Terms to study for final

• "Revolution of 1800"

• Jefferson's "experiment" (see Jefferson's First Inaugural Address)

• "governing without government"
  

• "peaceable coercion"

• Jefferson's foreign policy: expansionism, free trade, gunboats
  

• Embargo
  

• Haitian Revolution (Saint Domingue)

• Louisiana Purchase

• Lewis & Clark expedition

• Indian Removal

• Northern Confederacy

• Napoleon Bonaparte

• Embargo

• War of 1812

  • Harrison, William Henry

  • Tecumseh

  • Battle of Tippecanoe

  • Jackson, Andrew

  • Battle of Horseshoe Bend

  • Red Sticks

  • Battle of New Orleans

  • impact of on slavery, Indians, political parties

• Hartford Convention

• Boston Associates

• Adams, John Quincy

• Transcontinental Treaty

• "Great Migration" (1815-19)

• westward expansion, patterns of (expansion of section cultures)

• Indian removal

• Cherokees

• Worcester v. Georgia
  

• "Era of Good Feelings"

• Monroe, James

• Clay, Henry

• Calhoun, John C.

• Webster, Daniel
  

• Panic of 1819

• Tallmadge Amendment
  

• Missouri Compromise

• suffrage (voting rights), changes in

• Albany Regency

• Jackson-era parties: Democrats and Whigs

• Election of 1828

• Nullification Crisis: concept & process of "nullification," South Carolina Exposition and Protest, Force Bill

• Cotton gin
  

• rise of cotton growing & the expansion of slavery

• slave trade: end of international, rise of internal

• "Market Revolution"/Industrial Revolution

• immigration (Irish Catholics)

• nativists

• Transportation Revolution

• Erie Canal

• evangelicalism (Charles G. Finney)

• "Benevolent Empire" (moral reform movements)

  • temperance

  • Sabbatarianism

  • missionary work
    

• middle class

• "cult of domesticity"

• Beecher, Catherine
  

• Stanton, Elizabeth Cady

• Seneca Falls Convention
  

• African Methodist Episcopal Church

• American Colonization Society

• Allen, Richard
  

• Vesey, Denmark

• proslavery argument

• Turner, Nat

• Virginia slavery debate

• Abolitionism: change from gradualism and colonizationism to "immediatism"

• Walker, David

• Garrison, William Lloyd

• “moral suasion”

• anti-abolitionist riots

• gag rule
  

• southern culture: violence, "honor," duelling, Cavalier myth

• Lovejoy, Elijah P.

• Douglass, Frederick

• "sectional imperialism"

• Texas annexation issue

• Oregon issue

• Polk, James K.

• Mexican War

• Wilmot Proviso

• spot resolutions
  

• "free soil"

• Van Buren, Martin
  

• "popular sovereignty"

• Compromise of 1850

• Fugitive Slave Act

• Douglas, Stephen
• Trancontinental Railroad
  
• Kansas-Nebraska Act
  

• filibustering

• "Bleeding Kansas"
• Massachusetts Emigrant Aid Company
• Atchison, David R.
• "Border Ruffians" or "pukes"
  
• Brown, John
• Sumner, Charles
• Dred Scott decision
• Lecompton Constitution
  
• Republican Party (GOP)
• Lincoln, Abraham
• unionism
  
• Election of 1860
• secession
• Ft. Sumter
  

Rick Lee's Questions for May 4/5

Is it the end of the semester already? I don't know about you, but I wish we had more time! In lieu of the coming final we will spend the last week thinking in broad synthetic themes: coming to terms with our partriarchal arc for the semester, talking about the coming Civil War, and (if time permits) discussing the recent commercial boom in Confederate symbols (I've seen them in North Dakota, no kidding).

To discuss and blog your hearts out:

1. Was the Civil War fought primarily over slavery? Feel free to explain your position.

2. In the same vein, take a look at the Mississippi Declaration of Causes of Secession. How did the people of Mississippi (or at least the politicians) explain their justifications of secession? Don't stop at the beginning just b/c it says "slavery."

3. How has this semester's "patriarchal" approach affected the way you understand American history before the Civil War? How is it different from what you learned in high school or from watching the History Channel?

Blog away my babies, blog away.

Kris Maulden's Question - May 4/5

This week, we'll be discussing the coming of the Civil War; before coming to class, read pp. 365-371, 397-403, 444-446, and 484-487 in the back of Clotel, and look over chapters 11 and 14 in the textbook. Don't forget that papers on Clotel are due this week as well, and I'll expect you to say a few words about your paper (so be ready). The questions are fairly simple this week, but here they are:

1. How do the documents from the 1850s exhibit more radical positions than those from the 1830s? (Hint: look at the way they justified their beliefs and talked about their opposition)

2. I want everyone to have an answer for this question in mind whether or not all of you post a response on the blog. In your opinion, when did the Civil War become inevitable, and why? Be sure to choose a point beyond which you believe that North and South could no longer come together and to explain why using reason and historical evidence.