Learning Targets 1 - 40
1. I can define Manifest Destiny.
•John L. O’Sullivan
•Editor of United States Magazine and
Democratic Review
•described the annexation of Texas as:
•“the
fulfillment of our manifest destiny
to overspread the continent allotted by
Providence for the free development of
our yearly multiplying millions.”
•Manifest Destiny
•the
belief widely held by Americans in
the 19th century that the United States
was destined to expand across the
continent!
•acquiring
Mexico & Canada
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1. I can define Manifest Destiny.
 Imperialism
 the policy of extending rule or control of one country
over other countries or colonies, territory, resources,
people, etc… usually to control:



natural resources
markets
naval bases
 Compare/contrast Manifest Destiny w/ Imperialism
 Are U.S. attitudes and policies in the world today,
imperialistic?
 Middle East
 relations w/ China, Russia, etc…
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1. I can define Manifest Destiny.
John Gast
American Progress
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2. I can identify reasons for westward expansion.




The “easy” purchase of Louisiana
To obtain land for farming
To increase “national security”
To eliminate European influence from North America
 Britain in Canada
 Spain/Mexico in Mexico
 Belief in “ethnocentrism”
 belief that one’s own culture is superior to others
 as Christians, believe it is God’s will to spread across
continent!

Divine Providence
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Quick Write
 Answer in complete sentences with many details and
examples (O.I.)
 Define Manifest Destiny
 Explain at least two (2) reasons for westward expansion
 Explain how the idea of expansion might be present
today in U.S. attitudes and policies around the world
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3. I can discuss the conflict that occurred due to westward
expansion.
 Texas Revolution - 1836
 mass immigration (Moses/Stephen Austin)
 opposition to dictatorial rule of:
 General Antonio Lopez de Santa Anna
 Sam Houston and Texas Rebels fight for independence
 The Alamo
 Goliad
 Battle of San Jacinto
 Treaty of Velasco
 Oregon - 1845
 threat of war with Great Britain
 “54/40 or fight!”
 peaceful settlement of border dispute at 49th parallel
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3. I can discuss the conflict that occurred due to westward
expansion.
 Mexican War - 1845-1848
 brought on by “annexation” of Texas to the United States
 expansion of slavery in the U.S.
 distrust between U.S. and Mexico




offer to purchase Mexican land seen as affront to Mexican people/nation
U.S. seen as “imperialistic”
border dispute
settlement of claims
 California - 1848
 hastily organized as “Bear Flag Republic” in midst of Mexican
War
 became part of U.S. in Treaty of Guadalupe Hidalgo


as well as approx. half of Mexico
leads to Gadsden Purchase in 1853
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4. I can explain the primary motive behind the Texas Revolution.
 Texas Revolution – 1836
 Southerners immigrate into Mexico (Texas)

land, escape US tariff policy, slavocracy,
 initially, settlers to:
 become citizens of Mexico
 obey Mexican laws
 convert to Catholicism
 after mass immigration, Mexico changes laws:



suspend land grants
place tariffs on goods from U.S.
forbids slavery – 1829
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4. I can explain the primary motive behind the Texas Revolution.
 Texas Revolution – 1836
 Texan’s claim no representation in Mexican government
 tension over cultural differences


Protestant Anglo settlers vs. Catholic Hispanic Mexicans
English vs. Spanish language
 sugar/cotton farmers


brought slaves to Texas
Mexico abolishes slavery in 1829
 Texans revolt for independence - 1835
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5. I can examine the ways in which the Texas Revolution
impacted the conflict between the North and South.
 Extension of slavery
 “slavocracy” in power in South
 feels itself a minority “section” of the nation

being eclipsed by expansion of the North to the West
 Missouri Compromise
 upset balance of slave/free states
 North fears addition of slave state will tip balance in Senate in
favor of slave states
 if reversed, endangered ability of the South to defeat antislavery measures in the Senate

“Tallmadge Amendment”
 Fear of war with Mexico if annexed to the U. S.
 delays annexation 9 years
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6. I can assess the legitimacy of the Texas border dispute that led to
the Mexican-American War.
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6. I can assess the legitimacy of the Texas border dispute that led to
the Mexican-American War.
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6. I can assess the legitimacy of the Texas border dispute that led to
the Mexican-American War.
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6. I can assess the legitimacy of the Texas border dispute that led to
the Mexican-American War.
 Prior to Texas Revolution …
 … border between Texas and Chihuahua was Nueces River
 Treaty of Velasco …
 … ending the Texas Revolution,
 Texans force Santa Anna to accept Rio Grande as border
between Independent “nation” of Texas (the Lone Star
Republic), and Mexico



with “gun to his head”
under duress
many argue Santa Anna, most if not all Mexicans, many in
U.S., do not recognize Texas as independent as a result!
 Abraham Lincoln’s “spot resolution”
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7. I can describe the role of President Polk in the MexicanAmerican War.
 James K. Polk
 President - 1845 – 1849


Southern slaveholder
supported Manifest Destiny


favored annexation of Texas
“at the earliest practicable period”
 Slidell Mission

John Slidell



Spanish speaking emissary
sent to Mexico by Polk to:
 purchase California and New Mexico
 reach agreement on Rio Grande as border between United States and
Mexico
Mission rejected by Mexican government


U.S. insulted by treatment of Slidell
Mexico insulted by offer to purchase much of territory and by annexation
of Texas and border dispute
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7. I can describe the role of President Polk in the MexicanAmerican War.
 Polk sends General Zachary Taylor …
 … into disputed territory between Nueces and Rio Grande
Rivers …
 … and John C. Fremont into California

both seen as violations by Mexicans of their territory
 Mexico sends troops across Rio Grande River …
 … skirmish ensues at Matamoros Mexico


11 U.S. soldiers dead
Polk asks Congress for a declaration of war …
 … saying, “American blood has been shed on American soil!”
 Was Polk hoping for a conflict to justify war?
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8. I can evaluate the political, economic, and social benefits of
the Texas Revolution and Mexican-American War for the U.S..
 Political
 Economic
 Social
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9. I can evaluate the political, economic, and social loses of the
Texas Revolution and Mexican-American War for the U.S..
 Political
 Economic
 Social
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10. I can explain the events of the Mexican-American War.
 Two Fronts
 Mexico


Zachary Taylor defeats Santa Anna at Buena Vista
 in northern Mexico
Winfield Scott conquers Veracruz and Mexico City
 California



John C. Fremont leads military force to Salinas Valley
Stephen Kearny “marches” from victory in New Mexico to California
American settlers, led by Fremont, seize town of Sonoma and
declare California independent
 Bear Flag Republic
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10. I can explain the events of the Mexican-American War.
 Treaty of Guadalupe Hidalgo
 February 2, 1848
 Terms:




Mexico accepts Rio Grande as the border between U.S. and
Mexico
Mexico “cedes” territories of New Mexico and California to the
United States
U.S. agrees to pay $15 million for Mexican Cession
 includes present day states of California, Nevada, New Mexico,
Utah, most of Arizona, parts of Colorado and Wyoming
Guaranteed Mexicans freedom of religion, protection of
property, bilingual elections, and open borders
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10. I can explain the events of the Mexican-American War.
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11. I can analyze the anti-war movement that occurred during
the Mexican-American War.
Abraham Lincoln
Robert Toombs
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11. I can analyze the anti-war movement that occurred during
the Mexican-American War.
 U.S., increasingly divided by sectional rivalry …
 … the war was a partisan issue and an essential element in the origins of
the American Civil War.
 Abraham Lincoln
 questioned the war’s justification
 “spot resolution”
 Abolitionists & Antislavery Whigs
 a plot to extend slavery
 ensure Southern domination of the Union
 Whig leader Robert Toombs of Georgia declared:
 “This war is nondescript .... We charge the President with usurping the warmaking power ... with seizing a country ... which had been for centuries, and was
then in the possession of the Mexicans .... Let us put a check upon this lust of
dominion. We had territory enough, Heaven knew.”
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11. I can analyze the anti-war movement that occurred during
the Mexican-American War.
Charles Sumner
Joshua Giddings
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11. I can analyze the anti-war movement that occurred during
the Mexican-American War.
 Charles Sumner
 “the lives of Mexicans are sacrificed in this cause; and a
domestic question, which should be preserved for bloodless
debate in our own country, is transferred to fields of battle in
a foreign land.”
 Joshua Giddings …
 led a group of dissenters in Washington D.C.
 He called the war with Mexico "an aggressive, unholy, and
unjust war," and voted against supplying soldiers and
weapons. He said:

“In the murder of Mexicans upon their own soil, or in robbing them
of their country, I can take no part either now or here-after. The guilt
of these crimes must rest on others. I will not participate in them.”
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11. I can analyze the anti-war movement that occurred during
the Mexican-American War.
Henry David Thoreau
David Wilmot
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11. I can analyze the anti-war movement that occurred during
the Mexican-American War.
 Henry David Thoreau …
 … was jailed for his refusal to pay taxes to support the
war, and penned his famous essay, Civil Disobedience
 Wilmot Proviso – 1846
 David Wilmot

Pennsylvania Representative
 aimed to prohibit slavery in new territory acquired from
Mexico

Wilmot's proposal did not pass Congress, but it spurred
further hostility between the factions
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12. I can define popular sovereignty and explain its impact on the
conflict between North and South
 Popular Sovereignty …
 “people power”
 … or, the sovereignty of the people

the principle that the legitimacy of the state is created and
sustained by the will or consent of its people, who are the
source of all political power
 In Manifest Destiny …
 … the idea of allowing the people of a territory to decide
for themselves to allow slavery to exist in their territory
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12. I can define popular sovereignty and explain its impact on the
conflict between North and South
 Impact …
 Compromise of 1850

popular sovereignty for Utah & New Mexico territories
 slavery not economically suitable so, little impact
 Kansas-Nebraska Act – 1854


popular sovereignty for Kansas & Nebraska territories
immigrants rush/sent to populate territories to effect outcome
 produces mini-Civil War
 “Bleeding Kansas”, Pottawatomie Creek Massacre, John Brown,
the “sack of Lawrence”, etc… so, significant impact
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13. I can describe the role of Harriet Tubman in the abolition
movement.
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13. I can describe the role of Harriet Tubman in the abolition
movement.
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13. I can describe the role of Harriet Tubman in the abolition
movement.
 Harriet Tubman – 1820 – 1913
 was an African-American abolitionist, humanitarian, and
Union spy during the Civil War


she later helped John Brown recruit men for his raid on Harper’s
Ferry
in the post-war era, she struggled for women’s suffrage
 born into slavery …
 … Tubman escaped …
 … became a “conductor” on the Underground Railroad
 network of antislavery activists and safe houses
 made more than nineteen trips South to rescue more than 300 slaves
 including her own parents
 followed the North Star over Ohio River
 goal to reach Canada to ensure perpetual freedom
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14. I can summarize the main message and describe the impact
of Uncle Tom’s Cabin on the abolition movement.
 Harriet Beecher Stowe
 Uncle Tom’s Cabin – 1852





illustrated the evil and immorality of slavery
illustrated slavery's effect on families
 family members sold apart, husbands from wives, children
helped readers empathize with enslaved characters
 slave Eliza flees across frozen Ohio River, clutching infant son
 Uncle Tom purchased by kindly Augustine St. Clare
demonstrated worst evils of slavery
 Uncle Tom whipped to death by wicked Simon Legree
writing in the 1950s, poet Langston Hughes called the book a
"moral battle cry for freedom."
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14. I can summarize the main message and describe the impact
of Uncle Tom’s Cabin on the abolition movement.
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14. I can summarize the main message and describe the impact
of Uncle Tom’s Cabin on the abolition movement.
 Impact
 North

galvanized the abolition movement



abolitionists increase protests against Fugitive Slave Act
 pass “personal liberty laws”
demanded that the US deliver on the promise of freedom and equality
contributed to the outbreak of the Civil War

"So you're the little woman who wrote the book that started this great
war.“ Abraham Lincoln
 South


condemned it as an attack on the South
stiffened Southern defense of slavery




claimed that slavery was sanctioned in the Bible
claimed it as a “positive good”
that Tom was too noble a character and representative of the black race
accused Stowe of fabricating unrealistic, one-sided images of Southern
slavery
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15. I can describe the role of John Brown in the abolition
movement.
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15. I can describe the role of John Brown in the abolition
movement.
 John Brown - 1800 –1859
 an American abolitionist who used violent actions to
fight slavery


began to hate slavery when witnessed a white man beating a
young slave with a shovel
devoted last 21 years of life to fighting for abolition
 Pottawatomie Creek Massacre - 1856


Brown's followers slaughter five pro-slavery men
hacked off their hands, stabbed with broadswords
 contributed to “Bleeding Kansas”
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15. I can describe the role of John Brown in the abolition
movement.
 Harper’s Ferry Virginia – 1859
 Led 18 men, black and white, to Harper’s Ferry Va.



planned to seize the federal arsenal there
distribute weapons to slaves in the area
incite a slave rebellion throughout the South
 ended with his capture (by Robert E. Lee)
 trial resulted in his conviction and a sentence of death by hanging
 Effects
 some sympathy in the North
 thought of a martyr for cause of freedom
 terrified Southern whites who believed the North planned slave
uprisings everywhere
 hastened the Civil War
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16. I can evaluate the outcome of the Dred Scott case and its
impact on the conflict between North and South.
 Dred Scott - 1857
 Slave taken/lived in free states of Illinois and Wisconsin

Constitutional question?

was he free when moved to free states?
 Roger Taney

SCOTUS Chief Justice


from Maryland, a slave state
Court was pro-slavery
 Decision


Dred Scott not a citizen, but property
non-citizens cannot sue in federal or any court!



therefore, shouldn’t have been a case, yet …
declared African-Americans to be an “… inferior class of beings, who had
been subjugated by the dominant race, and, whether emancipated or
not, yet remained subject to their authority.”
“… they were so far inferior, that they had no rights which the white man
was bound to respect.”
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16. I can evaluate the outcome of the Dred Scott case and its
impact on the conflict between North and South.
 Impact
 North


abolitionists outraged
aids newly founded Republican Party
 opposes slavery and its extension
 South
 joy, celebration
 indicates the government never able to restrict slavery or its
extension
 contributes to split in Democratic Party
 results in Democratic Party becoming “minority” Party and loss in
election of 1860
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16. I can evaluate the outcome of the Dred Scott case and its
impact on the conflict between North and South.
 Impact
 Dred Scott is property


role of government is to protect property
government cannot restrict where you can take your property
 therefore, …
 Provision of Northwest Ordinance prohibiting slavery in the
Northwest Territory (1787) is UNCONSTITUTIONAL!
 Compromise of 1820 is UNCONSTITUTIONAL!
 Compromise of 1850 is UNCONSTITUTIONAL!
 Concept of “popular sovereignty” is UNCONSTITUTIONAL!
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17. I can explain why the Republican Party chose Abraham
Lincoln to be their candidate in the election of 1860.
 William H. Seward
 New York Senator



leader of antislavery forces in Congress
huge financial support from political organizations
desire to be center of attention
 references to a “higher law” than the Constitution
 an “irrepressible conflict” between North and South
 Abraham Lincoln
 relatively unknown, appeared more moderate in views
 assured the South … he would not…

“directly or indirectly, interfere with their slaves or with them about
their slaves.”
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