Ch. 9 AMSCO Or Other Source for Period 4Content

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Guided Reading & Analysis: Sectionalism1820-1860Chapter 9- Sectionalism

ReadingAssignment:

Ch. 9 AMSCO or other source for Period 4content.

Purpose:

This guide is not only a place to record notes as you read, but also to provide a place andstructurefor reflections and analysis using higher level thinking skills with new knowledge gained fromthereading.

BasicDirections:

1.Pre-Read:Read the prompts/questionswithin this guidebefore you read thechapter.(Image captured fromwikipedia.org)

2.Skim:Flip throughthechapterandnote the titles andsubtitles.Lookatimagesandtheir read captions. Get a feel for the content you are about toread.

3.Read/Analyze: Read the chapter. Remember, the goal is not to “fish” for a specific answer(s)to

reading guide questions, but to consider questions in order to critically understand what youread!

4.WriteWriteyournotes and analysis in thespacesprovided.

Key Concepts FOR PERIOD4:

Key Concept 4.1: The United States began to develop a modern democracy and celebrated a new national culture,whileAmericanssoughttodefinethenation’sdemocraticidealsandchangetheirsocietyandinstitutionstomatchthem.

Key Concept 4.2: Innovations in technology, agriculture, and commerce powerfully accelerated the Americaneconomy,precipitating profound changes to U.S. society and to national and regionalidentities.

Key Concept 4.3: The U.S. interest in increasing foreign trade and expanding its national borders shaped the nation’s foreignpolicyand spurred government and privateinitiatives.

Section 1 Guided Reading, pp173-183

Asyoureadthechapter,jot down yournotesinthemiddlecolumn.ConsideryournotestobeelaborationsontheObjectivesandMainIdeaspresentedintheleftcolumn. When you finish the section, analyze what you read by answering the question in the right handcolumn.

1.The North pp173-176

Key ConceptsMainIdeas / Notes / Analysis
Regionaleconomic specialization, especially thedemands of cultivatingsouthern cotton,shaped settlement patternsand the nationaland internationaleconomy
Despitesome governmentaland private efforts tocreate a unifiednational economy, mostnotably the AmericanSystem, the shift tomarket production linked the North and theMidwest more closely thaneither was linked to theSouth. / Read the first two paragraphs on page 173. Why was the nationfragile?
What does Daniel Webster refer to in his quote at the top of thepage?
TheNorth… 1.
2.
The IndustrialNortheast… / What is the key difference betweentheNortheast and theNorthwest?
Explain the historical significanceofCommonwealth v. Hunt. Considerbroadcontext.

…The NorthContinued

Key Concepts & MainIdeas / Notes / Analysis
Developments intechnology, agriculture, andcommerce precipitated profound changesin
U.S. settlement patterns,regional identities, gender andfamily relations, political power,and distribution of consumergoods.
Global marketand communicationsrevolution, influencing and influencedby technological innovations, ledto dramatic shifts in the natureof agriculture and manufacturing.
Innovations includingtextile machinery, steamengines, interchangeable parts,canals, railroads, and the telegraph, aswell as agricultural inventions,both extended markets andbrought efficiency to production forthose markets.
Increasing numbers ofAmericans, especially women in factoriesand low-skilled male workers,no longer relied onsemi-subsistence agriculture but madetheir livelihoods producing goodsfor distant markets, even assome urban entrepreneurs wentinto finance rather thanmanufacturing.
The economic changes causedby the market revolution had significant effects onmigration patterns, gender andfamily relations, and the distributionof politicalpower.
Migrants from Europeincreased the population in the East andthe Midwest, forging strong bondsof interdependence betweenthe Northeast and the OldNorthwest.
The market revolution helpedto widen a gap between rich andpoor, shaped emerging middleand working classes, and causedan increasing separationbetween home and workplace, which ledto dramatic transformations ingender and in family rolesand expectations. / OrganizedLabor…
UrbanLife…
AfricanAmericans…
The AgriculturalNorthwest…
Agriculture…
NewCities…
Immigration… / Identify three reasons why improvingworkingconditions wasdifficult.
1)
2)
3)
Look at the chart on page 174. By 1860,howhad economic developmentworsenedsectionalism?
The two main reasons the Old Northwest(Ohio Valley) became closely connected totheNortheastwere:
1)
2)
How did innovations impact agricultureandmarketconnections?
List the causes of the surge inimmigration.1)
2)
3)

The NorthContinued…

Key ConceptsMainIdeas / Notes / Analysis
Theeconomic changescaused by themarket revolutionhad significant effectson migration patterns,gender and family relations,and thedistribution ofpolitical power.
Migrants from Europe increased the populationin the East andthe Midwest, forgingstrong bondsof interdependence between the Northeastand the Old Northwest. / Irish…
Germans…
Nativists… / Compare and contrast the Irish and Germanimmigrants.
Similarities:
Differences:
How did immigration impact northern, freeblacks?(see the top of page175)
How is this wave of immigrants in the 1840s and 1850s similartoor different from our modern wave of immigrants?(OtherContext)

2.The South, pp177-181

The SouthContinued…

Key ConceptsMainIdeas / Notes / Analysis
Asover-cultivationdepleted arable landintheSoutheast,slaveholdersrelocatedtheiragriculturalenterprises to thenewSouthwest,increasingsectional tensionsoverthe institutionofslavery and sparkingabroad scaledebateabout how tosetnationalgoals,priorities, andstrategies.
Many whiteAmericansin the Southassertedtheir regionalidentitythrough pride intheinstitution ofslavery,insisting thatthefederalgovernmentshould defendthatinstitution.
TheSouth remainedpolitically, culturally,and ideologically distinct fromthe other sections,while continuing torely on its exportsto Europefor economicgrowth.
Enslaved andfree African Americans,isolated at the bottom ofthe socialhierarchy, createdcommunitiesand strategiestoprotect theirdignityand theirfamily structures, evenas somelaunched abolitionist and reformmovements aimed atchanging their status. / Population…
Economics…
SlaveLife…
Resistance…
Free AfricanAmericans…
WhiteSociety…
Aristocracy…
Farmers…
PoorWhites…
MountainPeople…
Cities.. / Look at the map on page 179. How wasslaveryincreasing despite importation being bannedin1809?
What do Denmark Vessey and Nat Turnerhavein common with the leaders of the colonialeraStonoRebellion?
Motivation…
Impact ofrebellions…
Why did approximately half of freeblackschoose to remain in the south whenmanynorthern states had outlawedslavery?
To what extent did Southern societyconstitutea socialhierarchy?
Using the illustration of a pyramid, explainhowsociety was organized in the South.Includefree blacks as well as the groups outlinedonpage180.

How much social mobility wasthere?

The SouthContinued…

Key ConceptsMainIdeas / Notes / Analysis
Manywhite Americans inthe South assertedtheir regionalidentity through pride inthe institutionof slavery,insisting that thefederal governmentshould defend that institution.
Despitethe outlawing ofthe internationalslave trade, the risein the number offree African Americans inboth the North andthe South, and widespread discussionof various emancipation plans, the U.S.and manystate governments continuedto restrictAfrican Americans’ citizenship possibilities. / SouthernThought…
Code ofChivalry…
Education…
Religion…
Foodforthought:Colonelisstillabadgeofhonorinthe South. Colonel Sanders, for example,proudlyembraced his title given to him in Kentucky (asouthernstate,although“borderstate”inthewar).HewasnamedColonel in the 1930s, so the romance lives on.(nohenever served in themilitary)
Another Kentucky Colonel?Muhammad Ali. Times change!
(images captured from kfc.comandwallart.com) / Sir Walter Scott was a favorite author of manyelitesoutherners. He wrote many books of chivalryand feudal society that plantation elite identifiedwith.
Accused by Mark Twain of having a hand in theCivilWar, Scott supposedly aroused southerners to fightfora deteriorating socialstructure.
“It was Sir Walter that made every gentleman intheSouth a Major or a Colonel, or a General or aJudge,before the war; and it was he, also, that madethosegentlemen value their bogus decorations. For it washethat created rank and caste down there, andalsoreverence for rank and caste, and pride and pleasurein them. Enough is laid on slavery, without fatheringupon it these creations and contributions of Sir Walter.SirWalter had so large a hand in makingSoutherncharacter, as it existed before the war, which he isin great measure responsible for thewar.”
Mark Twain - Life on theMississippi.
What does this reveal about Southernculture?
LocalContext:
BroadContext:
OtherContext:
How did religion impact sectionaltensions?

3. The West, pp181-182

Key Concepts &MainIdeas / Notes
Followingthe LouisianaPurchase, the drive toacquire, survey, and openup new lands andmarkets led Americans into numerouseconomic, diplomatic, andmilitary initiatives inthe WesternHemisphere andAsia. / TheWest…
In ColonialEra:
In the RevolutionaryEra:In1803:
After the CivilWar:

The WestContinued…

Key Concepts &MainIdeas / Notes / Analysis
Theeconomic changes caused bythe marketrevolution had significanteffects on migrationpatterns, gender
and familyrelations, and the distributionof politicalpower.
With expanding borders camepublic debates aboutwhether to expand and howto define and use thenew territories.
Whites living onthe frontier tended to champion expansion efforts,while resistanceby American Indiansled to a sequence ofwars and federal effortsto controlAmerican Indianpopulations.
Various groupsof AmericanIndians, women, andreligious followersdeveloped cultures reflectingtheir interestsand experiences, asdid regional groupsand an emergingurban middleclass. / AmericanIndians…
Exodus…
Life on thePlains…
TheFrontier…
MountainMen…
White Settlers on the WesternFrontier…
Women…
EnvironmentalDamage… / How did the ColumbianExchangeimpact American Indians living ontheplains?
Compare and contrast themountainmen and pioneers of the 19thcenturyto the French fur traders of the17thand 18thcenturies.
Motivations:
Interaction withNatives:
Impact onenvironment:
Were they more alike ordifferent?

4. Historical Perspectives, pp183-184…

What was the nature of slavery? Then… (before1950s) / What was the nature of slavery? Now… (modernview)

ReadingGuidewrittenbyRebeccaRichardson,AllenHighSchool

Sourcesincludebutarenotlimitedto:2015editionofAMSCO’sUnitedStatesHistoryPreparingfortheAdvancedPlacementExamination,CollegeBoardAdvancedPlacementUnitedStatesHistoryFrameworkandothersourcesascitedindocumentandcollected/adaptedover20yearsofteachingandcollaborating.