1. Outline for Week 2 (week of Wednesday 16 January 2008) 1.Fight or Flight: Reforming, Leaving, or Living with Antebellum America a.Week #2 Readings: Henretta, pp. 342-351; 352-381, Chavez, pp. 1-6, 37-56; Calloway, pp. 50-70; Rampolla, pp. 6-17, 96-105; Plagiarism Tutorial (on-line at Bedford/St.Martin’s website) b.Discussion Questions: -Why did Americans accelerate Indian Removal efforts in the 1820s-1840s? -How did policies of naturalization and citizenship of U.S. and Mexico compare in 1820s-30s? -How did policies of removal and annexation compare with policies of naturalization and citizenship? -How did the reform movement of 1820s-50s affect American ideas about inclusion, exclusion, and removal? c. Voices: Keziah Kendall, “An Illinois Jeffersonian”, Kiowas’ Old Uncle Synday, Sharitarish, Four Bears, Naturalization Act of 1790 (U.S. Congress), Plan de Iguala (1821), Mexican Constitutional Congress (1824), Indian Removal Act (U.S. 1830), Treaty of San Lorenzo, Louisianna Purchase Treaty, National Colonization Law (Mexico, 1824), Coahuila-Texas State Colonization Law (1825)

2. Before Next Meeting (Wednesday) Analysis Paper #1 due next class meeting (Weds. 23 January)– Respond to the following question: “During the 1820s-1830s, while the United States implemented a policy of Indian Removal, other Americans challenged policies that limited immigration into Mexico. With this in mind, discuss how the reform movement of the 1820s-50s influenced American ideas about inclusion, exclusion, and removal. Provide specific examples from primary sources to support and develop your argument. Roundtable #2 presentation next class meeting! (Weds. 23 January) Reading assignment for Week Three: Henretta, pp. 382-397, Chavez, pp. 52-116 (Documents 10 through 41) and pp. 7-32; Critical Thinking Module “Voices from Slavery”“Voices from Slavery” Voices: Mary Boykin Chesnut, Hannah Valentine, Lethe Jackson, and authors of Documents 10-41 in Chavez Be prepared to discuss all underlined voices. Note that the first two are drawn from the on-line Critical Thinking Module, accessible through the Bedford/St.Martins website (as listed on my webpage)

3. Why did Americans accelerate Indian Removal in 1820s-1840s?

4. Indian Removal as an extension of American reform ethic –extension of American cultural values into the West –slavery and industrial development as paired values in 19th century American culture –ecological implications of Indian removal and westward movement Moses and Stephen Austin as agents of “folk imperialism” (a more active process) –migration of wealth (capital) and influence into the West –urbanization/industrialization of the American West –Texas Revolution as an outgrowth of sectional conflicts over slavery

6. Urban centers to 1830s

7. Roads and canals to 1830

8. Was westward migration a positive or negative factor in the development of the United States? Westward migration as a challenge to US leadership in 1820s & 1830s –drained away U.S. capital and entrepreneurial talent –centrifugal forces pulling the U.S. in different directions Westward migration as a crisis of identity for the United States: –Who were Americans who did NOT move west? –How did the idea of solutions in the West affect people not in the West?

9. Women and antislavery petitions, 1837-1838

10. Westward expansion, 1830-1839 A.Why are land sales concentrated in these areas? B.Who purchased these lands and how were those purchases financed? 1.Who were the sellers? 2.What were the terms of sale? 3.Who could afford the land? 4.To what purpose was the land developed? C.How did this form of expansion influence the American economy?

11. Bank Panic of 1837

12. Before Next Meeting (Wednesday) Analysis Paper #1 due next class meeting (Weds. 23 January)– Respond to the following question: “During the 1820s-1830s, while the United States implemented a policy of Indian Removal, other Americans challenged policies that limited immigration into Mexico. With this in mind, discuss how the reform movement of the 1820s-50s influenced American ideas about inclusion, exclusion, and removal. Provide specific examples from primary sources to support and develop your argument. Roundtable #2 presentation next class meeting! (Weds. 23 January) Reading assignment for Week Three: Henretta, pp. 382-397, Chavez, pp. 52-116 (Documents 10 through 41) and pp. 7-32; Critical Thinking Module “Voices from Slavery”“Voices from Slavery” Voices: Mary Boykin Chesnut, Hannah Valentine, Lethe Jackson, and authors of Documents 10-41 in Chavez Be prepared to discuss all underlined voices. Note that the first two are drawn from the on-line Critical Thinking Module, accessible through the Bedford/St.Martins website (as listed on my webpage)

13. C.Perceptions of Region in 19 th Century America: Where in America are these images?

15. B. Perceptions of the West in 19 th century America