Outline for Week 2 (week of Monday 14 January 2008)

1. Fight or Flight: Reforming, Leaving, or Living with Antebellum America a. Week #2 Readings: Henretta, pp. 342-351; 352-381, Chavez, pp. 1-6, 37-56;

Calloway, pp. 50-70; Rampolla, pp. 6-17, 96-105; Plagiarism Tutorial (on-line at Bedford/St.Martin’s website)

b. Discussion Questions:- Why did Americans accelerate Indian Removal efforts in the 1820s-1840s? - How did policies of naturalization and citizenship of U.S. and Mexico

compare in 1820s-30s? - How did policies of removal and annexation compare with policies of

naturalization and citizenship? - How did the reform movement of 1820s-50s affect American ideas about

inclusion, exclusion, and removal? c. Voices: Keziah Kendall, “An Illinois Jeffersonian”, Kiowas’ Old Uncle Synday,

Sharitarish, Four Bears, Naturalization Act of 1790 (U.S. Congress), Plan de Iguala (1821), Mexican Constitutional Congress (1824), Indian Removal Act (U.S. 1830), Treaty of San Lorenzo, Louisianna Purchase Treaty, National Colonization Law (Mexico, 1824), Coahuila-Texas State Colonization Law (1825)

Before Next Meeting (Wednesday)

• Reading assignment for Week Two:Week #2 Readings:

• Henretta, pp. 342-351; 352-381, • Chavez, pp. 1-6, 37-56; • Calloway, pp. 50-70; • Rampolla, pp. 6-17, 96-105; • Plagiarism Tutorial (on-line at Bedford/St.Martin’s website)

Voices: Keziah Kendall, “An Illinois Jeffersonian”, Kiowas’ Old Uncle Synday, Sharitarish, Four Bears, Naturalization Act of 1790 (U.S. Congress), Plan de Iguala (1821), Mexican Constitutional Congress (1824), Indian Removal Act (U.S. 1830), Treaty of San Lorenzo, Louisianna Purchase Treaty, National Colonization Law (Mexico, 1824), Coahuila-Texas State Colonization Law (1825)

• Be prepared to discuss all underlined voices by Wednesday• Complete step 4 on roundtable workshop

How does choice of evidence influence perception of Sectional Difference in the United States, 1820s-1850s?

A. Analysis of John Gough’s account (p. 318)B. Analysis of Black Hawk’s account (p. 338)C. Analysis of Margaret Bayard Smith’s account (p.331)

Why did Americans accelerate Indian Removal in 1820s-1840s?

• America in transition after the War of 1812 (1815-1840)

– Era of rapid growth (geographic, economic, population)

– Industrial transformation and emergence of a “reform” ethic (“re-making” nature)

– America in transition from rural to urban priorities

• Reform Context of mass migrations and “social engineering of American Policy

– parallels between prison reforms and westward migration (rural/agrarian ideal of virtue) in 1830s

– folk imperialism” ideal and the cult of the individual

– Westward expansion as an expression of the reform impulse (folk imperialism)

– Extension of American cultural values into the West

Roads and canals to 1830

Urban centers to 1830s

• Indian Removal as an extension of American reform ethic

– extension of American cultural values into the West

– slavery and industrial development as paired values in 19th century American culture

– ecological implications of Indian removal and westward movement

• Moses and Stephen Austin as agents of “folk imperialism” (a more active process)

– migration of wealth (capital) and influence into the West

– urbanization/industrialization of the American West

– Texas Revolution as an outgrowth of sectional conflicts over slavery

Urban centers to 1830s

Roads and canals to 1830

Was westward migration a positive or negative factor in the development of the United States?

• Westward migration as a challenge to US leadership in 1820s & 1830s

– drained away U.S. capital and entrepreneurial talent– centrifugal forces pulling the U.S. in different

directions

• Westward migration as a crisis of identity for the United States:

– Who were Americans who did NOT move west?– How did the idea of solutions in the West affect people

not in the West?

Women and antislavery petitions, 1837-1838

Westward expansion, 1830-1839

A. Why are land sales concentrated in these areas?

B. Who purchased these lands and how were those purchases financed?

1. Who were the sellers?

2. What were the terms of sale?

3. Who could afford the land?

4. To what purpose was the land developed?

C. How did this form of expansion influence the American economy?

Bank Panic of 1837

Before Next Meeting (Wednesday)

• Reading assignment for Week Two:Week #2 Readings:

• Henretta, pp. 342-351; 352-381, • Chavez, pp. 1-6, 37-56; • Calloway, pp. 50-70; • Rampolla, pp. 6-17, 96-105; • Plagiarism Tutorial (on-line at Bedford/St.Martin’s website)

Voices: Keziah Kendall, “An Illinois Jeffersonian”, Kiowas’ Old Uncle Synday, Sharitarish, Four Bears, Naturalization Act of 1790 (U.S. Congress), Plan de Iguala (1821), Mexican Constitutional Congress (1824), Indian Removal Act (U.S. 1830), Treaty of San Lorenzo, Louisianna Purchase Treaty, National Colonization Law (Mexico, 1824), Coahuila-Texas State Colonization Law (1825)

• Be prepared to discuss all underlined voices by Wednesday• Complete step 4 on roundtable workshop

C. Perceptions of Region in 19th Century America: Where in America are these images?

B. Perceptions of the West in 19th century America