, he John R. HoweNOT received his Ph.D. from Yale University. At has also published extensively about the recent past. His the University of Minnesota, he has taught the U.S. his- books include The Politics of Propaganda: The Office of War tory survey and courses on the American Revolutionary Information, 1942–1945 (1978); Home Front U.S.A.: America­ era and the early republic. His major publications include During World War II (1986, 2000); Life Under a Cloud: The Changing Political Thought of John Adams (1966), From ­American Anxiety About the Atom (1993, 1999); The Cold War: the Revolution Through the Age of Jackson (1973), The Role A History in Documents (2000); Franklin D. Roosevelt and the of Ideology in the American Revolution (1977), and Language Making of Modern America (2006); and, most recently, “To and Political Meaning in Revolutionary America (2003). His Everything There Is a Season” Pete Seeger and the Power of Song present research deals with the social politics of verbal (2009). His research centers on the connections between xix A01_NASH0008_08_SE_FM.indd Page 20 2/5/16 11:58 AM s-w-149 /205/PH02203/9780134170008_NASH/NASH_CREATING_A_NATION_AND_A_SOCIETY8_SE_97801341 ...

xx About the Authors

public policy and popular mood in modern American his- a Lilly Teaching Fellow and launched an innovative on- tory. Winkler is responsible for Part Four of this book. demand publishing project; and later held the W. E. Charlene Mires earned her Ph.D. in history at Temple Smith Professorship in History at Miami University (Ox- University. At Rutgers University–Camden, she teaches ford, Ohio). Currently she is the Joyce Appleby Chair courses in public history, urban history, and material cul- of America and the World at UCLA. Most recently, she ture, and serves as Director of the Mid-Atlantic Regional published The Early English Caribbean, in four volumes Center for the Humanities. She is the author of Indepen- (2014), with co-author Sharon V. Salinger. Other publica- dence Hall in American Memory (2002) and Capital of the tions include Protestant Empire: Religion and the Making of World: The Race to Host the United Nations (2013). A former the British Atlantic World (2010); Liberty of Conscience and journalist, she was a co-recipient of the Pulitzer Prize for the Growth of Religious Diversity in Early America (1986), general local news reporting with other staff members of Quakers and Baptists in Colonial ­Massachusetts (1991), and the Fort Wayne (Indiana) News-Sentinel. She is responsible The English Atlantic in an Age of Revolution, 1640–1661 for revisions to Part Three of The American People. (2004). She and Salinger also co-edited Inequality in Early America (1999). In 2009 she was awarded a Guggenheim Carla Gardina Pestana received her Ph.D. from the Fellowship. She is responsible for revisions to Part One University of California at Los Angeles. She taught of The American People. first at the Ohio State University, where she served as

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