Last Week (Week Three):Militarization and Reform: Legitimizing and Resisting Wars

of Conquest in 19th century America

• Why did Mexico limit immigration from the U.S. after 1829 and by what means did Americans in Texas and the U.S. respond?

• How did Daniel Webster’s concerns about the Admission of Texas compare with James Polk’s rationale for war in 1846?

• What arguments did opponents of the War present during the War, and how did supporters of the war respond, before 1848?

• How did the experience of occupation influence American perceptions of Mexico and Mexican perceptions of Americans?

Outline for Week 4 (week of Monday 28 January 2008)

1. Every Which Way But Loose: Destructive Violence as American Public Policy a. Week #4 Readings: Henretta, pp. 398-441, ; Chavez, pp. 118-139, Calloway, pp.

89-110 and Critical Thinking Module “Who Freed the Slaves?”

b. Discussion Questions:- How did the War Against Mexico influence sectional identities and racial policy in

the United States? - How did the Kansas-Nebraska Act affect the relative priorities of Indian policy and

slave policy in the United States? - When and why did the Civil War become a war to free slaves? - How did Civil War influence U.S. policy regarding Indians in the West? Compare

Sherman’s role in South and West? c. Voices: Axalla John Hoole, Ernest Duveyier de Hauranne, Dolly Sumner Lunt, John C.

Calhoun, Treaty of Guadalupe Hidalgo, Manuel Crscencio Rejón, Nathan Clifford, California Land Act, California Landowners Petition, Juan N. Sequín, Francisco Ramírez, Jerome Big Eagle, Strike the Ree, Medicine Cow, Passing Hail, Little Bear, Bear Head

d. Roundtable #3 Wednesday, based on readings in Chavez & Calloway

Before Next Meeting (Wednesday)• Read and be prepared to discuss (see underlined voices, below):

• Chavez, pp. 118-139, 140-146

• Calloway, pp. 89-110, 111-132

Read for understanding context of above materials:

• Henretta, pp. 398-441,

Be prepared to discuss all underlined voices from this week and next:

Week 4 Voices: John C. Calhoun, Treaty of Guadalupe Hidalgo, Manuel Crscencio Rejón, Nathan Clifford, California Land Act, California Landowners Petition, Juan N. Sequín, Francisco Ramírez, Jerome Big Eagle, Strike the Ree, Medicine Cow, Passing Hail, Little Bear, Bear Head

Week 5 Voices: Stanta, Ten Bears, Satank, Luther Standing Bear, Carl Sweezy, Old Lady Horse, Pretty Shield, Tiburcio Vásquez

See guidelines on syllabus for midterm exam (scheduled for next week, Weds)

A. Mass Migrations and War Culture in Antebellum America

B. “folk imperialism” and the origins of the War Against Mexico, 1846-48

How did the War Against Mexico influence sectional identities and racial policy in the United States?

How did the War Against Mexico influence sectional identities and racial policy in the United States?

How did the War Against Mexico influence sectional identities and racial policy in the United States?

The rise of sectional politics

How did the Kansas-Nebraska Act affect the relative priorities of Indian policy and slave policy in the United States?

How did the Kansas-Nebraska Act affect the relative priorities of Indian policy and slave policy in the United States?

The “American System” Whig Critique of Unplanned/Folk Expansionism: Integrated Economy

Capital and technology emphasis of the Whig model of nationalist development

•Orderly development

•Rationalized economy

•Middle-class values of individual self-improvement and self restraint

•Opportunity and business values

Samuel Morse’s telegraph, 1844

How did the War Against Mexico influence American Culture?

• Fascination with war

• Accelerated Methods of mass communication

• Popularization of news

• War veterans and national leadership, 1848-1860

1. Zachary Taylor (d. 1850)

2. John Fremont (election of 1856)

3. Millard Fillmore vs the dead Whigs

What happened to the “reform” ideal between 1850 and Lincoln’s Election?

1. Gold Rush of 1849 & resurgence of Individualism

2. Political dissidents and silencing of war critics

• Henry David Thoreau’s Civil Disobedience and imprisonment

• Refugees from Europe’s Revolutions of 1848 and Nativist reaction

3. Bias of Mobility vs Community (Oregon Trail emigrants)

The rise of sectional politics

How did the Kansas-Nebraska Act affect the relative priorities of Indian policy and slave policy in the United States?

What happened to the “reform” ideal between 1850 and Lincoln’s Election?

1. Growing reality of slavery:

• # Slaves in U.S. tripled, 1830-1860

• growth of New Southern economy

2. Growing inescapability of slavery (Dred Scott case)

3. Virtual Disappearance of the Indian question

Sea Islands, SC Slave family, ca. 1860

Who freed the slaves?

Before Next Meeting (Wednesday)• Read and be prepared to discuss (see underlined voices, below):

• Chavez, pp. 118-139, 140-146

• Calloway, pp. 89-110, 111-132

Read for understanding context of above materials:

• Henretta, pp. 398-441,

Be prepared to discuss all underlined voices from this week and next:

Week 4 Voices: John C. Calhoun, Treaty of Guadalupe Hidalgo, Manuel Crscencio Rejón, Nathan Clifford, California Land Act, California Landowners Petition, Juan N. Sequín, Francisco Ramírez, Jerome Big Eagle, Strike the Ree, Medicine Cow, Passing Hail, Little Bear, Bear Head

Week 5 Voices: Stanta, Ten Bears, Satank, Luther Standing Bear, Carl Sweezy, Old Lady Horse, Pretty Shield, Tiburcio Vásquez

See guidelines on syllabus for midterm exam (scheduled for next week, Weds)

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

B. Perceptions of the West in 19th century America