The American System was an economic plan that played an important role in American policy during the first half of the 19th century. Rooted in the “American School” ideas of Alexander Hamilton, the plan “consisted of three mutually reinforcing parts: a tariff to protect and promote American industry; a national bank to foster commerce; and federal subsidies for roads, canals, and other ‘internal improvements’ to develop profitable markets for agriculture.” Congressman Henry Clay was the plan’s foremost proponent and the first to refer to it as the “American System.”
Use this map to plan infrastructure improvements to 19th Century United States. Link different regions to improve economic connections between different regions – remember, you have to sell your plan to Congress, so you need to make it profitable to as many states as possible in order to secure their votes.
the borders of the United States circa 1840
The most important big cities circa 1840: New York, Chicago, St. Louis, Boston, Atlanta, Baltimore, Washington, DC, Philadelphia, Charleston, New Orleans, Cleveland, Detroit, Indianapolis, Jacksonville, Pittsburgh
The rivers: Mississippi, Ohio, Missouri, Potomac
The mountain ranges
The Great Lakes (by name)
Proposals for the routes of at least three canals linking various regions (naming at least one commodity that will travel in each direction – find out what resources/products come from the cities you’re linking)
Proposals for the routes of at least three railroads linking various regions (name the commodities)
Proposals for the routes of three toll roads (name the commodities)
The Bottom Line
Compare and Contrast: Consider factors like cost, weather, topography, efficiency — what are the relative advantages and disadvantages of toll roads, railroads, and canals?
Why is it important for the government to invest in these kinds of infrastructure? In what ways does it impact your daily life?
We often refer to the United States as a capitalistic country, successful because the government’s lack of intervention in the economy. Does the existence of the American System support or refute this label?
From May 1804 to September 1806, the Corps of Discovery under the command of Captain Meriwether Lewis and his close friend Second Lieutenant William Clark, was the first American expedition to cross the western portion of the United States. Also along for the mission was York, Clark’s slave, who who carried a gun and hunted on behalf of the expedition and was also accorded a vote during group decisions, more than half a century before African Americans could actually participate in American democracy. Along the way, the Corps picked up they met a French-Canadian fur trapper named Toussaint Charbonneau, and his teenage Shoshone wife Sacagawea, who had purchased as a slave and who was pregnant with their child. The Shoshone lived in the Rocky Mountains, and Sacagawea’s knowledge of nature, geography, language, and culture proved to be invaluable to the expedition. (Excerpted from The United States: An Open Ended History)
The primary goals of the Lewis and Clark expedition were:
Map the Missouri River and related tributaries.
Find the easiest possible route across the continent.
Make detailed observations of the natural resources and geography of the west.
Pretend that you are Lewis and Clark. President Thomas Jefferson has asked you to the White House to deliver a detailed report about your expedition. In particular, Jefferson wants to see evidence that you have made a good effort to achieve each of your four goals.
A good presentation will document and describe all of the following: the major events of the assigned portion of the journey, the members of the expedition who provided indispensable contributions to its success, what tools and techniques they used, the people Lewis and Clark met during this segment, and the wildlife they encountered. Use these details as evidence to show how Lewis and Clark worked toward the four goals that Jefferson assigned to them.
In order to present your findings, you can make a webpage, a mock up of Lewis’s journal, a song, a rap, a comic, a Prezi, a WeExplore, or anything else you can imagine. Aside from this, the main requirement is – DON’T BE BORING!! You should also supply some enticing visuals to supplement your report.
A Starting Point for Your Research: A Timeline of the Lewis and Clark Expedition
June 28–29: First trial in new territory. Pvt. John Collins is on guard duty and breaks into the supplies and gets drunk. Collins invites Pvt. Hugh Hall to drink also. Collins receives 100 lashes, Hall receives 50 lashes.
July 11–12: Second trial in new territory. Pvt. Alexander Hamilton Willard is on guard duty. Is charged with lying down and sleeping at his post whilst a sentinel. Punishable by death. He receives 100 lashes for four straight days.
August 3: The Corps of Discovery holds the first official council between representatives of the United States and the Oto and Missouri tribes at Council Bluffs, Iowa. They hand out peace medals, 15-star flags and other gifts, parade men and show off technology.
August 4: Moses Reed said he was returning to a previous camp to retrieve a knife but deserted to St. Louis.
August 18: George Drouillard returns to camp with Reed and Otos’ Chief Little Thief. Reed is sentenced to run the gauntlet (500 lashes) and is discharged from the permanent party.
August 18: Captain Meriwether Lewis’s 30th birthday.
August 20: Sergeant Charles Floyd dies. He dies from bilious chorlick (ruptured appendix). He is the only member lost during the expedition.
September 7: The expedition drives a prairie dog out of its den (by pouring water into it) to send back to Jefferson.
September 14: Hunters kill and describe prairie goat (antelope).
September 25–29: A band of Lakota Sioux demand one of the boats as a toll for moving further upriver. Meet with Teton Sioux. Close order drill, air gun demo, gifts of medals, military coat, hats, tobacco. Hard to communicate language problems. Invite chiefs on board keelboat, give each 1⁄2 glass whiskey, acted drunk wanted more. Two armed confrontations with Sioux. Some of the chiefs sleep on boat, move up river to another village, meet in lodge, hold scalp dance.
October 8–11: Pass Grand River home of the Arikara people, 2,000+. Joseph Gravelins trader, lived with Arikara for 13 yrs. Pierre Antoine Tabeau lived in another village was from Quebec.
October 13: Pvt. John Newman tried for insubordination (who was prompted by Reed) and received 75 lashes. Newman was discarded from the permanent party.
October 24: Met their first Mandan Chief, Big White. Joseph Gravelins acted as interpreter.
Winter at Fort Mandan
For Geography, Narrative, and More Information, Check Out – Fort Mandan
October 24: Expedition reaches the earth-log villages of the Mandans and the Hidatsas. The captains decide to build Fort Mandan across the river from the main village.
October 26: Rene Jessaume lived with Mandan for more than a decade, hired as Mandan interpreter. Hugh McCracken a trader with the North West Company. Francois-Antoine Larocque, Charles MacKenzie also visited L&C.
November–December: Constructed Fort Mandan.
November 2: Hired Baptiste La Page to replace Newman.
December 24: Fort Mandan is considered complete. Expedition moves in for the winter season.
January 1: The Corps of Discovery celebrates the New Year by “Two discharges of cannon and Musick—a fiddle, tambereen and a sounden horn.”
February 9: Thomas Howard scaled the fort wall and a native American followed his example. “Setting a pernicious example to the savages” 50 lashes—only trial at Fort Mandan and last on expedition. Lashes remitted by Lewis.
February 11: Sacagawea gives birth to Jean Baptiste Charbonneau, the youngest member of the expedition. Jean Baptiste is nicknamed “Pompy” by Clark. Lewis aided in the delivery of Sacagawea’s baby, used rattle of rattlesnake to aid delivery (Jessaume’s idea).
April 7: The permanent party of the Corps of Discovery leaves Fort Mandan. The keelboat is sent down river. Left Fort Mandan in six canoes and two pirogues. Thomas Howard received a letter from his wife Natalia.
April 25: Reached Yellowstone River Roche Jaune—sent Joseph Field up river to find Yellowstone. He saw Big Horn Sheep and brought back horns. Lewis searched area thought it would be a good area for fort. Future forts were built, Fort Union and Fort Buford.
May 14: A sudden storm tips a pirogue (boat) and many items, such as supplies and the Corps’ journals, spill over into the river. Sacagawea calmly recovers most of the items; Clark later credits her with quick thinking.
May 8: Milk river. Called because of its milky white appearance. Natives called it “a river which scolds all others”.
June 3–20: Marias River to the Great Falls.
June 3: The mouth of the Marias River is reached. Camp Deposit is established. Cached blacksmith bellows and tools, bear skins, axes, auger, files, two kegs of parched corn, two kegs of pork, a keg of salt, chisels, tin cups, two rifles, beaver traps. Twenty-four lb of powder in lead kegs in separate caches. Hid red pirogue. Natives did not tell them of this river. Unable to immediately determine which river is the Missouri, a scouting party is sent to explore each branch, North fork (Marias), South fork (Missouri). Sgt. Gass and two others go up south fork. Sgt. Pryor and two others go up north fork. Can’t decide which river is Missouri. Clark, Gass, Shannon, York and Fields brothers go up south fork. Lewis, Drouillard, Shields, Windsor Pryor, Cruzatte, Lepage go up north fork. Most men in expedition believe north fork is the Missouri. Lewis and Clark believe south fork is Missouri and followed that fork.
June 13: Scouting ahead of the expedition, Lewis and four companions sight the Great Falls of the Missouri River, confirming that they were heading in the right direction. Lewis writes when he discovers the Great Falls of the Missouri. “When my ears were saluted with the agreeable sound of a fall of water and advancing a little further I saw the spray arise above the plain like a column of smoke…..began to make a roaring too tremendous to be mistaken for any cause short of the great falls of the Missouri.”
August 13: Lewis meets Cameahwait, leader of a band of Shoshone
August 15–17: Lewis returns across Lemhi Pass with Cameahwait and sets up Camp Fortunate.
August 17: A council meets with the Shoshone, during which Sacagawea learns the fate of her family and reveals that Cameahwait is her brother. Lewis and Clark successfully negotiate for horses for passage over the Rocky Mountains. They buy 29 horses for packing or eating with uniforms, rifles, powder, balls, and a pistol. They also hire Shoshone guide Old Toby.
August 18: Captain Lewis’s 31st birthday. In his journal, he scolds himself for being “indolent”, or lazy, and vows to spend the rest of his life helping people.
August 26: Lewis and the main party cross the Continental Divide at Lemhi Pass. They thereby leave the newly purchased United States territory into disputed Oregon Country.
For Geography, Narrative, and More Information, Check Out – At the Pacific
November 24: The Corps takes the matter of where to spend the winter to a vote. York, a slave, and Sacagawea, a woman, were allowed to vote. It was decided to camp on the south side of the Columbia River.
December 7 – March 23, 1806: Fort Clatsop sewed 338 pairs of moccasins.
December 25: Fort Clatsop, the Corps’ winter residence, is completed.
January 1: Discharged a volley of small arms to usher in the new year. Several Corps members build a salt-making cairn near present-day Seaside, Oregon.
The Return Home
For Geography, Narrative, and More Information, Check Out – The Return Home
March 22: Corps of Discovery leave Fort Clatsop for the return voyage east.
July 13: Reached White Bear Island. Opened cache and many items were ruined. The iron frame of the boat had not suffered materially.
July 15: Lewis explores Marias river, separates from Gass to meet at Mouth of Marias between Aug. 5 and no later than Sept 1. Marias River expedition includes M. Lewis, R. Fields, J. Fields, G. Drouillard.
July 15–26: Camp Disappointment. Marias River does not go far enough north. Natives finally discovered.
July 20: Sgt. Ordway’s party (from Clark’s party) meets Sgt. Gass’s party at the Great Falls of the Missouri.
July 27: Piikani Nation tribe members (“Blackfeet”) try to steal Lewis’s group’s rifles. A fight broke out and two natives Americans were killed in the only hostile and violent encounter with a tribe.
July 28: Lewis meets Ordway and Gass.
July 3: Clark explores Yellowstone—leaves for Three Forks and Yellowstone. Sgt. Pryor, G. Gibson, H. Hall, R. Windsor. Sgt. Ordway, J. Colter, J. Colter, P. Cruzatte, F. LaBiche, T. Howard, J. Shields, B. LaPage, G. Shannon, J. Potts, W. Brattan, P. Wiser, P. Willard, J. Whitehouse, T. Charboneau, Sacagawea & Pomp, York.
July 6: Clark’s group crosses the Continental Divide at Gibbons Pass.
July 8: Reached Camp Fortunate dug up cache from year before—tobacco most prized.
July 13: Sgt. Ordway splits from Clark to travel up Missouri River to meet Lewis and Gass.
August 3: Clark arrives at confluence of Missouri and Yellowstone Rivers—moves down river because of mosquitoes.
August 8: Pryor and party reached Clark. Pryor and party (Sgt. Pryor, G. Gibson, H. Hall, R. Windsor) left Clark with horses and a letter to Hugh Henry to get Sioux to go to Washington and make peace with other natives. Horses stolen, had to make bull boats to get across and down river.
August 11: Lewis is accidentally shot by a member of his own party.
August 12: The two groups rejoin on the Missouri River in present-day North Dakota.
August 18: Capt. Lewis’s 32nd birthday.
August 14: Reached Mandan Village. Charbonneau and Sacagawea stayed. John Colter went back up river with trappers Hancock and Dickson provided rest of company stay with expedition all the way to St. Louis.
September 23: The Corps arrives in St. Louis, ending their journey after two years, four months, and ten days.
You can go big and tell a general history of the colony, or you can focus in something more specific – relations with the Natives, the Puritan ideology, or the Witch Trials.
Your comic should include at least 10 facts about the colony and its history. It should also mention/show at least 2 important people named in the article. Your comic does not have to be colored, and you will not be graded on the quality of your art, per se – but it should be neat and legible!
Extra credit for the best two comics in each class, which will be displayed in the classroom/on my website!
Why did the Mexican government encourage Americans to move to Texas? What caused these Americans to revolt against Mexico?
What was Manifest Destiny? Did all people at the time agree with this idea?
Why didn’t Texas immediately join the United States?
How did the Mexican-American War begin?
Why did a number of Northerners – such as Henry David Thoreau, John Quincy Adams, and Frederick Douglass – oppose the war?
What did the Treaty of Guadalupe Hidalgo do?
Mexico obtained independence from Spain in 1821, and briefly experimented with monarchy, becoming a republic in 1824. This early period of Mexican history was characterized by considerable instability. In the 1820s and 30s, the northern Mexican region of Texas was very sparsely populated, with fewer than 3,500 non-Native American residents, and only about 200 soldiers, which made it extremely vulnerable to attacks by the Comanche, Apache, and Navajo – who also claimed the land as their own. These indigenous people, especially the Comanche, took advantage of the weakness of the newly independent Mexico to undertake large-scale raids over hundreds of miles against Mexican targets to acquire livestock for their own use and to supply an expanding market in Texas and the US.
In the hopes that an influx of settlers could control the Indian raids, the bankrupt Mexican government liberalized immigration policies for the region. Finally able to settle legally in Texas, Americans from the United States soon vastly outnumbered the Tejanos, or Mexican citizens of Texas. Most of the immigrants came from the southern United States. Many were slave owners, and most brought with them significant prejudices against other races, attitudes often applied to the Tejanos.
Mexican authorities became increasingly concerned about the stability of the region – now because of the Americans in their midst. After Mexico abolished slavery in 1829, the American population in Texas teetered on the brink of revolt. Alarmed, the Mexican government implemented a new round of restrictions, which, among other things, prohibited further immigration to Texas from the United States, increased taxes, and reiterated the ban on slavery. Settlers simply circumvented or ignored the laws. By 1834, an estimated 30,000 Americans lived in Texas, compared to only 7,800 Mexican-born residents. By the end of 1835, almost 5,000 enslaved Africans and African Americans lived in Texas, making up 13 percent of the non-Indian population.
The Republic of Texas declared independence from the Republic of Mexico on March 2, 1836. At the time the vast majority of the population favored the annexation of the Republic by the United States. Fearing a repeat of the Missouri crisis, the leadership of both major U.S. political parties, the Democrats and the Whigs, opposed the introduction of Texas, a vast slave-holding region, into the volatile political climate of the pro- and anti-slavery sectional controversies in Congress. Moreover, they wished to avoid a war with Mexico, whose government refused to acknowledge the sovereignty of its rebellious northern province.
For individual settlers, the decision to move west was typically driven by the desire for economic opportunity. But how did Americans justify their right to take lands from Native Americans, Mexicans, and others who might already live in the west?
In the 19th century, manifest destiny was a widely held belief in the United States that its settlers were destined to expand across the entire continent of North America. A term coined by journalist John L. O’Sullivan in 1845 to describe a set of attitudes that had already existed for some time before, there are three basic themes to manifest destiny:
the virtue of the American people and their institutions;
the mission to spread these institutions, thereby redeeming and remaking the world in the image of the United States;
the destiny under God to do this work.
O’Sullivan wrote: “And that claim is by the right of our manifest destiny to overspread and to possess the whole of the continent which Providence has given us for the development of the great experiment of liberty and federated self-government entrusted to us.”
O’Sullivan’s original conception of manifest destiny was not a call for territorial expansion by force. He believed that the expansion of the United States would happen without the direction of the U.S. government or the involvement of the military. After Americans immigrated to new regions, they would set up new democratic governments, and then seek admission to the United States, as Texas had done. In 1845, O’Sullivan predicted that California would follow this pattern next, and that Canada would eventually request annexation as well.
Ironically, O’Sullivan’s term became popular only after it was criticized by Whig opponents of the Polk administration. On January 3, 1846, Representative Robert Winthrop ridiculed the concept in Congress, saying “I suppose the right of a manifest destiny to spread will not be admitted to exist in any nation except the universal Yankee nation.” Winthrop was the first in a long line of critics who suggested that advocates of manifest destiny were citing “Divine Providence” for justification of actions that were motivated by chauvinism and self-interest. Despite this criticism, expansionists embraced the phrase, which caught on so quickly that its origin was soon forgotten.
The Mexican-American War
For almost a decade, Texas remained an independent republic, largely because its annexation as a huge new slave state would disrupt the increasingly precarious balance of political power in the United States. In 1845, President James K. Polk, narrowly elected on a platform of westward expansion, brought the Republic of Texas into the Union as the 28th state. Polk’s move was the first gambit in a larger design. Texas claimed that its border with Mexico was the Rio Grande River; Mexico argued that the border stood 150 miles to the north along the Nueces River. Meanwhile, American settlers were flooding into the territories of New Mexico and California, citing manifest destiny as their justification to do so.
U.S. attempts to purchase from Mexico the New Mexico and California territories failed. In 1846, President Polk ordered General Taylor and his forces south to the Rio Grande, entering deep into the territory that Mexico claimed as their own.
Regarding the beginning of the war, Ulysses S. Grant, who had opposed the war but served as an army lieutenant in Taylor’s Army, claims in his Personal Memoirs (1885) that the main goal of the U.S. Army’s advance from Nueces River to Rio Grande was to provoke the outbreak of war without attacking first – to make the whole war seem defensive, rather than as a war of conquest against a weaker nation.
“We were sent to provoke a fight, but it was essential that Mexico should commence it. It was very doubtful whether Congress would declare war; but if Mexico should attack our troops, the Executive could announce, “Whereas, war exists by the acts of, etc.,” and prosecute the contest with vigor. Once initiated there were but few public men who would have the courage to oppose it….
Mexico showing no willingness to come to the Nueces to drive the invaders from her soil, it became necessary for the ‘invaders’ to approach to within a convenient distance to be struck. Accordingly, preparations were begun for moving the army to the Rio Grande… It was desirable to occupy a position near the largest centre of population possible to reach, without absolutely invading territory to which we set up no claim whatever.
Eleven American soldiers were killed in this initial conflict, provoked by the Americans. Just as Grant described, Polk claimed the need to avenge the honor of these fallen men and pushed for open warfare against Mexico – a full invasion by the better equipped, better organized U.S. army commenced. His message to Congress on May 11, 1846, claimed that “Mexico has passed the boundary of the United States, has invaded our territory and shed American blood upon American soil.”
American troops occupied the lightly populated territory of New Mexico, then supported a revolt of settlers in California. A U.S. force under Zachary Taylor invaded Mexico, winning victories at Monterrey and Buena Vista, but failing to bring the Mexicans to the negotiating table.
Mexico was not inclined nor able to negotiate. In 1846 alone, the presidency changed hands four times, the war ministry six times, and the finance ministry sixteen times. Mexican public opinion and all political factions agreed that selling the territories to the United States would tarnish the national honor. Mexicans who opposed direct conflict with the United States were viewed as traitors.
Opposition to the War
In the United States, increasingly divided by sectional rivalry, the war was a partisan issue. Most Whigs in the North and South opposed it; most Democrats supported it. Southern Democrats supported it in hope of adding slave-owning territory to the South and avoiding being overwhelmed in the Senate by the faster-growing North.
Northern antislavery elements feared the expansion of the Southern Slave Power; Whigs generally wanted to strengthen the economy with industrialization, not expand it with more land. Among the most vocal opposing the war in the House of Representatives was John Quincy Adams of Massachusetts. Adams had first voiced concerns about expanding into Mexican territory in 1836 when he opposed Texas annexation. He continued this argument in 1846 for the same reason. War with Mexico would add new slavery territory to the nation. When the vote to go to war with Mexico came to a vote on May 13, Adams spoke a resounding “No!” in the chamber. Only 13 others followed his lead.
Northern abolitionists attacked the war as an attempt by slave-owners to strengthen the grip of slavery and thus ensure their continued influence in the federal government. Prominent artists and writers opposed the war.
The Transcendentalist writers Henry David Thoreau and Ralph Waldo Emerson attacked the popular war. Thoreau, who served jail time for refusing to pay his taxes in opposition, composed an essay on how to resist such a large-scale injustice as the war. That essay is now known as Civil Disobedience. Emerson was succinct, predicting that, “The United States will conquer Mexico, but it will be as a man who swallowed the arsenic which brings him down in turn. Mexico will poison us.” Events proved him right, as arguments over the expansion of slavery in the lands seized from Mexico would fuel the drift to civil war just a dozen years later.
Democratic Representative David Wilmot introduced the Wilmot Proviso, which would prohibit slavery in new territory acquired from Mexico. Wilmot’s proposal passed the House but not the Senate, and it spurred further hostility between the factions.
The End of the War
The Battle of Chapultepec was an encounter between the Mexican Army and the United States on the castle of Chapultepec which sits high atop a cliff. At this time, this castle was a renowned military school. After the battle, which ended in the American capture of Mexico City, the legend of “Los Niños Héroes” was born. Although the story is unconfirmed by historians, six military cadets between the ages of 13 and 17 are said to have stayed in the school instead of evacuating, choosing instead to stand their ground for the honor of Mexico. Rather than surrender to the U.S. Army, some of military cadets leaped from the castle walls. One cadet wrapped himself in the Mexican flag and jumped to his death. These Niños Héroes (hero children) became icons in Mexico’s pantheon of heroes.
Outnumbered militarily and with many of its large cities occupied, Mexico could not defend itself; the country was also faced with many internal divisions. The Treaty of Guadalupe Hidalgo, signed on February 2, 1848, ended the war. The treaty gave the U.S. undisputed control of Texas, established the U.S.-Mexican border at the Rio Grande, and ceded to the United States the present-day states of California, Nevada, and Utah, most of New Mexico, Arizona, and Colorado, and parts of Texas, Oklahoma, Kansas, and Wyoming (together, so-called Mexican Cession). In return, Mexico received $15 million (approximately $424 million today) – less than half the amount the U.S. had attempted to offer Mexico for the land before the opening of hostilities.
The acquisition was a source of controversy, especially among U.S. politicians who had opposed the war from the start. A leading antiwar U.S. newspaper, the Whig National Intelligencer, sardonically concluded that “We take nothing by conquest … Thank God.”
Before ratifying the treaty, the U.S. Senate made two modifications: changing the wording of Article IX (which guaranteed Mexicans living in the purchased territories the right to become U.S. citizens) and striking out Article X (which conceded the legitimacy of land grants made by the Mexican government). As a result, the majority of Mexicans who suddenly found themselves living in the United States would come to be considered foreigners in their own home and would ultimately lose their land to American settlers who flooded the Mexican Cession over the next generation.
The war was a decisive event for the U.S., marking a significant waypoint for the nation as a growing military power, and a milestone in the U.S. narrative of Manifest Destiny. The war did not resolve the issue of slavery in the U.S. but rather in many ways inflamed it, as potential westward expansion of the institution of slavery became an increasingly central and heated theme in national debates preceding the American Civil War. By extending the nation from coast to coast, the Mexican–American War was a next step in the huge migrations to the West of Americans, which culminated in transcontinental railroads and the Indian wars later in the same century.
The military defeat and loss of territory was a disastrous blow to Mexico, causing the country to enter a period of self-examination as its leaders sought to identify and address the reasons that had led to such a debacle. The war remains a painful historical event for the country.
In Mexico City’s Chapultepec Park, the Niños Héroes (Monument to the Heroic Cadets) commemorates the heroic sacrifice of the six teenaged military cadets who fought to their deaths rather than surrender to American troops during the Battle of Chapultepec Castle. The monument is an important patriotic site in Mexico. On March 5, 1947, nearly one hundred years after the battle, U.S. President Harry S. Truman placed a wreath at the monument and stood for a moment of silence.
The United States has no national memorial to the war, which remains largely unknown to most Americans.
Each settlement in colonial America had its own identity and reason for being, whether that reason was economic, religious, or social, or some blend of the three – and they were all usually intensely competitive with their neighbors in these aims. Imagine that you are a representative from what we would today call that colony’s “Welcome Center,” trying to attract new settlers. These didn’t exist in the 1600s, per se, but if they did, what kind of ad campaign might they have created to lure settlers to their colony?
Create a comprehensive, informational commercial. You can act it out or record it and play it back.
You are responsible for creating a factually robust and informative presentation – that is also persuasive. It may be filmed, but only if your recorded volume is loud enough for the class to hear and understand. It may also be performed live. Be sure to illustrate each segment with stimulating visuals.
Students should also be creative in their commercial while remaining historically accurate.
Your commercial should be between one and two minutes in length.
The following features must be in the commercial—
Map of your colony circa the 17th century
Geography: description of land, sights, and climate
People that settlers will encounter
Occupations: How will settlers support themselves? What kind of work will they find?
Mentions of history: When and why was the colony founded? (up to about 1700)
Food: What will the travelers eat? What foods are native to the area?
Transportation: How will the travelers get to the colony? How will they travel around the colony? What are the major transportation routes and hubs in your colony?
Religion: What churches have been established in the colony, or what are the practices of the indigenous people? What religious groups are banned?
Persuasion: Be sure to encourage settlers to travel and stay in the colony – why here and not a different colony?
Use at least one of the following… The seven most common techniques of propaganda used in advertising:
Testimonial – The ever-popular celebrity endorsement.
Glittering Generalities – Praise and positive words that are hard to measure or quantify – think “best,” “great,” “I’m lovin’ it.”
Transfer – The qualities of the product transfer to the consumer – think of a sports car or soda commercial. You, too, can be cool, if you have the right cell phone.
Plain Folks – An appeal to values, working class, family, nationalism, thrift – “Made in America,” “fair trade,” “real men,” or “the best value for your dollar.”
Bandwagon – Everybody’s doing it – don’t be left out or left behind!
Name Calling – Trash talking or put downs toward the competition.
Card Stacking – The omission of inconvenient or unflattering facts about your own product; the emphasis of those same kind of facts when talking about competing products.
For inspiration (see if you can spot the techniques listed above in action):
Virginia laws of servitude and slavery (1643-1691): These laws attempted to set boundaries between different categories of people in Virginia.
In your own words, briefly summarize what each law is saying.
What categories of people are described in these laws? Note especially when the category of a “white” person was invented, as well as words used to describe people of European descent before its first use.
According to these laws, how does a child become a slave?
By 1691, is there a such thing as a free black person legally living in Virginia?
Was there a “white” before there was slavery? What does this evidence seem to suggest about race in America – did it occur naturally or was it invented?
Whereas there are divers loytering runaways in the collony who very often absent themselves from their masters service, And sometimes in two or three monthes cannot be found, whereby their said masters are at great charge in finding them, And many times even to the loss of their year’s labour before they be had, Be it therefore enacted and confirmed that all runaways that shall absent themselves from their said masters service shall be lyable to make satisfaction by service at the end of their tymes by indenture double the tyme of service soe neglected, And in some cases more if the comissioners for the place appointed shall find it requisite and convenient. And if such runaways shall be found to transgresse the second time or oftener (if it shall be duely proved against them) that then they shall be branded in the cheek with the letter R. and passe under the statute of incorrigible rogues.
WHEREAS some doubts have arrisen whether children got by any Englishman upon a negro woman should be slave or ffree, Be it therefore enacted and declared by this present grand assembly, that all children borne in this country shalbe held bond or free only according to the condition of the mother, And that if any christian shall committ ffornication with a negro man or woman, hee or shee soe offending shall pay double the ffines imposed by the former act.
WHEREAS some doubts have risen whether children that are slaves by birth, and by the charity and piety of their owners made pertakers of the blessed sacrament of baptisme, should by vertue of their baptisme be made ffree; It is enacted and declared by this grand assembly, and the authority thereof, that the conferring of baptisme doth not alter the condition of the person as to his bondage or ffreedome; that diverse masters, ffreed from this doubt, may more carefully endeavour the propagation of christianity by permitting children, though slaves, or those of greater growth if capable to be admitted to that sacrament.
WHEREAS it hath beene questioned whither Indians or negroes manumited, or otherwise free, could be capable of purchasing christian servants, It is enacted that noe negroe or Indian though baptised and enjoyned their owne ffreedome shall be capable of any such purchase of christians, but yet not debarred from buying any of their owne nation.
WHEREAS the frequent meeting of considerbale numbers of negroe slaves under pretence of feasts and burialls is judged of dangerous consequence; for prevention whereof for the future, Bee it enacted by the kings most excellent majestie by and with the consent of the generall assembly, and it is hereby enacted by the authority foresaid, that from and after the publication of this law, it shall not be lawfull for any negroe or other slave to carry or arme himselfe with any club, staffe, gunn, sword or any other weapon of defence or offence, nor to goe or depart from of his masters ground without a certificate from his master, mistris or overseer and such permission not to be granted but upon perticuler and necessary occasions; and every negroe or slave soe offending not haveing a certificate as aforesaid shalbe sent to the next constable, who is hereby enjoyned and required to give the said negroe twenty lashes on his bare back well layd on, and soe sent home to his said master, mistris or overseer. And it is further enacted by the authority aforesaid that if any negroe or other slave shall presume to lift up his hand in opposition against any christian, shall for every such offence, upon due proofe made thereof by the oath of the party before a magistrate, have and receive thirty lashes on his bare back well laid on. And it is hereby further enacted by the authority aforesaid that if any negroe or other slave shall absent himself from his masters service and lye hid and lurking in obscure places, comitting injuries to the inhabitants, and shall resist any person or persons that shalby any lawfull authority by imployed to apprehend and take the said negroe, that then in case of such resistance, it shalbe lawfull for such person or persons to kill the said negroe or slave soe lying out and resisting, and that this law be once every six months published at the respective county courts and parish churches within this colony.
And for prevention of that abominable mixture and spurious issue which hereafter may encrease in this dominion, as well by negroes, mulattoes, and Indians intermarrying with English, or other white women, as by their unlawfull accompanying with one another, Be it enacted by the authoritie aforesaid, and it is hereby enacted, that for the time to come, whatsoever English or other white man or woman being free shall intermarry with a negroe, mulatto, or Indian man or woman bond or free shall within three months after such marriage be banished and removed from this dominion forever, and that the justices of each respective countie within this dominion make it their perticular care that this act be put in effectuall execution. And be it further enacted by the authoritie aforesaid, and it is hereby enacted, That if any English woman being free shall have a bastard child by any negro or mulatto, she pay the sume of fifteen pounds sterling, within one moneth after such bastard child be born, to the Church wardens of the parish where she shall be delivered of such child, and in default of such payment she shall be taken into the possession of the said Church wardens and disposed of for five yeares, and the said fine of fifteen pounds, or whatever the woman shall be disposed of for, shall be paid, one third part to their majesties for and towards the support of the government and the contingent charges thereof, and one other third part to the use of the parish where the offence is committed, and the other third part to the informer, and that such bastard child be bound out as a servant by the said Church wardens untill he or she shall attaine the age of thirty yeares, and in case such English woman that shall have such bastard child be a servant, she shall be sold by the said church wardens, (after her time is expired that she ought by law to serve her master) for five yeares, and the money she shall be sold for divided as is before appointed, and the child to serve as
And forasmuch as great inconveniences may happen to this country by the setting of negroes and mulattoes free, by their either entertaining negro slaves from their masters service, or receiveing stolen goods, or being grown old bringing a charge upon the country; for prevention thereof, Be it enacted by the authority aforesaid, and it is hereby enacted, That no negro or mulatto be after the end of this present session of assembly set free by any person or persons whatsoever, unless such person or persons, their heires, executors or administrators pay for the transportation of such negro or negroes out of the countrey within six moneths after such setting them free, upon penalty of paying of tenn pounds sterling to the Church wardens of the parish where such person shall dwell with, which money, or so much thereof as shall be necessary, the said Church wardens are to cause the said negro or mulatto to be transported out of the countrey, and the remainder of the said money to imploy to the use of the poor of the parish.
Openendedsocialstudies has a unit for teaching middle or high school classrooms about the history of Nicaragua, the Sandinistas, and controversial leader Daniel Ortega. Find free readings, guided questions, and lesson plan ideas on the following subjects:
A Basic History of Nicaragua: A basic overview of Nicaraguan history and culture through the end of the modern period, with a focus on the post-colonial period.
William Walker, the Grey-Eyed Man of Destiny: William Walker was an American who organized several private military expeditions into Latin America with the intention of establishing English-speaking colonies under his personal control, an enterprise then known as “filibustering.”
Augusto Sandino, National Hero: From 1927 until 1933, Gen. Augusto César Sandino led a sustained guerrilla war first against the Conservative regime and subsequently against the U.S. Marines, whom he fought for over five years. He was referred to as a “bandit” by the United States government; his exploits made him a hero throughout much of Latin America, where he became a symbol of resistance to United States’ domination.
The Sandinistas: The Sandinista National Liberation Front – also called the Sandinistas – are a former guerrilla army and ruling party of Nicaragua. Following a decade of single party rule, they submitted to free and fair elections in 1990, ushering in Nicaragua’s current period of period of peace, democratic stability, and relative prosperity after decades of corrupt dictatorship, civil war, and domination by the U.S. and its corporations.
One great way for students to develop a deeper understanding of a concept is to have them teach others.
Choose any section from this unit and develop a lesson – in the form of a presentation, a storybook, or a worksheet – that teaches younger students about some aspect of Nicaragua’s history. Make sure the material is age appropriate in content and approach, and create some simple questions to check your audience’s understanding.
Find more free lessons on Nicaragua at Openendsocialstudies.org.
There are also plenty of free lessons featuring other peoples from world history.
This exhibit juxtaposes the visual message presented by the stereoscopic images with excerpts from the letters written by U.S. soldiers that were first published in local newspapers and later collected in the Anti-Imperialist League’s pamphlet, allowing us to get a glimpse of the Philippine-American War as it was presented to Americans at home, reading the news or entertaining friends in their parlors.
The Philippine-American War was the United States’ first protracted counterinsurgency war in Asia. It started on February 4, 1899, just months after the end of the Spanish-American War, a war ostensibly fought to free Cuba from Spanish oppression. Like the Cubans, the Filipinos had been fighting for their independence from Spain since 1896. Many people within the United States objected to the annexation of Spain’s former colonies at the close of the Spanish-American War and, in November of 1898, an Anti-Imperialist League was formed in Boston to mobilize this opposition. When the war in the Philippines began three months later, it quickly became the League’s primary focus. The Philippine-American War would become the most divisive overseas war in United States history and it would retain that status for more than sixty years, until the war in Vietnam.
The counterinsurgency war for the “hearts and minds” of the Filipinos was mirrored in the domestic debate about the war. Politicians and editorialists who supported imperialism spoke and wrote of the civilizing mission of the United States, of taking up the “white man’s burden” of national sacrifice for the benefit of peoples they believed to be racially inferior and incapable of governing themselves. This rhetoric was matched with assessments of the value of Chinese commercial markets that lay “just beyond the Philippines” and the need to establish naval bases throughout the Pacific to expand and protect U.S. commerce.
The anti-imperialists highlighted the “un-American” nature of imperialism by quoting such documents as the Declaration of Independence, Washington’s Farewell Address, and Lincoln’s Gettysburg Address. To them, imperialism was a threat to the country’s anti-colonial and democratic traditions. Many anti-imperialists also opposed the annexation of foreign territories on racial grounds. They initially believed that any territory annexed by the United States would eventually become a state, and they opposed giving what they also believed to be racially inferior peoples a voice in the U.S. government.
From 1898 until July 4, 1902, the date Theodore Roosevelt symbolically used to declare the war over, nearly 200,000 U.S. soldiers served in the Philippines. About 5,000 of them were killed in battle. Most of the soldiers who initially fought in the Philippines had volunteered to fight in the Spanish-American War and, as several of the letters excerpted here indicate, not all of them supported the war in the Philippines. Their appeals for return to the United States were eventually heeded, and the Army Bill of 1901 nearly quadrupled the official size of the standing army so that an adequate number of professional soldiers could be employed to serve in the Philippines.
The number of Filipinos who died from the war is staggering. Some 16,000 to 20,000 Filipino soldiers were killed. Estimates of the number of civilians who were killed or died from war-related causes range from 200,000 to 600,000. Evidence of the brutality of U.S. troops in the Philippines was used by the Anti-Imperialist League to argue for the independence of the Philippines. Their most effective ammunition came from the official reports to the War Department by the generals in charge of U.S. forces in the Philippines. Their reports of Filipino casualties showed that for every Filipino wounded, fifteen were killed. In contrast, during the United States’ Civil War, five soldiers were wounded for every one killed.
The U.S. military censored press dispatches from the Philippines, but many local newspapers published the letters sent home by soldiers fighting there. These contained racial slurs, stories of atrocities, and assessments of the army’s morale that were not allowed to be reported over the cable from Manila. They also provided local significance to the news from abroad. In May of 1899, the Anti-Imperialist League collected many of these letters in a pamphlet, Soldiers’ Letters: Being Materials for the History of a War of Criminal Aggression. It was immediately controversial. Supporters of the war discounted the accounts of atrocities as the boasting of soldiers wanting to impress their friends and families at home or, because the identities of some of the writers were withheld from publication, as outright fabrications. Although their truthfulness was hotly debated, the letters were an important part of how the U.S. public learned about the war as they read their daily newspapers.
Visual images of the war were also widely distributed. At the turn of the century, the viewing of stereoscopic images was an extremely popular form of parlor entertainment. Stereoscopic images were created by taking two photographs of the same scene from slightly different angles. These would then be pasted to a card made to fit a special stereoscope viewer. If a picture is worth a thousand words, the realistic 3-D effect obtained by stereoscopic images was worth at least two thousand more because it added credibility to the images. Although ostensibly meant as entertainment, they contain implicit — and sometimes explicit — messages about the nature of the war, and about the Philippines and the Filipino people the U.S. government was trying to conquer.
This exhibit juxtaposes the visual message presented by the stereoscopic images with excerpts from the letters written by U.S. soldiers that were first published in local newspapers and later collected in the Anti-Imperialist League’s pamphlet. That both contained partisan messages — often racial, violent, and disturbing — is highlighted here by their juxtaposition. While the Anti-Imperialist League’s collection of the letters marks them as having partisan value, we do not often think of the stereoscopic images in the same way. But they were also an important means through which opinions about the war were shaped. The stereoscopic images and the soldiers’ letters allow us to get a glimpse of the war as it was presented to the people at home, reading the news or entertaining friends in their parlors.
They will never surrender until their whole race is exterminated. They are fighting for a good cause, and the Americans should be the last of all nations to transgress upon such rights. Their independence is dearer to them than life, as ours was in years gone by, and is today. –Ellis G. Davis, Company A, Twentieth Kansas
Some think the insurgents are disheartened, but I think they will make a desperate struggle for what they consider their rights. I do not approve of the course our government is pursuing with these people. If all men are created equal, they have some rights which ought to be respected. –J. E. Fetterly, a Nebraska soldier
The building had been taken possession of by a United States officer, and he looted it to a finish. I suspected something and followed one of his men to the place. I expected to be jumped on by the officer as soon as I found him there, as I was away from my post, but it seems he was afraid I would give him away; in fact, we were both afraid of each other. He was half drunk, and every time he saw me looking at anything he would say, “Tennessee, do you like that? Well, put it in your pocket.” … The house was a fine one, and richly furnished, but had been looted to a finish. The contents of every drawer had been emptied on the floor. You have no idea what a mania for destruction the average man has when the fear of the law is removed. I have seen them — old sober business men too — knock chandeliers and plate-glass mirrors to pieces just because they couldn’t carry it off. It is such a pity. –D. M. Mickle, Tennessee Regiment, at Iloilo
We sleep all day here, as we do our duty all night, walking the streets. We make every one get into his house by 7 p.m., and we only tell a man once. If he refuses, we shoot him. We killed over three hundred men the first night. They tried to set the town on fire. If they fire a shot from a house, we burn the house down, and every house near it, and shoot the natives; so they are pretty quiet in town now. –A Corporal in the California Regiment
“The US Army”
The town of Titatia was surrendered to us a few days ago, and two companies occupy the same. Last night one of our boys was found shot and his stomach cut open. Immediately orders were received from General Wheaton to burn the town and kill every native in sight, which was done to a finish. About one thousand men, women, and children were reported killed. I am probably growing hard-hearted, for I am in my glory when I can sight my gun on some dark-skin and pull the trigger. –A. A. Barnes, Battery G., Third United States Artillery
We can lick them, but it will take us a long time, because there are about 150,000 of the dagos back in the hills, and as soon as one of them gets killed or wounded there is a man to take his place at once; and we have but a few men in the first place, but we are expecting about 8,000 more soldiers every day, and I hope they will soon get here, or we will all be tired out and sick…. This is an awful bad climate and there have been from two to four funerals every day. The boys have chronic diarrhea and dysentery, and it just knocks the poor boys out. –Martin P. Olson, Fourteenth Regulars
I deprecate this war, this slaughter of our own boys and of the Filipinos, because it seems to me that we are doing something that is contrary to our principles in the past. Certainly we are doing something that we should have shrunk from not so very long ago. –General Reeve, Thirteenth Minnesota Regiment
The boys are getting sick of fighting these heathens, and all say we volunteered to fight Spain, not heathens. Their patriotism is wearing off. We all want to come home very bad. If I ever get out of this army I will never get into another. They will be fighting four hundred years, and then never whip these people, for there are not enough of us to follow them up…. The people of the United States ought to raise a howl and have us sent home. –Tom Crandall, Nebraska Regiment
The boys go for the enemy as if they were chasing jack-rabbits…. I, for one, hope that Uncle Sam will apply the chastening rod, good, hard, and plenty, and lay it on until they come into the reservation and promise to be good “Injuns.” –Colonel Funston, Twentieth Kansas Volunteers
Soon we had orders to advance, and we rose up from behind our trenches and started across the creek in mud and water up to our waists. However, we did not mind it a bit, our fighting blood was up and we all wanted to kill “niggers.” This shooting human beings is a “hot game,” and beats rabbit hunting all to pieces. –A private of Company H of the First Regiment, Washington State Volunteers
I never saw such execution in my life, and hope never to see such sights as met me on all sides as our little corps passed over the field, dressing wounded. Legs and arms nearly demolished; total decapitation; horrible wounds in chests and abdomens, showing the determination of our soldiers to kill every native in sight. The Filipinos did stand their ground heroically, contesting every inch, but proved themselves unable to stand the deadly fire of our well-trained and eager boys in blue. I counted seventy-nine dead natives in one small field, and learn that on the other side of the river their bodies were stacked up for breastworks. –F. A. Blake, of California, in charge of the Red Cross
Our Country Victorious and Now a Happy Home
A Spanish-American War Drama in Six Parts
This six-card set of stereoscopic cards was copyrighted in 1899 by Strohmeyer & Wyman and published by both it and Underwood & Underwood. The sets were available in at least two versions, one with Jack going off to fight in Cuba and the other with him fighting in the Philippines. The photographs and captions are identical except that “Manila” in the caption on card three is replaced by “Santiago.”
“I am so Sorry to Leave You, dear.” Underwood & Underwood, 1899.
“My Country Calls and I Must Go” Underwood & Underwood, 1899.
Sad News from the Battle-field — Jack has fallen at Manila. Underwood & Underwood, 1899.
“For my Country I can even give Jack up.” Underwood & Underwood, 1899.
“Oh Jack! Jack! — Not Killed, but Only Wounded!” Underwood & Underwood, 1899.
The Story of the Battle — Our country victorious and now a Happy Home. Underwood & Underwood, 1899.
This essay and exhibit, originally presented online in the early 2000s, were the work of the late historian Jim Zwick. Since Mr. Zwick’s passing, they have disappeared from the internet, as has the original host site. It is truly a shame for his important exhibition to disappear, especially considering its seemingly perpetual relevance. I present them here – with an expanded collection of stereoscopic images – in a purely academic spirit, with all due respect to Mr. Zwick and the educational value of his original work. Openendedsocialstudies.org does not profit in any financial sense by hosting this lesson.
“My name is Thomas Kenning. I am the creator of Openendedsocialstudies.org. I am an educator with approximately fifteen years of experience in classrooms ranging from preschool to university, though my primary focus is on grades six to nine in the field of social studies. I have a bachelors in secondary education from Indiana University and a masters in history from American University. I started this website because it is the kind of resource that I am always looking for myself – digestible lessons that expand the too limited American notion of “world history,” accompanied by questions that help students to process and apply (not just regurgitate and forget) what they are reading. If the idea is to build bridges to a broader view of the world – not wall our students in – then I hope this website is one of those bridges, rickety as it may be.
I am a firm believer that the best teachers are creative and resourceful, making dynamic use of the tools they have at hand. In that spirit, some of the basic text on this website is adapted from open sources (like Wikipedia), but every bit of it has been fact checked and cross-referenced with academic sources. I’ve made every effort to ensure accuracy, as well as balance, across this website. I stand by everything I have posted here – I use many of these lessons in my own classroom on a regular basis – but if you see something that strikes you as inaccurate, by all means, please let me know in the comments section of the page in question.
Thank you for choosing to use Openendedsocialstudies.org in your classroom.”
Thomas Kenning is an author, educator, and adventurer. He has written extensively about Washington, DC, including in the recently published Abandoned Washington, DC. Mr. Kenning is the creator of the award-winning Openendedsocialstudies.org, a library of free lesson plans and travel writing designed to foster a sense of wonder about the world and our place in it. When he is not travelling to some far flung corner of the Earth, he resides with his wife and daughter (a DC native!) – planning his next improbable adventure and trying to leave the planet a little bit nicer than he found it.
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