...“The term Western Expansion encompasses the acquisition of territories by the United States across the whole area of the North American continent from the Atlantic Ocean in the east to the Pacific Ocean in the west.” (www.american-historama.org/1841-1850-westwardexpansion/westwardexpansion.htm). There were many factors that lead up to the Westward Expansion. For example, an overflowing population, the government opens new land (i.e. Louisiana Purchase), Pacific expansion, and finally seeking expansion beyond borders all lead up to the Westward expansion. Also, there is a vase amount of impacts that the Western Expansion had on America and its people. Overflowing Population Many people think major increase in population is good...
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...themselves. Most of the technology was created for the purpose of better productivity in agriculture and manufacturing. These technological advancements had major effects on the nation’s economies. As the populations grew the need for expansion grew as well. With the rise of nationalism, so came the growth of democracy. Following the American Revolution, the concept of nationalism was beginning to take hold on the people. At the beginning of the 19th century Americans had much to be proud of. They had just won their independence from Britain and created the Constitution. With many of the new technological advancements of the 19th century the people began finding more efficient ways of manufacturing and distributing goods. The assembly line contributed to the development of a new working class (Brinkly, 2007). The Cotton Gin revolutionized the cotton economy in the south and contributed to the industrialization of the north by means of the textile industry. Steamboats stimulated the agriculture economy by making shipping more efficient and in turn lowering the cost of goods. Between 1800 and 1820 the plantation system was booming in the south with the growing demand of cotton in the textile industry (Brinkly, 2007). As a result of the westward movement, four new states were admitted in the union. The two in the north would be Free states and the two in the south would be slave states. The plantation system contributed to the development of a new rich class (Brinkly,...
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...1763 was seen as the best way to prevent violence with the Indians, and keep the colonies close to the mother country. “western expansion seemed a good...
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...territories. Stephen Douglas’s motives behind proposing the Kansas-Nebraska Act also lie in his desire to help the United States spread westward, positioning himself for national power, and overcoming lingering sectional disputes that remain after the Compromise of 1850. The Act was his way of figuring out a way to organize the territories in the former Louisiana Purchase, acquired in 1803, in a way that would overcome future debates about slavery in the union. Popular sovereignty was Douglas’s solution. In essence, implementing a policy of popular sovereignty in the Kansas and Nebraska territories meant letting the people who lived there decide for themselves whether or not to allow slavery. The policy of popular sovereignty that Douglas advocated for violated the principle of the Missouri Compromise of 1820, which said that all of the Louisiana Purchase north of the southern boundary of Missouri, the 36° 30' line, would be restricted to the spread of slavery. Later, the Compromise of 1850 overturned the Missouri Compromise, leaving the United States’ policy on slavery unsettled. Ironically, Stephen Douglas was also a leading force and advocate in the passage of the Compromise of 1850 after the Mexican War. The Kansas-Nebraska Act reintroduced the familiar tensions regarding sectionalism that rose during the Missouri Compromise and Compromise of 1850. There were plenty of democrats in the north who fought and criticized the decision to implement popular sovereignty in the Kansas-Nebraska...
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...The Civil War was a time of chaos and different opinions. It all started with Abraham Lincoln being elected to be our 16th president. Slowly tension from the South and North started to build up about slavery, which then resulted in war. This war lasted for about four years with many significant battles. There were many important events that were leading up to the Civil War, but there were a few that were the key causes. The six events that are vital to the war’s build up are the Missouri Compromise, Nat Turner’s Rebellion, Compromise of 1850, Uncle Tom’s Cabin, Bleeding Kansas, and John Brown’s Raid. The Missouri Compromise was in 1820, after the Louisiana Purchase. As time went on after the Louisiana Purchase, the Congress decided that it...
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...as a result of the sharp differences that existed between the South Confederate states and the Northern states. Efforts to reconcile the two sides failed and a full scale war ensued that changed the social-political landscape of the United States towards the end of the 19th century. The major cause of the Civil War was the sharp opinions exhibited by both sides concerning the abolition of slavery. In the Northern states there was growing sympathy towards the abolition movement. This was spearheaded by religious leaders who deemed slavery as immoral and inhuman. Several publications such as: Uncle Tom’s Cabin, John Browns Raid and Dred Scott Case highlighted the negative and inhumane treatment of slaves. This articles increased support for the abolition of slavery in the North. However, majority of the rich slave owners had massive plantations in the Southern states and benefited immensely form slave trade. The Southern states vehemently opposed abolition and went to war in order to safeguard their economic interests which streamed from a lucrative salve trade. The fight against proponents and opponents of slavery was heightened with the enactment of a series of laws. The Missouri Compromise of 1820 fueled hatred and animosity between the two regions. The law created slave free states that were formed due to the Westward expansion. The Southerners rejected the law that resulted in years of political feuds. The Compromise of 1850 was set up so as to balance the contrasting interests...
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...How did the U.S. population change from 1820-1860 and how did these change and or impact American life: economically, socially and politically? Three main trends characterized the American population between 1820-1860: a rapid population growth, the movement of individuals from rural countrysides to industrializing cities in the North, and the migration of the population westward. The growth of cities accelerated drastically between 1840-1860, and the agricultural economy of the western regions of the the nation produced significant urban growth. This increase reflected a population increase in the national as a whole thanks to an increasing flow of people into cities from farms of the Northeast and immigration from abroad. The majority of Irish immigrants were young single women, who had practically no money, making...
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...ANTEBELLUM TEXAS. In the drama of Texas history the period of early statehood, from 1846 to 1861, appears largely as an interlude between two great adventures-the Republic of Texas and the Civil War.qqv These fifteen years did indeed lack the excitement and romance of the experiment in nationhood and the "Lost Cause" of the Confederacy. Events and developments during the period, however, were critical in shaping the Lone Star State as part of the antebellum South. By 1861 Texas was so like the other Southern states economically, socially, and politically that it joined them in secessionqv and war. Antebellum Texans cast their lot with the Old South and in the process gave their state an indelibly Southern heritage. When President Anson Jonesqv lowered the flag of the republic for the last time in February 1846, the framework for the development of Texas over the next fifteen years was already constructed. The great majority of the new state's approximately 100,000 white inhabitants were natives of the South, who, as they settled in the eastern timberlands and south central plains, had built a life as similar as possible to that experienced in their home states. Their economy, dependent on agriculture, was concentrated first on subsistence farming and herding and then on production of cotton as a cash crop. This meant the introduction of what southerners called their "Peculiar Institution"-slavery.qv In 1846 Texas had more than 30,000 black slaves and produced an even larger number...
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...Timeline Part I NOTE: Before starting the Timeline project please refer to the "Example Timeline Matrix" document. Instructions: Complete the matrix by providing the Time Period/Date(s) in column B, and the Description and Significance of the People/Event(s) to American History in column C. See complete instructions in the Syllabus for the Module 1 assignment entitled, “Timeline Part I.”NOTE: The timeline project does not need to be submitted to turnitin. NOTE:Please write your answers in a clear and concise manner. Limit your submission of the Timeline Part I up to 250 words per topic/subtopic. For example, if a topic is divided into 3 subtopics, you may write a maximum of 250 per subtopic listed. Be sure to cite all sources. Major Event/Epoch in American History | Time Period/Date(s) | Description and Significance of the People/Event(s) to American History | 1) Describe three different American Indian cultures prior to colonization. | 1200-1900 | The Anasazi, the Iroquois and the Algonkians all inhabited parts of the US prior to colonization. The Anasazi had much of the Southwest like Arizona and New Mexico. The Iroquois were very large and were actually divided into many different nations with different traditions and dialects. Lastly, the Algonkians were proficient in both hunting as well as other agricultural activities. | 2) The effects of British colonization on the Native Americans. | 17th Century | At first, the British were not a threat because they...
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... DBQ Essay #3: “American period between 1860-1880” The historic period prior to the 1860s was the most underlying era in American society as it led to the bloodiest war in the American history, the Civil war. Prior to the Civil war, the American politics were sectionally divided between the Northern Republicans and the Southern Democrats. The political culture was almost saturated as both sections had realized that the numerous compromises would only provoke questions and dissimilarities between them, with the largely interfered question of slavery and suffrage. The Missouri Compromise of 1820 had been implemented as a nationwide direction towards admitting states with reference the 36° 30´ latitude line, either as a free-state (above line) or as a slave state (below the line). Despite of the temporary success of the compromise of 1820, it was repealed by the Stephen A. Douglas in 1854 in his Kansas-Nebraska Act. Likewise, the Compromise of 1850, created by the Great Compromiser, Henry Clay, was an effort to preserve the Union by settling the issue of slavery in the newly acquired territories from the Mexican-American War. Although it assured a temporary peaceful settlement between the sections, it failed to give birth to the Civil war and the rise in sectionalism. Although all these compromises had served their desired intents, politically as well as socially, in turn, they only played a catalyst role in increasing the tensions between the Northerners and Southerners. Thereafter...
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...I. General Concept………………………………..…… 4 1. First industrial revolution 2. Second industrial revolution 3. Modernization II. Europe……………………………………………….. 9 1. England 2. Scotland 3. Rest of Europe III. U.S.A………………………………………………... 17 1. The growth of U.S. industry. 2.Organization of industrial relations. 3.Agriculture. IV. Developments and innovations……………………… 24 1. Colonialism 2. Apprenticeship 3. Science and technology 4. Machine tools 5. Textiles 6. Steam engines 7. Locomotives and Steamboats 8. The Electric Telegraph 9. Architecture 10. Rubber 11. Lighting 12. Time V. Conclusions………………………………………... 42 VI. Bibliography………………………………………… 44 3 I. General Concept 1. The First Industrial Revolution Between 1760 and 1830 the Industrial Revolution was mainly confined to Britain. Being aware of its head start on other countries, Britain forbade the export of machinery, skilled workers and manufacturing techniques. This could not last, as many Britons saw profitable industrial opportunities abroad and continental European businessmen were keen to lure British know-how to their countries. Belgium became the first country in continental Europe to be transformed economically, having machine shops set up in Liège (c.1807) by two Englishmen, William and John Cockerill. Like Britain, the Belgian Industrial Revolution centred on iron, coal and textiles. The industrialization of France was slower and less thorough than that of Britain and Belgium...
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...LECTURE 1 THE KHOISAN AND THEIR ENVIRONMENT Introduction: Khoisan are historically the earliest inhabitants of Southern Africa. They dominated Southern Africa for hundreds of years before the arrival of the Bantu groups. Archaeological evidence obtained from sites on the West Coast such as Kasteelberg show occupation by herders between 1600 and 1800 years ago, ie around 200-400AD They owed to a great extent their livelihood to the natural environment conditions which obtained. This is demonstrated by the fact that they derived the three basic fundamentals of life; food, shelter and clothing from the flora and fauna of the region. The San They were referred to as hunter-gatherers. [Bushmen by whites; Twa by Xhosa, Roa by Sotho and San by Khoikhoi] They occupied the mountainous, plateau and coastal areas of Southern Africa as evidenced by their paintings on rocks and cave walls throughout the sub-continent. They were neither herders nor agriculturalists, so they depended on hunting and gathering. [ie they survived on what the environment provided] Archaeological evidence has proven that the San might have made meat an important part of their diet before the invention of projectile weapons. How was this possible without weapons? The San killed newly born or sick animals Ran down animals Scavenging They drove large animals over cliffs or into swamps and then slaughtered them. Meat was thus an important part of their diet from time immemorial. As their Stone Age technology improved...
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...AS LEVEL Specification HISTORY A H105 For first assessment in 2016 ocr.org.uk/alevelhistorya We will inform centres about any changes to the specification. We will also publish changes on our website. The latest version of our specification will always be the one on our website (ocr.org.uk) and this may differ from printed versions. Copyright © 2014 OCR. All rights reserved. Copyright OCR retains the copyright on all its publications, including the specifications. However, registered centres for OCR are permitted to copy material from this specification booklet for their own internal use. Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered company number 3484466. Registered office: Hills Road 1 Cambridge CB1 2EU. OCR is an exempt charity. Contents Introducing… AS Level History A (from September 2015) Teaching and learning resources iv Why choose an OCR AS Level in History A? 1 1a. Why choose an OCR qualification? 1 1b. Why choose an OCR AS Level in History A? 2 1c. What are the key features of this specification? 3 1d. 2 iii Professional Development 1 ii How do I find out more information? 3 4 2a. Overview of AS Level in History A (H105) 4 2b. Content of AS Level in History A (H105) 5 2c. Content of unit group 1: British period study and enquiry (Units Y131 to Y143) 8 2c. ...
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...OUTLINE OF U.S. HISTORY OUTLINE OF OUTLINE OF U.S. HISTORY C O N T E N T S CHAPTER 1 Early America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 CHAPTER 2 The Colonial Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 CHAPTER 3 The Road to Independence . . . . . . . . . . . . . . . . . . . . . . . . . . 50 CHAPTER 4 The Formation of a National Government . . . . . . . . . . . . 66 CHAPTER 5 Westward Expansion and Regional Differences . . . . . . . 110 CHAPTER 6 Sectional Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 CHAPTER 7 The Civil War and Reconstruction . . . . . . . . . . . . . . . . . . 140 CHAPTER 8 Growth and Transformation . . . . . . . . . . . . . . . . . . . . . . . 154 CHAPTER 9 Discontent and Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 CHAPTER 10 War, Prosperity, and Depression . . . . . . . . . . . . . . . . . . . . 202 CHAPTER 11 The New Deal and World War I . . . . . . . . . . . . . . . . . . . . . 212 CHAPTER 12 Postwar America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 CHAPTER 13 Decades of Change: 1960-1980 . . . . . . . . . . . . . . . . . . . . . 274 CHAPTER 14 The New Conservatism and a New World Order . . . . . . 304 CHAPTER 15 Bridge to the 21st Century . . . . . . . . . . . . . . . . . . . . . . . . . 320 PICTURE PROFILES Becoming a Nation . . . . . . . . . . . . . ....
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...South Carolina Social Studies Academic Standards Mick Zais, Ph.D. State Superintendent of Education South Carolina Department of Education Columbia, South Carolina State Board Approved Document – August 18, 2011 Contents Acknowledgments.......................................................................................................................... iii Introduction .....................................................................................................................................1 Social Studies Standards Page Format .............................................................................................5 Grade-Level Standards for Social Studies Grades K–3 Kindergarten. Foundations of Social Studies: Children as Citizens ...............................................7 Grade 1. Foundations of Social Studies: Families........................................................................12 Grade 2. Foundations of Social Studies: Communities ................................................................17 Grade 3. South Carolina Studies ..................................................................................................22 Grades 4–5 Grade 4. United States Studies to 1865 ........................................................................................29 Grade 5. United States Studies: 1865 to the Present ....................................................................36 Grades 6–8 Grade 6. Early Cultures to 1600...
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