APUSH: Market Revolution 1815-1840 Mr. Weber Room 217

Activator Chapter 9 reading test: 15 minutes 1. What were the major social effects of the market revolution? 2. What revolutionary changes did American slavery undergo during this period? 3. What role did immigration play in the market revolution? 4. How does the Second Great Awakening relate to the market revolution?

Agenda Activator, agenda, and objective (20 minutes) Benchmark study strategy: matching game (30 minutes) The Market Revolution lecture (30 minutes) Teaching each other our DBQs (30 minutes) Exit ticket and homework (5 minutes)

Objective AP Topic #6. Transformation of the Economy and Society in Antebellum America The transportation revolution and creation of a national market economy Beginnings of industrialization and changes in social and class structures Immigration and nativist reaction Planters, yeoman farmers, and slaves in the cotton South

Benchmark Review: Matching In teams of two. Match the key term/event in bold with the appropriate definition or phrase. You may use your notes and the book but time is of the essence. First team finished will receive extra credit on the exam.

Matching

The Market Revolution The New Economy Roads and steamboats Improvements in transportation lowered costs and linked farmers to markets. Improved water transportation most dramatically increased the speed and lowered the expense of commerce.

Ch. 9, Image 4 An 1837 copy of a color drawing that accompanied a patent application for a type of raft designed in 1818. For many years, rafts like this were used to transport goods to market on western rivers. Give Me Liberty!: An American History, 2nd Edition Copyright © 2007 W.W. Norton & Company

Ch. 9, Image 6 A view of New York City, in 1849, by the noted lithographer Nathaniel Currier. Steamships and sailing vessels of various sizes crowd the harbor of the nation’s largest city and busiest port. Give Me Liberty!: An American History, 2nd Edition Copyright © 2007 W.W. Norton & Company

Transportation and Communication The Erie Canal Completed in 1825 and made NYC a major trading port. State-funded canal as example for funding for internal improvements. Railroads and Telegraphs Railroads opened the frontier to settlement Telegraph introduced a communication revolution Improvements in transportation and communication made possible the rise of the West. People traveled in groups to clear land and establish communities. Squatters set up farms on unoccupied land.

Ch. 9, Image 8 An 1827 engraving designed to show the feasibility of railroads driven by steam powered locomotives, and dedicated to the president of the Baltimore and Ohio Railroad, which began construction in the following year. The engraver placed passengers as far from the locomotive as possible to ensure their safety in case of an explosion. Give Me Liberty!: An American History, 2nd Edition Copyright © 2007 W.W. Norton & Company

Ch. 9, Image 9 A watercolor by the artist Edwin Whitefield depicts a squatter’s cabin in the Minnesota woods. Give Me Liberty!: An American History, 2nd Edition Copyright © 2007 W.W. Norton & Company

Ch. 9, Image 12 Lagonda Agricultural Works, a color lithograph from 1859 advertising an Ohio manufacturer of agricultural machinery, in this case a horse-drawn reaper. Give Me Liberty!: An American History, 2nd Edition Copyright © 2007 W.W. Norton & Company

The Cotton Kingdom The market revolution and westward expansion heightened the nation’s sectional divisions. Rise of cotton production came with Eli Whitney’s cotton gin. The cotton gin revolutionized American slavery. Historians estimate that around 1 million slaves were shifted old slave states to deep south between 1800-1860 Slave trading became organized business.

Ch. 9, Image 10 Slave Trader, Sold to Tennessee, a watercolor sketch by the artist Lewis Miller from the mid-1850s. Miller depicts a group of slaves being marched from Virginia to Tennessee. Give Me Liberty!: An American History, 2nd Edition Copyright © 2007 W.W. Norton & Company

The Market Society Commercial farmers The Norwest became a region with an integrated economy of commercial farms and manufacturing cities. Farmers grew crops and raised livestock for sale. The cities in the East provided credit and a market. New technologies: Steel plow Reaper

Ch. 9, Image 13 A view of Cincinnati, self-styled Queen City of the West, in a photograph from 1848. Steamboats line the Ohio River waterfront. Give Me Liberty!: An American History, 2nd Edition Copyright © 2007 W.W. Norton & Company

The Factory System Samuel Slater establishes first factory in 1790 First large scale factories in 1814 in Waltham, Mass. Then Lowell, Mass. Nature of work shifted from skilled artisan to that of factory worker. Mass production of interchangeable parts assembled into standardized products. New England textile mills relied primarily on female and child labor. South lagged behind the North in terms of factory production.

Ch. 9, Image 15 Mill Pond and Mills, Lowell, Massachusetts. This painting from the early 1830s shows the most famous of the early factory towns. The artist’s prominent depiction of trees surrounding the factory, and their reflection in the river water where a man maneuvers his small boat, suggests that nature and industry can coexist harmoniously. Give Me Liberty!: An American History, 2nd Edition Copyright © 2007 W.W. Norton & Company

Ch. 9, Image 16 A broadside from 1853, illustrating the long hours of work (twelve hours per day, with thirty minutes for lunch) in the Lowell mills and the way factory labor was strictly regulated by the clock. Give Me Liberty!: An American History, 2nd Edition Copyright © 2007 W.W. Norton & Company

Ch. 9, Image 17 Women at work tending machines in the Lowell textile mills. Give Me Liberty!: An American History, 2nd Edition Copyright © 2007 W.W. Norton & Company

Ch. 9, Image 18 A photograph from around 1860 of four anonymous working women. Their stance and gaze suggest a spirit of independence. Give Me Liberty!: An American History, 2nd Edition Copyright © 2007 W.W. Norton & Company

Growth of Immigration Economic expansion fueled demand for labor German and Irish settled primarily in Northern cities. Reasons for migration (push and pull factors) Filled mainly low-wage unskilled jobs

Nativism Racist reaction to immigration Response to growing Catholic presence (Irish) Nativists blamed immigrants for: Urban crime Political corruption Alcohol abuse Undercutting wages

Individualism Freedom linked to availability of land (Manifest Destiny) National myth and ideology surrounding the “West” Transcendentalists responded to competitive materialists individualism of emergent capitalism with idea of self-realization through which individuals remake themselves and their own lives Ralph Emerson (“Self-Reliance”)

Ch. 9, Image 20 The daguerreotype, an early form of photography, required the sitter to remain perfectly still for twenty seconds or longer. The philosopher Ralph Waldo Emerson, depicted here, did not like the result. He complained in his journal that in his “zeal not to blur the image,” every muscle had become “rigid” and his face was fixed in a frown as “in madness, or in death.” Give Me Liberty!: An American History, 2nd Edition Copyright © 2007 W.W. Norton & Company

Ch. 9, Image 21 In part as a reaction against the expansion of cities and factories, a group of artists known as the Hudson River school devoted themselves to portraying the glories of nature. Thomas Cole’s The Falls of the Kaaterskill (1826) depicts a spectacular site in the Catskill mountains of New York state. Apart from a lone figure overlooking the falls, no human being intrudes into the landscape. Cole chose not to include in his painting a house that had been built at the falls a few years earlier. Give Me Liberty!: An American History, 2nd Edition Copyright © 2007 W.W. Norton & Company

The Second Great Awakening Added religious element to celebration of individual self- improvement, self-reliance, and self-determination. Charles Grandison Finney became a national celebrity for his preaching in upstate N.Y. Democratized Christianity Promoted doctrine of human free will Used opportunities of market revolution to spread their message

Ch. 9, Image 22 Religious Camp Meeting, a watercolor from the late 1830s depicting an evangelical preacher at a revival meeting. Some of the audience members seem inattentive, while others are moved by his fiery sermon. Give Me Liberty!: An American History, 2nd Edition Copyright © 2007 W.W. Norton & Company

Limits of Prosperity Opportunities for the “self-made man” Jacob Astor and Heratio Alger Market revolution produced a new middle class. Barred from schools and other public facilities most free African Americans and women were excluded from economic opportunities.

Cult of Domesticity New definition of femininity emerged based on values of love, friendship, and mutual obligation Virtue became personal moral quality Women should find freedom fulfilling their duties in their sphere

Ch. 9, Image 27 A page from the drawing book of Lewis Miller, a Pennsylvania-German folk artist, reflects the nineteenth-century cult of domesticity, which stressed women’s moral influence within the home. On the left, a woman prays that God will make her children “do thy will.” On the right, a mother exclaims, “Happy world, if all were Christians!” Give Me Liberty!: An American History, 2nd Edition Copyright © 2007 W.W. Norton & Company

Early Labor Movement Some felt that the market revolution reduced their freedom Economic swings widened gap between rich and poor First workingman’s parties est. 1820s Strikes were common by the 1830s Wage-earners evoked “liberty” when calling for improvements in the workplace Some described wage labor as slavery: “wage slaves”

Ch. 9, Image 31 The Shoemakers’ Strike in Lynn— Procession in the Midst of a Snow- Storm, of Eight Hundred Women Operatives, an engraving from Frank Leslie’s Illustrated Newspaper, March 17, 1860. The striking women workers carry a banner comparing their condition to that of slaves. Give Me Liberty!: An American History, 2nd Edition Copyright © 2007 W.W. Norton & Company

Sharing our DBQs Form a reading group and share out your DBQ’s from the “securing the republic,” 1790-1815, period. Take notes and ask questions for clarification.

Voices of Freedom Pick a quote from Emerson’s “The American Scholar” and explicate it. Pick a second quote from Orestes Brownson’s “The Laboring Classes” and explicate it. Prepare to share your quotes and explanations on Thursday in class.

Exit ticket and homework 1. How was it to read the chapter before hearing lecture about it? Homework: Explicate 2 quotes from the Voices of Freedom for Thursday. Benchmark Thursday. Begin reading Chapter 10 on Democracy in America 1815-1840 for next Tuesday. Prepare for Friday’s debate on Jacksonian Democracy