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A N A M E R I C A N H I S T O R Y G I V E M E L I B E R T Y ! W . W . N O R T O N & C O M P A N Y N E W   Y O R K . L O N D O N ★ E R I C F O N E R ★ Bn SE AGU L L F I F T H E DI T ION V o l u m e 2 : F r o m 1 8 6 5 Victoria Vancouver Spokane Tacoma Seattle Olympia Eugene Salem Portland Salinas Reno Fresno Oakland Sacramento San Francisco San Jose Carson City Tijuana Bakersfield Escondido Lancaster Oceanside Oxnard Pasadena Long Beach Los Angeles San Diego Las Vegas Tucson Phoenix Salt Lake City Boise Helena Calgary Regina Saskatoon Winnipeg Bismarck Sioux Falls Pierre Lincoln Omaha Pueblo Colorado Springs Denver Cheyenne Albuquerque El Paso Ciudad Juárez Santa Fe MatamorosMonterrey Nuevo Laredo Brownsville Laredo Corpus Christi Austin San Antonio Houston Abilene Beaumont Lubbock Waco Fort Worth Dallas Amarillo Baton Rouge Lafayette Shreveport Jackson New Orleans Little Rock Wichita Oklahoma City Tulsa Kansas City Topeka Independence Jefferson City Springfield St. Louis Peoria Springfield Cedar Rapids Des Moines Madison Milwaukee Chicago Gary Minneapolis St. Paul Green Bay Lansing Fort Wayne Toledo Detroit Toronto Akron Erie Buffalo Cleveland Cincinnati Indianapolis Columbus Lexington Louisville Frankfort Mobile Montgomery Birmingham Columbus Macon Atlanta Miami Fort Lauderdale Tampa Orlando Tallahassee Jacksonville Savannah Columbia Charlotte Raleigh Chattanooga Knoxville Memphis Nashville Norfolk Richmond Charleston Washington, D.C. Baltimore Annapolis Dover Pittsburgh Philadelphia Harrisburg Trenton Ottawa Montréal Albany Concord Montpelier Hartford New Haven Providence Newark Boston New York Québec Fredericton Augusta Nassau Santa Barbara Monterey Walla Walla Coeur d'Alene Pocatello Idaho Falls Jackson St. George Moab Flagstaff Missoula Billings Casper Laramie Steamboat Springs Glenwood Springs Odessa Galveston Huron Williston Fargo International Falls Duluth Oshkosh Sault Ste. Marie Traverse City Port Huron Sioux City Hannibal Jonesboro Texarkana Natchitoches Biloxi Tupelo Pensacola Key West Charleston Wilmington Asheville Roanoke Atlantic City Watertown Burlington Portland Bangor Mulege Hermosillo Anchorage Fairbanks Juneau Hilo Honolulu San Juan WA S H I N GTO N O R E G O N N E VA DA C A L I F O R N I A A R I ZO N A U TA H CO LO R A D O I DA H O M O N TA N A W YO M I N G N O RT H DA KOTA M I N N E S OTA S O U T H DA KOTA I OWA N E B R A S K A K A N S A S W I S CO N S I N M I C H I G A N I N D I A N A I L L I N O I S M I S S O U R I K E N T U C K Y O H I O N E W YO R K CO N N E C T I C U TP E N N S Y LVA N I A M A RY L A N DW E S T V I RG I N I A V I RG I N I A N E W J E R S EY D E L AWA R E V T M A I N E N H M A S S . R H O D E I S L A N D N E W M E X I CO O K L A H O M A T E X A S LO U I .

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A N A M E R I C A N H I S T O R Y G I V E M E L I B E R T Y ! W . W . N O R T O N & C O M P A N Y N E W Y O R K . L O N D O N ★ E R I C F O N E R ★ Bn SE AGU L L F I F T H E DI T ION V o l u m e 2 : F r o m 1 8 6 5 Victoria Vancouver Spokane Tacoma Seattle Olympia
Eugene Salem Portland Salinas Reno Fresno Oakland Sacramento San Francisco San Jose Carson City Tijuana Bakersfield Escondido Lancaster Oceanside Oxnard Pasadena Long Beach
Los Angeles San Diego Las Vegas Tucson Phoenix Salt Lake City Boise Helena Calgary Regina Saskatoon Winnipeg Bismarck Sioux Falls Pierre Lincoln Omaha Pueblo
Colorado Springs Denver Cheyenne Albuquerque El Paso Ciudad Juárez Santa Fe MatamorosMonterrey Nuevo Laredo Brownsville Laredo Corpus Christi Austin San Antonio Houston Abilene Beaumont Lubbock Waco
Fort Worth Dallas Amarillo Baton Rouge Lafayette Shreveport Jackson New Orleans Little Rock Wichita Oklahoma City Tulsa Kansas City Topeka Independence Jefferson City Springfield St. Louis Peoria Springfield
Cedar Rapids Des Moines Madison Milwaukee Chicago Gary Minneapolis St. Paul Green Bay Lansing Fort Wayne Toledo Detroit Toronto Akron Erie Buffalo Cleveland Cincinnati Indianapolis
Columbus Lexington Louisville Frankfort Mobile Montgomery Birmingham Columbus Macon Atlanta Miami Fort Lauderdale Tampa Orlando Tallahassee Jacksonville Savannah Columbia Charlotte Raleigh Chattanooga
Knoxville Memphis Nashville Norfolk Richmond Charleston Washington, D.C. Baltimore Annapolis Dover Pittsburgh Philadelphia Harrisburg Trenton Ottawa Montréal Albany Concord Montpelier Hartford
New Haven Providence Newark Boston New York Québec Fredericton Augusta Nassau Santa Barbara Monterey Walla Walla Coeur d'Alene Pocatello Idaho Falls Jackson St. George Moab
Flagstaff Missoula Billings Casper Laramie Steamboat Springs Glenwood Springs Odessa Galveston Huron Williston Fargo International Falls Duluth Oshkosh Sault Ste. Marie Traverse City
Port Huron Sioux City Hannibal Jonesboro Texarkana Natchitoches Biloxi Tupelo Pensacola Key West Charleston Wilmington Asheville Roanoke Atlantic City Watertown Burlington Portland
Bangor Mulege Hermosillo Anchorage Fairbanks Juneau Hilo Honolulu San Juan WA S H I N GTO N O R E G O N N E VA DA C A L I F O R N I A A R I ZO N A U TA H CO LO R A D O I DA H O M O N TA N A
W YO M I N G N O RT H DA KOTA M I N N E S OTA S O U T H DA KOTA I OWA N E B R A S K A K A N S A S W I S CO N S I N M I C H I G A N I N D I A N A I L L I N O I S M I S S O U R I K E N T U C K Y O H I O N E W YO R K CO N N E C T I C U TP E N N S Y LVA N I A M A RY L A N DW E S T V I RG I N I A V I RG I N I A N E W J E R S EY
D E L AWA R E V T M A I N E N H M A S S . R H O D E I S L A N D N E W M E X I CO O K L A H O M A T E X A S LO U I S I A N A A R K A N S A S T E N N E S S E E M I S S I S S I P P I A L A B A M A G E O RG I A F LO R I DA S O U T H C A RO L I N A
N O RT H C A RO L I N A ALASKA HAWAII PUERTO RICO CANADA MEXICO CANADA BAHAMAS C A S C A D E R A N G
E C O A S T R A N G E S S I E R R A N E
V A D A Death Valley M O J AV E D E S E RT S O N O R AN D E S E RT G R E A T B A S I N G r e at S a l t La ke D e s e r t C O L O R A D O P L A T E A U C O L U M
B I A P L A T E A U B i t t e r r o o t B l a c k
H i l l s G R E A T P L A I N S R O C K Y M O U N
T A I N S E d w a r d s P l a t e a u C O A S T A L P L A I N C E N T R A L L O W L A N D U p p e
r P e n i n s u l a L o w e r Pe n i n su l a O z a r k P l a t e a u H i g h
P l a i n s L l a n o E s t a c a d o O k e f e n o ke e S w a m p F l o r i d a Ke ys G r e a t D i s m a l S w a m p A P P
A L A C H I A N M O U N T A I N S A P P A L
A C H I A N P L A T E A U Great Smoky Mountains P I E D M O N
T A d i r o n d a c k M o u n t a i n s W h i t e M t n s C a p e C o d L o n g I s l a n d C a p e C a n a v e r a l C a p e H a t t e r a s C a p e L o o k o u t C a p e Fe a r C a p e S a b l e C a p e S a n B l a s C h a n n e l I s l a n d s P o i n t
C o n c e p t i o n P o i n t R e y e s C a p e M e n d o c i n o C a p e B l a n c o C a p e D i s a p p o i n t m e n t C a p e F l a t t e r y Va n c o u v e r I s l a n d C A N A D I A N S H I E L D
N i a g a r a Fa l l s L A U R E N T I D E S C A R P S I E R R A
M A D R E O C C I D E N T A L S IE R R A M A D R
E O R I E N T A L B A J A C A L I F O R N I A I s l e R o y a l e T h e
E v e r g l a d e sQueen Charlotte Islands Alexander Archipelago A l a s k a P e n i n s u l a A L A S K A R A N G E B R O O K S R A N G E N o r t h S l o p e S e w a r d
P e n i n s u l a Ku sk ok w im M ou n t a i n s S t . E l i a s M o u n t a i n s K e n a i P e n i n s u l a K o d i a k I s l a n d S t . L a w r e n c e I s l a n d N u n i v a k I s l a n d A l e u
t i a n I s l a n d s Hawaii Maui Molokai Oahu Kauai Nihau Lanai Kahoolawe Mauna Kea Mauna Loa + + St. Croix St. Thomas St. John Tortola
U.S. Virgin Islands Colu m bia R. S a cr a m en to R . G re en R . C ol or a d o R
. P l a t t e R . Lo up R. N. Platte R. S . P l a tt e R . K la ma t h R . W illa m ette R . Salm o n R. C ol
u m b ia R . K oo ten a y R . M iss ou ri R . Milk R . Yel lowst o n e R . B
ig h orn R . O w yhee R . S n a k e R . Sn ake R. S. S as katchewan R . B ow R . Qu'App e l l e R. S ou ris R
. A s s i n iboine R . L i tt le M is so u ri R . Ja m es R . Che y enn e R. B el le Fo
u r ch e R . Niob rara R. G eorgia n B a y Osa ge R . M issou ri R . Des M o ines R. R ed R . o f th e N
o rth M innesota R. Mississi p pi R . W isc onsi n R . Il lin oi s R. W ab ash R . C um ber land R .
Ohi o R . O h io R . S t. L aw r e nc e R . Ottawa R. H u d so n
R . C o n n ec ticu t R . D elaw are R . St. John R . K e n nebec R . Penob scot R
. Al b a n y R . M is si n ai bi R. Kansa s R. O uach ita R . Red R. W
hit e R. Arka n s a s R. Can a d i a n R . M is si ss ip p i R . T o m big b e e R .
A la b a m a R. T en ne s s ee R . R o anoke R . S ava n nah R . P e e D ee R
. A lta m aha R. C h a tt a h oo ch ee R . S t. Jo h n ' s R . R io G
ra nd e P ec o s R . R io G ra n d e C olorado R . Brazos R . Sa bi n e R. S a n Jo a
q u in R . G i la R. L ittle C olor ado R. Y uk o n R . Lake Superior L a k e M ic h ig a
n Lake H u ron La ke E rie La ke O nt a r i o Lake Mead Lake Tahoe Great Salt Lake Lake Powell Lake of
the Woods Lake Winnebago Lake St. Clai r Lake of the Ozarks Lake Champlain Monterey Bay James Bay Lake Pontchart rain Lake Okeechobee Salton Sea Iliamna Lake Gulf of Mexico G
ul f o f S t. La wr ence G u lf o f M ai ne Delaware Bay Breton Sound Mississippi River Delta Apalachee Bay G
u lf of C a lifo rn ia Vizcaíno Bay Str. of Juan d e F u c a C h esa p ea k e B a y Galveston B a y Atchafala ya B a y Gulf of Alaska
B erin g S ea Chukchi Sea Beaufort Sea Bristol Bay Kuskokwim Bay Norton Sound Kotzebue Sound C o o k I n le
t A le nu ih ah a Ch an nel Ka iw i C ha n n el K au ai C ha nn
el K a u la k a h i C hannel Caribbean Sea P a cific O cea n A tl a n ti
c O ce a n Pacific Ocean Atlantic Ocean 0 0 200 200 400 miles 400 kilometers 0 0 100 miles 100 kilometers 0 0
50 miles 50 kilometers 0 0 150 150 300 miles 300 kilometers PHYSICAL/POLITICAL MAP OF THE UNITED STATES Victoria Vancouver Spokane Tacoma Seattle Olympia Eugene
Salem Portland Salinas Reno Fresno Oakland Sacramento San Francisco San Jose Carson City Tijuana Bakersfield Escondido Lancaster Oceanside Oxnard Pasadena Long Beach Los Angeles
San Diego Las Vegas Tucson Phoenix Salt Lake City Boise Helena Calgary Regina Saskatoon Winnipeg Bismarck Sioux Falls Pierre Lincoln Omaha Pueblo Colorado Springs
Denver Cheyenne Albuquerque El Paso Ciudad Juárez Santa Fe MatamorosMonterrey Nuevo Laredo Brownsville Laredo Corpus Christi Austin San Antonio Houston Abilene Beaumont Lubbock Waco Fort Worth
Dallas Amarillo Baton Rouge Lafayette Shreveport Jackson New Orleans Little Rock Wichita Oklahoma City Tulsa Kansas City Topeka Independence Jefferson City Springfield St. Louis Peoria Springfield
Cedar Rapids Des Moines Madison Milwaukee Chicago Gary Minneapolis St. Paul Green Bay Lansing Fort Wayne Toledo Detroit Toronto Akron Erie Buffalo Cleveland Cincinnati Indianapolis
Columbus Lexington Louisville Frankfort Mobile Montgomery Birmingham Columbus Macon Atlanta Miami Fort Lauderdale Tampa Orlando Tallahassee Jacksonville Savannah Columbia Charlotte Raleigh Chattanooga
Knoxville Memphis Nashville Norfolk Richmond Charleston Washington, D.C. Baltimore Annapolis Dover Pittsburgh Philadelphia Harrisburg Trenton Ottawa Montréal Albany Concord Montpelier Hartford New Haven
Providence Newark Boston New York Québec Fredericton Augusta Nassau Santa Barbara Monterey Walla Walla Coeur d'Alene Pocatello Idaho Falls Jackson St. George Moab Flagstaff
Missoula Billings Casper Laramie Steamboat Springs Glenwood Springs Odessa Galveston Huron Williston Fargo International Falls Duluth Oshkosh Sault Ste. Marie Traverse City
Port Huron Sioux City Hannibal Jonesboro Texarkana Natchitoches Biloxi Tupelo Pensacola Key West Charleston Wilmington Asheville Roanoke Atlantic City Watertown Burlington Portland
Bangor Mulege Hermosillo Anchorage Fairbanks Juneau Hilo Honolulu San Juan WA S H I N GTO N O R E G O N N E VA DA C A L I F O R N I A A R I ZO N A U TA H CO LO R A D O I DA H O M O N TA N A
W YO M I N G N O RT H DA KOTA M I N N E S OTA S O U T H DA KOTA I OWA N E B R A S K A K A N S A S W I S CO N S I N M I C H I G A N I N D I A N A I L L I N O I S M I S S O U R I K E N T U C K Y O H I O N E W YO R K CO N N E C T I C U TP E N N S Y LVA N I A M A RY L A N DW E S T V I RG I N I A V I RG I N I A N E W J E R S EY
D E L AWA R E V T M A I N E N H M A S S . R H O D E I S L A N D N E W M E X I CO O K L A H O M A T E X A S LO U I S I A N A A R K A N S A S T E N N E S S E E M I S S I S S I P P I A L A B A M A G E O RG I A F LO R I DA S O U T H C A RO L I N A N O RT H
C A RO L I N A ALASKA HAWAII PUERTO RICO CANADA MEXICO CANADA BAHAMAS C A S C A D E R A N G E
C O A S T R A N G E S S I E R R A N E V
A D A Death Valley M O J AV E D E S E RT S O N O R AN D E S E RT G R E A T B A S I N G r e at S a l t La ke D e s e r t C O L O R A D O P L A T E A U C O L U M B
I A P L A T E A U B i t t e r r o o t B l a c k H i l l s
G R E A T P L A I N S R O C K Y M O U N T
A I N S E d w a r d s P l a t e a u C O A S T A L P L A I N C E N T R A L L O W L A N D U p p e
r P e n i n s u l a L o w e r Pe n i n su l a O z a r k P l a t e a u H i g h
P l a i n s L l a n o E s t a c a d o O k e f e n o k e e S w a m p F l o r i d a Ke ys G r e a t D i s m a l S w a m p A P P
A L A C H I A N M O U N T A I N S A P P A L
A C H I A N P L A T E A U Great Smoky Mountains P I E D M O N
T A d i r o n d a c k M o u n t a i n s W h i t e M t n s C a p e C o d L o n g I s l a n d C a p e C a n a v e r a l C a p e H a t t e r a s C a p e L o o k o u t C a p e F e a r C a p e S a b l e C a p e S a n B l a s C h a n n e l I s l a n d s P o i n t
C o n c e p t i o n P o i n t R e y e s C a p e M e n d o c i n o C a p e B l a n c o C a p e D i s a p p o i n t m e n t C a p e F l a t t e r y Va n c o u v e r I s l a n d C A N A D I A N S H I E L D
N i a g a r a Fa l l s L A U R E N T I D E S C A R P S I E R R A
M A D R E O C C I D E N T A L S IE R R A M A D R
E O R I E N T A L B A J A C A L I F O R N I A I s l e R o y a l e T h e
E v e r g l a d e sQueen Charlotte Islands Alexander Archipelago A l a s k a P e n i n s u l a A L A S K A R A N G E B R O O K S R A N G E N o r t h S l o p e S e w a r d
P e n i n s u l a Ku sk ok w im M ou n t a i n s S t . E l i a s M o u n t a i n s Ke n a i P e n i n s u l a Ko d i a k I s l a n d S t . L a w r e n c e I s l a n d N u n i v a k I s l a n d A l e u
t i a n I s l a n d s Hawaii Maui Molokai Oahu Kauai Nihau Lanai Kahoolawe Mauna Kea Mauna Loa + + St. Croix St. Thomas St. John Tortola
U.S. Virgin Islands Colu m bia R. S a cr a m en to R . G re en R . C ol or a d o R
. P l a t t e R . Lo up R. N. Platte R. S . P l a tt e R . K la ma t h R . W illa m ette R . Salm o n R. C ol
u m b ia R . K oo ten a y R . M iss ou ri R . Milk R . Yel lowst o n e R . B
ig h orn R . O w yhee R . S n a k e R . Sn ake R. S. S as katchewan R . B ow R . Qu'App e l l e R. S ou ris R
. A s s i n iboine R . L i tt le M is so u ri R . Ja m es R . Che y enn e R. B el le Fo
u r ch e R . Niob rara R. G eorgia n B a y Osa ge R . M issou ri R . Des M o ines R. R ed R . o f th e N
o rth M innesota R. Mississi p pi R . W isc onsi n R . Il lin oi s R. W ab ash R . C um ber land R .
Ohi o R . O h io R . S t. L aw r e nc e R . Ottawa R. H u d so n
R . C o n n ec ticu t R . D elaw are R . St. John R . K e n nebec R . Penob scot R
. Al b a n y R . M is si n ai bi R. Kansa s R. O uach ita R . Red R. W
hit e R. Arka n s a s R. Can a d i a n R . M is si ss ip p i R . T o m big b e e R .
A la b a m a R. T en ne s s ee R . R o anoke R . S ava n nah R . P e e D ee R
. A lta m aha R. C h a tt a h oo ch ee R . S t. Jo h n ' s R . R io G
ra nd e P ec o s R . R io G ra n d e C olorado R . Brazos R . Sa bi n e R. S a n Jo a
q u in R . G i la R. L ittle C olor ado R. Y uk o n R . Lake Superior L a k e M ic h ig a
n Lake H u ron La ke E rie La ke O nt a r i o Lake Mead Lake Tahoe Great Salt Lake Lake Powell Lake of
the Woods Lake Winnebago Lake St. Clai r Lake of the Ozarks Lake Champlain Monterey Bay James Bay Lake Pontchart rain Lake Okeechobee Salton Sea Iliamna Lake Gulf of Mexico G
ul f o f S t. La wr ence G u lf o f M ai ne Delaware Bay Breton Sound Mississippi River Delta Apalachee Bay G
u lf of C a lifo rn ia Vizcaíno Bay Str. of Juan d e F u c a C h esa p ea k e B a y Galveston B a y Atchafala ya B a y Gulf of Alaska
B erin g S ea Chukchi Sea Beaufort Sea Bristol Bay Kuskokwim Bay Norton Sound Kotzebue Sound C o o k I n le
t A le nu ih ah a Ch an nel Ka iw i C ha n n el K au ai C ha nn
el K a u la k a h i C hannel Caribbean Sea P a cific O cea n A tl a n ti
c O ce a n Pacific Ocean Atlantic Ocean 0 0 200 200 400 miles 400 kilometers 0 0 100 miles 100 kilometers 0 0
50 miles 50 kilometers 0 0 150 150 300 miles 300 kilometers PHYSICAL/POLITICAL MAP OF THE UNITED STATES New York San Francisco Los Angeles Toronto Montréal Dallas
Chicago Barcelona Rio de Janeiro Johannesburg Sydney Kabul Algiers Luanda Buenos Aires Canberra, A.C.T. Nassau Dhaka Thimphu Gaborone Brasília Ottawa N’Djamena Santiago Beijing Bogotá
Havana Quito Cairo Reykjavik New Delhi Jakarta Tehr ̄an Tokyo Nairobi Maseru Tripoli Antananarivo Nouakchott Mexico City Ulan Bator Rabat Windhoek Kathmandu Muscat
Islamabad Asunción Lima Manila Lisbon Pretoria Seoul Mogadishu Khartoum Dar es Salaam Nuku’alofa Tunis Washington, D.C. Moscow Caracas Cape Town Pago PagoApia Papeete
Adamstown Astana Adis Ababa La Paz Sucre Montevideo London Paris Rome Berlin Oslo Stockholm Madrid B A H A M A S B A R B A D O S B E L I Z E CO S TA R I C A D O M I N I C A
D O M I N I C A N R E P U B L I C E C UA D O R E L S A LVA D O R F r e n c h G u i a n a ( Fr. ) G UAT E M A L A G UYA N A H A I T I H O N D U R A S J A M A I C A N I C A R AG UA PA N A M A PA R AG UAY S T. LU C I A S T. V I N C E N T A N D T H E G R E N A D I N E S S U R I N A M E T R I N I DA D A N D TO B AG O U R U G UAY S T. K I T T S A N D N E V I S
B OT S WA N A TA N Z A N I A M A DAG A S C A R M A L AW I CO N G O C A M E RO O N E Q UATO R I A L G U I N E A BEN IN TO G O B U R K I N A G H A N A
D J I B O U T I G A M B I A G A B O N G U I N E AG U I N E A - B I S S AU CÔT E D’ I VO I R E ( I vo r y Co a s t ) L E S OT H O L I B E R I A M O ZA M BI Q UE N A M I B I A S E N E G A L S I E R R A L E O N E S WA Z I L A N D K E N YA
U G A N DA We s t e r n S a h a r a ( M o r. ) CO M O RO S T U N I S I A D E M O C R AT I C R E P. O F CO N G O RWA N DA B U R U N D I Z A M B I A Z I M B A BW E C E N T R A L A F R I C A N R E P. PA K I S TA N O M AN S R I L A N K A
M YA N M A R B A N G L A D E S H A F G H A N I S TA N V I E T N A M L AO S T H A I L A N D C A M B O D I A B R U N E I TA I WA N N O RT H KO R E A S O U T H KO R E A N E PA L B H U TA N S O LO M O N I S L A N D S F I J I S I N G A P O R E M A L D I V E S
M AU R I T I U S I C E L A N D AU S T R I A B E L . LU X . G E R M A N Y RO M A N I A M O L D OVA G E O RG I A A Z E R B A I J A N T U R K M E N I S TA N U Z B E K I S TA N K Y RGYZ S TA N TA J I K I S TA N A R M E N I A B E L A R U S L I T H UA N I A L AT V I A E S TO N I A R U S .
P O RT U G A L D E N M A R K G R E E C E B U LG A R I A S E R B I A M O N T. B . H . S L . C ROAT I A N E T H . I R E L A N D S W I T Z . C Z E C H R E P. S LOVA K I A H U N G A RY A L B A N I A C Y P R U S J O R DA N I S R A E L L E B A N O N
S Y R I A U N I T E D A R A B E M I R AT E S Y E M E N QATA R B A H R A I N K U WA I T S A M OA VA N UAT U PA L AU F E D E R AT E D S TAT E S O F M I C RO N E S I A M AC . E R I T R E A TO N G A F I J I T U VA LU N AU R U M A R S H A L L I S L A N D S
S ÃO TO M É A N D P R Í N C I P E C A P E V E R D E SE YC HE L L E S A RG E N T I N A B O L I V I A C H I L E CO LO M B I A C U B A M E X I CO P E R U V E N E Z U E L A A LG E R I A A N G O L A C H A D E GY P T E T H I O P I A
L I BYA MO RO CC O N I G E R I A SO M AL IA S O U T H A F R I C A M AU R I TA N I A S U DA N N I G E R M A L I M O N G O L I A PA P UA N E W G U I N E A M A L AYS I A P H I L I P P I N E S
J A PA N N E W Z E A L A N D F R A N C E S PA I N N O RW AY SW ED EN F I N L A N D P O L A N D U K R A I N E K A Z A K H S TA N I TA LY U N I T E D K I N G D O M S AU D I A R A B I A T U R K EY I R AQ I R A N
K I R I B AT I K I R I B AT I R U S S I A G r e e n l a n d ( D e n m a r k) B R A Z I L C A N A DA U N I T E D S TAT E S I N D I A C H I N A AU S T R A L I A I N D O N E S I A R U S S I A A l a s ka ( U. S . ) H awa i i ( U. S . ) A N TA RC T I C A N O RT H A M E R I C A
A S I A E U RO P E S O U T H A M E R I C A E A S T T I M O R C r o z e t I s l a n d s Ke r g u é l e n I s l a n d s P r i n c e E d w a r d I s l a n d s ( S o . A f r i c a ) Tr i s t a n D a C u n h a G r o u p ( U. K . ) S t . H e l e n a ( U . K . ) A s c e n s i o n ( U . K . ) S o u t h G e o r g i a S o u t h S a n d w i c h I s l a n d s
S o u t h O r k n e y I s l a n d s S o u t h S h e t l a n d I s l a n d s J u a n Fe r n a n d e z A r c h i p e l a g o ( C h i l e) E a s t e r I s l a n d ( C h i l e) M a r q u e s a s I s l a n d s ( F r. ) P h o e n i x I s l a n d s J a n M a y e n ( N o r w a y) Ke r m a d e c I s l a n d s ( N . Z . ) N o r f o l k I s l a n d ( A u s . ) W r a n g e l I s l a n d Fa r o e I s l a n d s ( D e n m a r k )
P u e r t o R i c o ( U . S . ) B e r m u d a ( U . K . ) C a n a r y I s l a n d s ( S p. ) A z o r e s ( P o r. ) M a d e i r a I s l a n d s ( P o r. ) A n d a m a n I s l a n d s ( I n d i a ) G u a m ( U . S . ) N o r t h e r n M a r i a n a I s l a n d s ( U . S . ) N e w C a l e d o n i a ( F r. ) T i m o r T a s m a n i a J a v a
S u m a t ra B o r n e o R é u n i o n ( F r. ) G a l a p a g o s I s l a n d s ( E c u a d o r ) K i r i t i m a t i ( K i r i b at i ) P i t c a i r n I s l a n d s ( U . K . ) N o r t h I s l a n d S o u t h I s l a n d H e a r d I s l a n d a n d M c D o n a l d I s l a n d s ( A u s . ) F r e n c h S o u t h e r n a n d A n t a r c t i c L a n d s ( F r. ) S o c o t r a ( Ye m e n ) D i e g o G a r c i a
C h a g o s A r c h i p e l a g o ( U . K . ) Q u e e n E l i z a b e t h I s l a n d s S e v e r n aya Z e m lya N e w S i b e r i a n I s l a n d s A l e u t i a n I s l a n d s S v a l b a r d ( N o r w a y) No va ya Z e m l y a F r a n z J o s e f L a n d Co o k I s l a n d s F r e n c h P o l y n e s i a ( F r. )
Fa l k l a n d I s l a n d s ( U . K . ) E l l e s m e r e I s l a n d B a f f i n I s l a n d V i c t o r i a I s l a n d B a n k s I s l a n d A l e u t i a n I s l a n d s K u r i l I s l a n d s 0° 30° 60° 90° 30° 60
° 90 ° 180° 150°W 120° 150 °E 12 0° 75°S 60°S 0° 30° 60° 90 ° 30° 60 ° 90°
180° 150°E 120° 150 °W 12 0° 75°N 60°N Great Australian Bight Hudson S t r ai t Foxe Basin Gul f O f A de n Lake Balkhash
Aral Sea Baltic Sea Celtic Sea En gli sh Ch ann el Lake Baikal Sea of Japan South China Sea East China Sea Philippine
Sea Timor Sea Yellow Sea Coral Sea Arafura Sea Java Sea Celebes Sea Gulf of Thailand D en m ar k S tra it M o z
a m b iq u e C h a n ne l R ed S ea A m u n ds en Gulf P ersia n G u l f C a sp ia
n S ea Chukchi Sea Gulf of Alaska Hudson Bay Beaufort Sea Bering Sea Gulf of Mexico Caribbean Sea Scotia Sea Gulf of Guinea Norwegian Sea North Sea Labrador
Sea Baffin Bay Barents Sea Kara Sea Black Sea Mediterrane a n S e a Arabian Sea Bay of Bengal Sea of Okhotsk Bering Sea Tasman Sea Laptev Sea East Siberian Sea South Pacific Ocean N o rt h At l a n t i c
O c e a n N o rt h Pac i f i c O c e a n I n d i a n O c e a n S o u t h At l a n t i c O c e a n N o rt h Pac i f i c O c e a n S o u t h Pac i f i c O c e a n A r c t i c O c e a nA r c t i c O c e a n S o u t h e r n O c e a n S o u t h e r n O c e a n Indian Ocean Pacific Ocean Atlantic Ocean Southern Ocean Southern
Ocean Arctic Ocean Pacific Ocean Atlantic Ocean 0 0 750 750 1,500 miles 1,500 kilometers Scale at equator 0 0 1,500 miles 1,500 kilometers POLITICAL MAP of the WORLD
THE POLES New York San Francisco Los Angeles Toronto Montréal Dallas Chicago Barcelona Rio de Janeiro Johannesburg Sydney Kabul Algiers Luanda Buenos Aires Canberra, A.C.T. Nassau Dhaka
Thimphu Gaborone Brasília Ottawa N’Djamena Santiago Beijing Bogotá Havana Quito Cairo Reykjavik New Delhi Jakarta Tehr ̄an Tokyo Nairobi Maseru
Tripoli Antananarivo Nouakchott Mexico City Ulan Bator Rabat Windhoek Kathmandu Muscat Islamabad Asunción Lima Manila Lisbon Pretoria Seoul Mogadishu Khartoum Dar es Salaam
Nuku’alofa Tunis Washington, D.C. Moscow Caracas Cape Town Pago PagoApia Papeete Adamstown Astana Adis Ababa La Paz Sucre Montevideo London Paris Rome Berlin
Oslo Stockholm Madrid B A H A M A S B A R B A D O S B E L I Z E CO S TA R I C A D O M I N I C A D O M I N I C A N R E P U B L I C E C UA D O R E L S A LVA D O R F r e n c h G u i a n a ( Fr. ) G UAT E M A L A G UYA N A H A I T I H O N D U R A S J A M A I C A N I C A R AG UA
PA N A M A PA R AG UAY S T. LU C I A S T. V I N C E N T A N D T H E G R E N A D I N E S S U R I N A M E T R I N I DA D A N D TO B AG O U R U G UAY S T. K I T T S A N D N E V I S B OT S WA N A TA N Z A N I A M A DAG A S C A R M A L AW I CO N G O C A M E RO O N E Q UATO R I A L G U I N E A BEN IN
TO G O B U R K I N A G H A N A D J I B O U T I G A M B I A G A B O N G U I N E AG U I N E A - B I S S AU CÔT E D’ I VO I R E ( I vo r y Co a s t ) L E S OT H O L I B E R I A M O ZA
M BI Q UE N A M I B I A S E N E G A L S I E R R A L E O N E S WA Z I L A N D K E N YA U G A N DA We s t e r n S a h a r a ( M o r. ) CO M O RO S T U N I S I A D E M O C R AT I C R E P. O F CO N G O RWA N DA B U R U N D I Z A M B I A
Z I M B A BW E C E N T R A L A F R I C A N R E P. PA K I S TA N O M AN S R I L A N K A M YA N M A R B A N G L A D E S H A F G H A N I S TA N V I E T N A M L AO S T H A I L A N D C A M B O D I A B R U N E I TA I WA N N O RT H
KO R E A S O U T H KO R E A N E PA L B H U TA N S O LO M O N I S L A N D S F I J I S I N G A P O R E M A L D I V E S M AU R I T I U S I C E L A N D AU S T R I A B E L . LU X . G E R M A N Y RO M A N I A M O L D OVA G E O RG I A A Z E R B A I J A N T U R K M E N I S TA N
U Z B E K I S TA N K Y RGYZ S TA N TA J I K I S TA N A R M E N I A B E L A R U S L I T H UA N I A L AT V I A E S TO N I A R U S . P O RT U G A L D E N M A R K G R E E C E B U LG A R I A S E R B I A M O N T. B . H . S L . C ROAT I A N E T H . I R E L A N D S W I T Z .
C Z E C H R E P. S LOVA K I A H U N G A RY A L B A N I A C Y P R U S J O R DA N I S R A E L L E B A N O N S Y R I A U N I T E D A R A B E M I R AT E S Y E M E N QATA R B A H R A I N K U WA I T S A M OA VA N UAT U PA L AU F E D E R AT E D S TAT E S O F M I C RO N E S
I A M AC . E R I T R E A TO N G A F I J I T U VA LU N AU R U M A R S H A L L I S L A N D S S ÃO TO M É A N D P R Í N C I P E C A P E V E R D E SE YC HE L L E S A RG E N T I N A B O L I V I A C H I L E CO LO M B I A
C U B A M E X I CO P E R U V E N E Z U E L A A LG E R I A A N G O L A C H A D E GY P T E T H I O P I A L I BYA MO RO CC O N I G E R I A SO M AL IA S O U T H A F R I C A
M AU R I TA N I A S U DA N N I G E R M A L I M O N G O L I A PA P UA N E W G U I N E A M A L AYS I A P H I L I P P I N E S J A PA N N E W Z E A L A N D F R A N C E S PA I N N O RW AY SW ED EN F I N L A N D
P O L A N D U K R A I N E K A Z A K H S TA N I TA LY U N I T E D K I N G D O M S AU D I A R A B I A T U R K EY I R AQ I R A N K I R I B AT I K I R I B AT I R U S S I A G r e e n l a n d ( D e n m a r k) B R A Z I L C A N A DA U N I T E D S TAT E S I N D I A C H I N A
AU S T R A L I A I N D O N E S I A R U S S I A A l a s ka ( U. S . ) H awa i i ( U. S . ) A N TA RC T I C A N O RT H A M E R I C A A S I A E U RO P E S O U T H A M E R I C A E A S T T I M O R C r o z e t I s l a n d s Ke r g u é l e n I s l a n d s P r i n c e E d w a r d I s l a n d s ( S o . A f r i c a )
Tr i s t a n D a C u n h a G r o u p ( U. K . ) S t . H e l e n a ( U . K . ) A s c e n s i o n ( U . K . ) S o u t h G e o r g i a S o u t h S a n d w i c h I s l a n d s S o u t h O r k n e y I s l a n d s S o u t h S h e t l a n d I s l a n d s J u a n Fe r n a n d e z A r c h i p e l a g o ( C h i l e) E a s t e r I s l a n d ( C h i l e) M a r q u e s a s I s l a n d s ( F r. ) P h o e n i x I s l a n d s
J a n M a y e n ( N o r w a y) Ke r m a d e c I s l a n d s ( N . Z . ) N o r f o l k I s l a n d ( A u s . ) W r a n g e l I s l a n d Fa r o e I s l a n d s ( D e n m a r k ) P u e r t o R i c o ( U . S . ) B e r m u d a ( U . K . ) C a n a r y I s l a n d s ( S p. ) A z o r e s ( P o r. ) M a d e i r a I s l a n d s ( P o r. ) A n d a m a n I s l a n d s ( I n d i a ) G u a m ( U . S . )
N o r t h e r n M a r i a n a I s l a n d s ( U . S . ) N e w C a l e d o n i a ( F r. ) T i m o r T a s m a n i a J a v a S u m a t ra B o r n e o R é u n i o n ( F r. ) G a l a p a g o s I s l a n d s ( E c u a d o r ) K i r i t i m a t i ( K i r i b at i ) P i t c a i r n I s l a n d s ( U . K . ) N o r t h I s l a n d
S o u t h I s l a n d H e a r d I s l a n d a n d M c D o n a l d I s l a n d s ( A u s . ) F r e n c h S o u t h e r n a n d A n t a r c t i c L a n d s ( F r. ) S o c o t r a ( Ye m e n ) D i e g o G a r c i a C h a g o s A r c h i p e l a g o ( U . K . ) Q u e e n E l i z a b e t h I s l a n d s S e v e r n aya Z e m lya N e w S i b e r i a n I s l a n d s A l e u t i a n I s l a n d s S v a l b a r d
( N o r w a y) No va ya Z e m l y a F r a n z J o s e f L a n d Co o k I s l a n d s F r e n c h P o l y n e s i a ( F r. ) Fa l k l a n d I s l a n d s ( U . K . ) E l l e s m e r e I s l a n d B a f f i n I s l a n d V i c t o r i a I s l a n d B a n k s I s l a n d A l e u t i a n I s l a n d s K u r i l
I s l a n d s 0° 30° 60° 90° 30° 60 ° 90 ° 180° 150°W 120° 150 °E 12 0° 75°S 60°S
0° 30° 60° 90 ° 30° 60 ° 90° 180° 150°E 120° 150 °W 12 0° 75°N 60°N Great Australian Bight
Hudson S t r ai t Foxe Basin Gul f O f A de n Lake Balkhash Aral Sea Baltic Sea Celtic Sea En gli sh Ch ann el Lake
Baikal Sea of Japan South China Sea East China Sea Philippine Sea Timor Sea Yellow Sea Coral Sea Arafura Sea Java Sea Celebes Sea Gulf of Thailand
D en m ar k S tra it M o z a m b iq u e C h a n ne l R
ed S ea A m u n ds en Gulf P ersia n G u l f C a sp ia n S ea Chukchi Sea Gulf of Alaska Hudson Bay Beaufort Sea Bering Sea
Gulf of Mexico Caribbean Sea Scotia Sea Gulf of Guinea Norwegian Sea North Sea Labrador Sea Baffin Bay Barents Sea Kara Sea Black Sea Mediterrane a n S e a Arabian Sea Bay of Bengal Sea of Okhotsk
Bering Sea Tasman Sea Laptev Sea East Siberian Sea South Pacific Ocean N o rt h At l a n t i c O c e a n N o rt h Pac i f i c O c e a n I n d i a n O c e a n S o u t h At l a n t i c O c e a n N o rt h Pac i f i c O c e a n S o u t h Pac i f i c O c e a n A r c t i c O c e a nA r c t i c O c e a n S o u t h e r n O c e a n
S o u t h e r n O c e a n Indian Ocean Pacific Ocean Atlantic Ocean Southern Ocean Southern Ocean Arctic Ocean Pacific Ocean Atlantic Ocean 0 0 750 750 1,500 miles
1,500 kilometers Scale at equator 0 0 1,500 miles 1,500 kilometers POLITICAL MAP of the WORLD THE POLES W. W. Norton & Company has been independent since its founding in 1923, when William Warder Norton and Mary D. Herter Norton first published lectures delivered at the People’s Institute, the adult education division of New York City’s Cooper Union. The firm soon expanded its program beyond the Institute, publishing books by celebrated academics from America and abroad. By midcentury, the two major pillars of Norton’s publishing program— trade books and college texts— were firmly established. In the 1950s, the Norton family transferred control of the company to its employees, and today— with a staff of four hundred and a comparable number of trade, college, and professional titles published each year— W. W. Norton & Company stands as the largest and oldest publishing
house owned wholly by its employees. Copyright © 2017, 2014, 2011, 2008, 2005 by Eric Foner All rights reserved Printed in Canada Editor: Steve Forman Associate Editor: Scott Sugarman Project Editor: Jennifer Barnhardt Editorial Assistants: Travis Carr, Kelly Rafey Managing Editor, College: Marian Johnson Managing Editor, College Digital Media: Kim Yi Production Manager: Sean Mintus Media Editor: Laura Wilk Media Project Editor: Rachel Mayer Media Associate Editor: Michelle Smith Media Assistant Editor: Chris Hillyer Marketing Manager, History: Sarah England Bartley Associate Design Director: Hope Miller Goodell Designer: Lisa Buckley Photo Editor: Stephanie Romeo Permissions Manager: Megan Schindel Permissions Specialist: Bethany Salminen Composition: Jouve Illustrations: Mapping Specialists, Ltd. Manufacturing: Transcontinental Permission to use copyrighted material is included on page A- 81. The Library of Congress has cataloged an earlier edition as follows: Names: Foner, Eric, 1943– author. Title: Give me liberty!: an American history / Eric Foner.
Description: Fifth edition. | New York: W. W. Norton & Company, 2016 | Includes bibliographical references and index. Identifiers: LCCN 2016018497 | ISBN 9780393283167 (hardcover) Subjects: LCSH: United States— History. | United States— Politics and government. | Democracy— United States— History. | Liberty— History. Classification: LCC E178 .F66 2016 | DDC 973—dc23 LC record available at https://lccn.loc.gov/2016018497 ISBN this edition: 978-0-393-61565-4 W. W. Norton & Company, Inc., 500 Fifth Avenue, New York, NY 10110-0017 wwnorton.com W. W. Norton & Company Ltd., 15 Carlisle Street, London W1D 3BS 1 2 3 4 5 6 7 8 9 0 https://lccn.loc.gov/2016018497 http://wwnorton.com ★ For my mother, Liza Foner (1909–2005), an accomplished artist who lived through most of the twentieth century and into the twenty- first ★
★ C O N T E N T S ★ List of Maps, Tables, and Figures xii About the Author xv Preface xvi Acknowledgments xxiii 1 5 ★ “ W H A T I S F R E E D O M ? ” : R E C O N S T R U C T I O N , 1 8 6 5 – 1 8 7 7 564 The Meaning of Freedom 566 ★ Voices of Freedom From Petition of Committee in Behalf of the Freedmen to Andrew Johnson (1865), and From A Sharecropping Contract (1866) ... 576 ★ The Making of Radical Reconstruction 579 ★ Radical Reconstruction in the South 590 ★ The Overthrow of Reconstruction 594 1 6 ★ A M E R I C A ’ S G I L D E D A G E , 1 8 7 0 – 1 8 9 0 603 The Second Industrial Revolution 605 ★ The Transformation of the West 613 ★ Voices of Freedom From Speech of Chief Joseph
of the Nez Percé Indians, in Washington, D.C. (1879), and From Letter by Saum Song Bo, American Missionary (October 1885) ... 622 ★ Politics in a Gilded Age 629 ★ Freedom in the Gilded Age 634 ★ Labor and the Republic 639 1 7 ★ F R E E D O M ’ S B O U N D A R I E S , A T H O M E A N D A B R O A D , 1 8 9 0 – 1 9 0 0 649 The Populist Challenge 651 ★ The Segregated South 659 ★ Redrawing the Boundaries 669 ★ Voices of Freedom From Booker T. Washington, Address at the Atlanta Cotton Exposition (1895), and From W. E. B. Du Bois, “Of Mr. Booker T. Washington and Others” (1903) ... 674 ★ Becoming a World Power 677 viii ★ 1 8 ★ T H E P R O G R E S S I V E E R A , 1 9 0 0 – 1 9 1 6 691 An Urban Age and a Consumer Society 694 ★ Varieties of Progressivism 703 ★ Voices of Freedom From Charlotte Perkins Gilman, Women and Economics (1898), and From John
Mitchell, “The Workingman’s Conception of Industrial Liberty” (1910) ... 710 ★ The Politics of Progressivism 715 ★ The Progressive Presidents 724 1 9 ★ S A F E F O R D E M O C R A C Y : T H E U N I T E D S T A T E S A N D W O R L D W A R I , 1 9 1 6 – 1 9 2 0 734 An Era of Intervention 737 ★ America and the Great War 742 ★ The War at Home 746 ★ Who Is an American? 755 ★ Voices of Freedom From Woodrow Wilson, War Message to Congress (1917), and From Eugene V. Debs, Speech to the Jury before Sentencing under the Espionage Act (1918) ... 756 ★ 1919 767 2 0 ★ F R O M B U S I N E S S C U L T U R E T O G R E A T D E P R E S S I O N : T H E T W E N T I E S , 1 9 2 0 – 1 9 3 2 779 The Business of America 782 ★ Business and Government 789 ★ Voices of Freedom From Lucian W. Parrish, Speech in Congress on Immigration (1921), and From Majority Opinion, Justice James C. McReynolds, in Meyer v. Nebraska (1923) ... 792 ★ The Birth of Civil Liberties 795 ★ The Culture Wars 799 ★
The Great Depression 810 2 1 ★ T H E N E W D E A L , 1 9 3 2 – 1 9 4 0 818 The First New Deal 821 ★ The Grassroots Revolt 830 ★ The Second New Deal 835 ★ A Reckoning with Liberty 838 ★ Voices of Freedom From Franklin D. Roosevelt, “Fireside Chat” (1934), and From John Steinbeck, The Harvest Gypsies: On the Road to the Grapes of Wrath (1938) ... 842 ★ The Limits of Change 845 ★ A New Conception of America 852 2 2 ★ F I G H T I N G F O R T H E F O U R F R E E D O M S : W O R L D W A R I I , 1 9 4 1 – 1 9 4 5 861 Fighting World War II 864 ★ The Home Front 873 Visions of Postwar Freedom 880 ★ The American C O N T E N T S ★ ix Dilemma 884 ★ Voices of Freedom From League of United Latin American Citizens, “World War II and Mexican Americans” (1945), and From Charles H. Wesley, “The Negro Has Always Wanted the Four
Freedoms,” in What the Negro Wants (1944) ... 888 ★ The End of the War 898 2 3 ★ T H E U N I T E D S T A T E S A N D T H E C O L D W A R , 1 9 4 5 – 1 9 5 3 905 Origins of the Cold War 908 ★ The Cold War and the Idea of Freedom 917 ★ The Truman Presidency 922 ★ The Anticommunist Crusade 927 ★ Voices of Freedom From Joseph R. McCarthy, Speech at Wheeling (1950), and From Margaret Chase Smith, Speech in the Senate (1950) ... 936 2 4 ★ A N A F F L U E N T S O C I E T Y, 1 9 5 3 – 1 9 6 0 940 The Golden Age 942 ★ The Eisenhower Era 957 ★ The Freedom Movement 968 ★ Voices of Freedom From Martin Luther King Jr., Speech at Montgomery, Alabama (December 5, 1955), and From The Southern Manifesto (1956) ... 970 ★ The Election of 1960 979 2 5 ★ T H E S I X T I E S , 1 9 6 0 – 1 9 6 8 983 The Civil Rights Revolution 985 ★ The Kennedy Years 989 ★ Lyndon Johnson’s Presidency 992 ★ The Changing Black
Movement 999 ★ Vietnam and the New Left 1002 ★ Voices of Freedom From Barry Goldwater, Speech at Republican National Convention (1964), and From Statement of Purpose, National Organization for Women (1966) ... 1010 ★ The New Movements and the Rights Revolution 1014 ★ 1968 1024 2 6 ★ T H E T R I U M P H O F C O N S E R V A T I S M , 1 9 6 9 – 1 9 8 8 1030 President Nixon 1031 ★ Vietnam and Watergate 1039 ★ The End of the Golden Age 1043 ★ The Rising Tide of Conservatism 1052 ★ The Reagan Revolution 1058 ★ Voices of Freedom From Barry Commoner, The Closing Circle (1971), and From Richard E. Blakemore, Report on the Sagebrush Rebellion (1979) ... 1060 x ★ C O N T E N T S 2 7 ★ F R O M T R I U M P H T O T R A G E D Y, 1 9 8 9 – 2 0 0 1 1071 The Post– Cold War World 1073 ★ Globalization and Its
Discontents 1080 ★ Culture Wars 1086 ★ Voices of Freedom From Bill Clinton, Speech on Signing of NAFTA (1993), and From Global Exchange, Seattle, Declaration for Global Democracy (December 1999) ... 1088 ★ Impeachment and the Election of 2000 1102 ★ The Attacks of September 11 1105 2 8 ★ A N E W C E N T U R Y A N D N E W C R I S E S 1109 The War on Terror 1110 ★ An American Empire? 1113 ★ The Aftermath of September 11 at Home 1117 ★ The Winds of Change 1120 ★ Voices of Freedom From Opinion of the Court in Obergefell v. Hodges (2015), and From Barack Obama, Eulogy at Emanuel African Methodist Episcopal Church (2015) ... 1130 ★ Obama in Office 1136 ★ The Obama Presidency 1141 ★ Freedom in the Twenty- First Century 1150 Suggested Reading A- 1 The Declaration of Independence (1776) A-23 The Constitution of the United States (1787) A-27 Glossary A-47
Credits A-81 Index A-83 C O N T E N T S ★ xi M A P S L I S T O F M A P S , T A B L E S , A N D F I G U R E S ★★ C H A P T E R 15 The Barrow Plantation 570 Sharecropping in the South, 1880 575 Reconstruction in the South, 1867–1877 599 The Presidential Election of 1876 600 C H A P T E R 16 The Railroad Network, 1880 607 U.S. Steel: A Vertically Integrated Corporation 610
The Industrial West 619 Indian Reservations, ca. 1890 626 Political Stalemate, 1876–1892 631 C H A P T E R 17 Populist Strength, 1892 655 The Presidential Election of 1896 659 The Spanish- American War: The Pacific 682 The Spanish- American War: The Caribbean 682 American Empire, 1898 685 C H A P T E R 18 Socialist Towns and Cities, 1900–1920 705 C H A P T E R 19 The Panama Canal Zone 738 The United States in the Caribbean, 1898–1941 740 Colonial Possessions, 1900 741 World War I: The Western Front 745
Prohibition, 1915: Counties and States That Banned Liquor before the Eighteenth Amendment (Ratified 1919, Repealed 1933) 751 Europe in 1914 773 Europe in 1919 774 C H A P T E R 21 Columbia River Basin Project, 1949 819 The Tennessee Valley Authority 827 The Dust Bowl, 1935–1940 828 C H A P T E R 2 2 World War II in the Pacific, 1941–1945 870 World War II in Europe, 1942–1945 872 Wartime Army and Navy Bases and Airfields 875 Japanese- American Internment, 1942–1945 891 xii ★
M A P S ★ xiii C H A P T E R 2 3 Cold War Europe, 1956 913 The Korean War, 1950–1953 915 C H A P T E R 2 4 The Interstate Highway System 948 The Presidential Election of 1960 980 C H A P T E R 2 5 The Vietnam War, 1964–1975 1007 C H A P T E R 2 6 Center of Population, 1790–2010 1034 The Presidential Election of 1980 1058 The United States in the Caribbean and Central America, 1954–2004 1067 C H A P T E R 2 7 Eastern Europe after the Cold War 1075
Immigrant Populations in Cities and States, 1900 and 2010 1090 Origin of Largest Immigrant Populations by State, 1910 and 2013 1093 The Presidential Election of 2000 1104 C H A P T E R 2 8 U.S. Presence in the Middle East, 1967–2015 1115 Israel, the West Bank, and Gaza Strip 1117 Percentage of Population Below the Poverty Line, 2014 1141 The Presidential Election of 2012 1150 xiv ★ TA B L E S A N D F I G U R E S T A B L E S A N D F I G U R E S C H A P T E R 16 Table 16.1 Indicators of Economic Change, 1870–1920 606 C H A P T E R 17
Table 17.1 States with over 200 Lynchings, 1889–1918 668 C H A P T E R 18 Table 18.1 Immigrants and Their Children as Percentage of Population, Ten Major Cities, 1920 698 Table 18.2 Percentage of Women Workers in Various Occupations, 1900–1920 700 C H A P T E R 19 Table 19.1 The Great Migration 765 C H A P T E R 2 0 Table 20.1 Selected Annual Immigration Quotas under the 1924 Immigration Act 804 C H A P T E R 21 Figure 21.1 Unemployment, 1925–1945 845 C H A P T E R 2 5 Figure 25.1 Percentage of Population below Poverty Level, by Race, 1959–1969 998
C H A P T E R 2 6 Table 26.1 The Misery Index, 1970–1980 1045 Figure 26.1 Real Average Weekly Wages, 1955–1990 1046 C H A P T E R 2 7 Table 27.1 Immigration to the United States, 1961–2010 1091 Figure 27.1 Unemployment Rate by Sex and Race, 1954–2000 1095 Figure 27.2 Women in the Paid Workforce, 1940–2010 1101 C H A P T E R 2 8 Figure 28.1 Portrait of a Recession 1132 E R I C F O N E R is DeWitt Clinton Professor of History at Columbia Univer- sity, where he earned his B.A. and Ph.D. In his teaching and scholarship, he focuses on the Civil War and Reconstruction, slavery, and nineteenth- century America. Professor Foner’s publications include Free Soil, Free Labor, Free Men: The Ideology of the Republican Party before the Civil War;
Tom Paine and Revolu- tionary America; Nothing but Freedom: Emancipation and Its Legacy; Reconstruction: America’s Unfinished Revolution, 1863–1877; The Story of American Freedom; and Forever Free: The Story of Emancipation and Reconstruction. His history of Recon- struction won the Los Angeles Times Book Award for History, the Bancroft Prize, and the Parkman Prize. He has served as president of the Organization of Amer- ican Historians and the American Historical Association. In 2006 he received the Presidential Award for Outstanding Teaching from Columbia University. His most recent books are The Fiery Trial: Abraham Lincoln and American Slav- ery, winner of the Bancroft and Lincoln Prizes and the Pulitzer Prize for His- tory, and Gateway to Freedom: The Hidden History of the Underground Railroad, winner of the New York Historical Society Book Prize. A B O U T T H E A U T H O R★ ★ ★ xv Give Me Liberty! An American History is a survey of American history from the earliest days of European exploration and conquest of the New World to the first decades of the twenty- first century. It offers students a clear, concise narra- tive whose central theme is the changing contours of American
freedom. I am extremely gratified by the response to the first four editions of Give Me Liberty!, which have been used in survey courses at many hundreds of two- and four- year colleges and universities throughout the country. The comments I have received from instructors and students encourage me to think that Give Me Liberty! has worked well in their classrooms. Their comments have also included many valuable suggestions for revisions, which I greatly appreci- ate. These have ranged from corrections of typographical and factual errors to thoughts about subjects that needed more extensive treatment. In mak- ing revisions for this Fifth Edition, I have tried to take these suggestions into account. I have also incorporated the findings and insights of new scholarship that has appeared since the original edition was written. The most significant changes in this Fifth Edition reflect my desire to integrate the history of the American West and especially the regions known as borderlands more fully into the narrative. In recent years these aspects of American history have been thriving areas of research and scholarship. Of course earlier editions of Give Me Liberty! have discussed these subjects, but in this edition their treatment has been deepened and expanded. I have also
added notable works in these areas to many chapter bibliographies and lists of websites. The definition of the West has changed enormously in the course of Amer- ican history. In the colonial period, the area beyond the Appalachians— present- day Kentucky, Tennessee, and western Pennsylvania and New York— constituted the West. In the first half of the nineteenth century, the term referred to Ohio, Michigan, Alabama, and Mississippi. After the Civil War, the West came to mean the area beyond the Mississippi River. Today, it is sometimes used to refer mainly to the Pacific coast. But whatever its geo- graphic locale, the West has been as much an idea as a place— an area beyond the frontier of settlement that promised newcomers new kinds of freedom, sometimes at the expense of the freedom of others, such as native inhabitants and migrant laborers. In this edition we follow Americans as they constructed their Wests, and debated the kinds of freedom they would enjoy there. P R E F A C E ★★ xvi ★ Borderlands is a more complex idea that has influenced much
recent histor- ical scholarship. Borders are lines dividing one country, region, or state from another. Crossing them often means becoming subject to different laws and customs, and enjoying different degrees of freedom. Borderlands are regions that exist on both sides of borders. They are fluid areas where people of differ- ent cultural and social backgrounds converge. At various points in American history, shifting borders have opened new opportunities and closed off others in the borderlands. Families living for decades or centuries in a region have suddenly found themselves divided by a newly created border but still living in a borderland that transcends the new division. This happened to Mexicans in modern- day California, Arizona, and New Mexico, for example, in 1848, when the treaty ending the Mexican- American War transferred the land that would become those states from Mexico to the United States. Borderlands exist within the United States as well as at the boundaries with other countries. For example, in the period before the Civil War, the region straddling the Ohio River contained cultural commonalities that in some ways overrode the division there between free and slave states. The borderlands idea also challenges simple accounts of national development in which empires and colonies pave the way for territorial
expansion and a future transcontinental nation. It enables us, for example, to move beyond the catego- ries of conquest and subjugation in understanding how Native Americans and Europeans interacted over the early centuries of contact. This approach also provides a way of understanding how the people of Mexico and the United States interact today in the borderland region of the American Southwest, where many families have members on both sides of the boundary between the two countries. Small changes relating to these themes may be found throughout the book. The major additions seeking to illuminate the history of the West and of borderlands are as follows: Chapter 1 now introduces the idea of borderlands with a discussion of the areas where European empires and Indian groups interacted and where authority was fluid and fragile. Chapter 4 contains expanded treatment of the part of the Spanish empire now comprising the borderlands United States (Arizona, California, New Mexico, Texas, and Florida) and how Spain endea- vored, with limited success, to consolidate its authority in these regions. In Chapter 6, a new subsection, “The American Revolution as a Borderlands Con- flict,” examines the impact on both Americans and Canadians of
the creation, because of American independence, of a new national boundary separating what once had been two parts of the British empire. Chapter 8 continues this theme with a discussion of the borderlands aspects of the War of 1812. Chap- ter 9 discusses how a common culture came into being along the Ohio River P R E FA C E ★ xvii xviii ★ P R E FA C E in the early nineteenth century despite the existence of slavery on one side and free labor on the other. Chapter 13 expands the treatment of Texan inde- pendence from Mexico by discussing its impact on both Anglo and Mexican residents of this borderland region. Chapter 14 contains a new examination of the Civil War in the American West. In Chapter 16, I have expanded the section on the industrial west with new discussions of logging and mining, and added a new subsection on the dis- semination of a mythical image of the Wild West in the late nineteenth cen- tury. Chapter 17 contains an expanded discussion of Chinese immigrants in the West and the battle over exclusion and citizenship, a debate that centered
on what kind of population should be allowed to inhabit the West and enjoy the opportunities the region offered. Chapter 18 examines Progressivism, countering conventional narratives that emphasize the origins of Progressive political reforms in eastern cities by relating how many, from woman suffrage to the initiative, referendum, and recall, emerged in Oregon, California, and other western states. Chapter 20 expands the treatment of western agriculture in the 1920s by highlighting the acceleration of agricultural mechanization in the region and the agricultural depression that preceded the general eco- nomic collapse of 1929 and after. In Chapter 22 we see the new employment opportunities for Mexican- American women in the war production factories that opened in the West. In Chapter 26, there is a new subsection on con- servatism in the West and the Sagebrush Rebellion of the 1970s and 1980s. Chapter 27 returns to the borderlands theme by discussing the consequences of the creation, in the 1990s, of a free trade zone connecting the two sides of the Mexican- American border. And Chapters 27 and 28 now include expanded discussions of the southwestern borderland as a site of an acrimonious battle over immigration— legal and undocumented— involving the federal and state governments, private vigilantes, and continuing waves of people trying
to cross into the United States. The contested borderland now extends many miles into the United States north of the boundary between the two nations, and southward well into Mexico and even Central America. I have also added a number of new selections to Voices of Freedom, the paired excerpts from primary documents in each chapter. Some of the new documents reflect the stronger emphasis on the West and borderlands; oth- ers seek to sharpen the juxtaposition of divergent concepts of freedom at par- ticular moments in American history. And this edition contains many new images— paintings, broadsides, photographs, and others— related to these themes, brought to life in a vibrant, full- color design. Americans have always had a divided attitude toward history. On the one hand, they tend to be remarkably future- oriented, dismissing events of even P R E FA C E ★ xix the recent past as “ancient history” and sometimes seeing history as a burden to be overcome, a prison from which to escape. On the other hand, like many other peoples, Americans have always looked to history for a sense of personal or group identity and of national cohesiveness. This is why so
many Americans devote time and energy to tracing their family trees and why they visit histori- cal museums and National Park Service historical sites in ever- increasing num- bers. My hope is that this book will convince readers with all degrees of interest that history does matter to them. The novelist and essayist James Baldwin once observed that history “does not refer merely, or even principally, to the past. On the contrary, the great force of history comes from the fact that we carry it within us, [that] history is literally present in all that we do.” As Baldwin recognized, the force of history is evident in our own world. Especially in a political democracy like the United States, whose government is designed to rest on the consent of informed cit- izens, knowledge of the past is essential— not only for those of us whose pro- fession is the teaching and writing of history, but for everyone. History, to be sure, does not offer simple lessons or immediate answers to current questions. Knowing the history of immigration to the United States, and all of the ten- sions, turmoil, and aspirations associated with it, for example, does not tell us what current immigration policy ought to be. But without that knowledge, we have no way of understanding which approaches have worked and which have not— essential information for the formulation of future
public policy. History, it has been said, is what the present chooses to remember about the past. Rather than a fixed collection of facts, or a group of interpretations that cannot be challenged, our understanding of history is constantly changing. There is nothing unusual in the fact that each generation rewrites history to meet its own needs, or that scholars disagree among themselves on basic ques- tions like the causes of the Civil War or the reasons for the Great Depression. Precisely because each generation asks different questions of the past, each generation formulates different answers. The past thirty years have witnessed a remarkable expansion of the scope of historical study. The experiences of groups neglected by earlier scholars, including women, African- Americans, working people, and others, have received unprecedented attention from his- torians. New subfields— social history, cultural history, and family history among them— have taken their place alongside traditional political and dip- lomatic history. Give Me Liberty! draws on this voluminous historical literature to pres- ent an up- to- date and inclusive account of the American past, paying due attention to the experience of diverse groups of Americans while in no way
neglecting the events and processes Americans have experienced in common. It devotes serious attention to political, social, cultural, and economic history, xx ★ P R E FA C E and to their interconnections. The narrative brings together major events and prominent leaders with the many groups of ordinary people who make up American society. Give Me Liberty! has a rich cast of characters, from Thomas Jefferson to campaigners for woman suffrage, from Franklin D. Roosevelt to former slaves seeking to breathe meaning into emancipation during and after the Civil War. Aimed at an audience of undergraduate students with little or no detailed knowledge of American history, Give Me Liberty! guides readers through the complexities of the subject without overwhelming them with excessive detail. The unifying theme of freedom that runs through the text gives shape to the narrative and integrates the numerous strands that make up the Amer- ican experience. This approach builds on that of my earlier book, The Story of American Freedom (1998), although Give Me Liberty! places events and personal- ities in the foreground and is more geared to the structure of the
introductory survey course. Freedom, and the battles to define its meaning, have long been central to my own scholarship and undergraduate teaching, which focuses on the nineteenth century and especially the era of the Civil War and Reconstruc- tion (1850–1877). This was a time when the future of slavery tore the nation apart and emancipation produced a national debate over what rights the for- mer slaves, and all Americans, should enjoy as free citizens. I have found that attention to clashing definitions of freedom and the struggles of different groups to achieve freedom as they understood it offers a way of making sense of the bitter battles and vast transformations of that pivotal era. I believe that the same is true for American history as a whole. No idea is more fundamental to Americans’ sense of themselves as individ- uals and as a nation than freedom. The central term in our political language, freedom— or liberty, with which it is almost always used interchangeably— is deeply embedded in the record of our history and the language of everyday life. The Declaration of Independence lists liberty among mankind’s inal- ienable rights; the Constitution announces its purpose as securing liberty’s blessings. The United States fought the Civil War to bring about
a new birth of freedom, World War II for the Four Freedoms, and the Cold War to defend the Free World. Americans’ love of liberty has been represented by liberty poles, liberty caps, and statues of liberty, and acted out by burning stamps and burn- ing draft cards, by running away from slavery, and by demonstrating for the right to vote. “Every man in the street, white, black, red, or yellow,” wrote the educator and statesman Ralph Bunche in 1940, “knows that this is ‘the land of the free’ . . . ‘the cradle of liberty.’” The very universality of the idea of freedom, however, can be misleading. Freedom is not a fixed, timeless category with a single unchanging definition. P R E FA C E ★ xxi Indeed, the history of the United States is, in part, a story of debates, disa- greements, and struggles over freedom. Crises like the American Revolution, the Civil War, and the Cold War have permanently transformed the idea of freedom. So too have demands by various groups of Americans to enjoy greater freedom. The meaning of freedom has been constructed not only in congressional debates and political treatises, but on plantations and picket
lines, in parlors and even bedrooms. Over the course of our history, American freedom has been both a reality and a mythic ideal— a living truth for millions of Americans, a cruel mockery for others. For some, freedom has been what some scholars call a “habit of the heart,” an ideal so taken for granted that it is lived out but rarely analyzed. For others, freedom is not a birthright but a distant goal that has inspired great sacrifice. Give Me Liberty! draws attention to three dimensions of freedom that have been critical in American history: (1) the meanings of freedom; (2) the social conditions that make freedom possible; and (3) the boundaries of freedom that determine who is entitled to enjoy freedom and who is not. All have changed over time. In the era of the American Revolution, for example, freedom was primar- ily a set of rights enjoyed in public activity— the right of a community to be governed by laws to which its representatives had consented and of individu- als to engage in religious worship without governmental interference. In the nineteenth century, freedom came to be closely identified with each person’s opportunity to develop to the fullest his or her innate talents. In the twenti-
eth, the “ability to choose,” in both public and private life, became perhaps the dominant understanding of freedom. This development was encouraged by the explosive growth of the consumer marketplace (a development that receives considerable attention in Give Me Liberty! ), which offered Americans an unprecedented array of goods with which to satisfy their needs and desires. During the 1960s, a crucial chapter in the history of American freedom, the idea of personal freedom was extended into virtually every realm, from attire and “lifestyle” to relations between the sexes. Thus, over time, more and more areas of life have been drawn into Americans’ debates about the mean- ing of freedom. A second important dimension of freedom focuses on the social conditions necessary to allow freedom to flourish. What kinds of economic institutions and relationships best encourage individual freedom? In the colonial era and for more than a century after independence, the answer centered on economic autonomy, enshrined in the glorification of the independent small producer— the farmer, skilled craftsman, or shopkeeper— who did not have to depend on another person for his livelihood. As the industrial economy matured, new
xxii ★ P R E FA C E conceptions of economic freedom came to the fore: “liberty of contract” in the Gilded Age, “industrial freedom” (a say in corporate decision- making) in the Progressive era, economic security during the New Deal, and, more recently, the ability to enjoy mass consumption within a market economy. The boundaries of freedom, the third dimension of this theme, have inspired some of the most intense struggles in American history. Although founded on the premise that liberty is an entitlement of all humanity, the United States for much of its history deprived many of its own people of free- dom. Non- whites have rarely enjoyed the same access to freedom as white Americans. The belief in equal opportunity as the birthright of all Americans has coexisted with persistent efforts to limit freedom by race, gender, and class and in other ways. Less obvious, perhaps, is the fact that one person’s freedom has frequently been linked to another’s servitude. In the colonial era and nineteenth century, expanding freedom for many Americans rested on the lack of freedom— slavery, indentured servitude, the subordinate position of women— for others. By the same token, it has been through battles at the
boundaries— the efforts of racial minorities, women, and others to secure greater freedom— that the meaning and experience of freedom have been deepened and the concept extended into new realms. Time and again in American history, freedom has been transformed by the demands of excluded groups for inclusion. The idea of freedom as a uni- versal birthright owes much both to abolitionists who sought to extend the blessings of liberty to blacks and to immigrant groups who insisted on full recognition as American citizens. The principle of equal protection of the law without regard to race, which became a central element of American freedom, arose from the antislavery struggle and the Civil War and was reinvigorated by the civil rights revolution of the 1960s, which called itself the “freedom movement.” The battle for the right of free speech by labor radicals and birth- control advocates in the first part of the twentieth century helped to make civil liberties an essential element of freedom for all Americans. Although concentrating on events within the United States, Give Me Lib- erty! also situates American history in the context of developments in other parts of the world. Many of the forces that shaped American history, including
the international migration of peoples, the development of slavery, the spread of democracy, and the expansion of capitalism, were worldwide processes not confined to the United States. Today, American ideas, culture, and economic and military power exert unprecedented influence throughout the world. But beginning with the earliest days of settlement, when European empires com- peted to colonize North America and enrich themselves from its trade, Ameri- can history cannot be understood in isolation from its global setting. Freedom is the oldest of clichés and the most modern of aspirations. At var- ious times in our history, it has served as the rallying cry of the powerless and as a justification of the status quo. Freedom helps to bind our culture together and exposes the contradictions between what America claims to be and what it sometimes has been. American history is not a narrative of continual pro- gress toward greater and greater freedom. As the abolitionist Thomas Went- worth Higginson noted after the Civil War, “revolutions may go backward.” Though freedom can be achieved, it may also be taken away. This happened, for example, when the equal rights granted to former slaves immediately after the Civil War were essentially nullified during the era of
segregation. As was said in the eighteenth century, the price of freedom is eternal vigilance. In the early twenty- first century, freedom continues to play a central role in American political and social life and thought. It is invoked by individuals and groups of all kinds, from critics of economic globalization to those who seek to secure American freedom at home and export it abroad. I hope that Give Me Liberty! will offer beginning students a clear account of the course of American history, and of its central theme, freedom, which today remains as varied, contentious, and ever- changing as America itself. A C K N O W L E D G M E N T S All works of history are, to a considerable extent, collaborative books, in that every writer builds on the research and writing of previous scholars. This is especially true of a textbook that covers the entire American experience, over more than five centuries. My greatest debt is to the innumerable historians on whose work I have drawn in preparing this volume. The Suggested Reading list at the end of the book offers only a brief introduction to the vast body of histor- ical scholarship that has influenced and informed this book. More specifically, however, I wish to thank the following scholars, who generously read portions
of this work and offered valuable comments, criticisms, and suggestions: Joel Benson, Northwest Missouri State University Lori Bramson, Clark College Tonia Compton, Columbia College Adam Costanzo, Texas A&M University Carl Creasman Jr., Valencia College Blake Ellis, Lone Star College– CyFair Carla Falkner, Northeast Mississippi Community College Van Forsyth, Clark College A C K N O W L E D G M E N T S ★ xxiii xxiv ★ A C K N O W L E D G M E N T S Aram Goudsouzian, University of Memphis Michael Harkins, Harper College Sandra Harvey, Lone Star College– CyFair Robert Hines, Palo Alto College Traci Hodgson, Chemeketa Community College Tamora Hoskisson, Salt Lake Community College William Jackson, Salt Lake Community College Alfred H. Jones, State College of Florida David Kiracofe, Tidewater Community College Brad Lookingbill, Columbia College Jennifer Macias, Salt Lake Community College Thomas Massey, Cape Fear Community College Derek Maxfield, Genesee Community College Marianne McKnight, Salt Lake Community College Jonson Miller, Drexel University Ted Moore, Salt Lake Community College Robert Pierce, Foothills College Ernst Pinjing, Minot State University
Harvey N. Plaunt, El Paso Community College Steve Porter, University of Cincinnati John Putman, San Diego State University R. Lynn Rainard, Tidewater Community College Nicole Ribianszky, Georgia Gwinnett College Nancy Marie Robertson, Indiana University— Purdue University Indianapolis John Shaw, Portland Community College Danielle Swiontek, Santa Barbara Community College Richard Trimble, Ocean County College Alan Vangroll, Central Texas College Eddie Weller, San Jacinto College Andrew Wiese, San Diego State University Matthew Zembo, Hudson Valley Community College I am particularly grateful to my colleagues in the Columbia University Department of History: Pablo Piccato, for his advice on Latin American his- tory; Evan Haefeli and Ellen Baker, who read and made many suggestions for improvements in their areas of expertise (colonial America and the history of the West, respectively); and Sarah Phillips, who offered advice on treating the history of the environment. I am also deeply indebted to the graduate students at Columbia University’s Department of History who helped with this project. For this edition, Michael A C K N O W L E D G M E N T S ★ xxv
“Mookie” Kidackel offered invaluable assistance in gathering material related to borderlands and Western history. For previous editions, Theresa Ventura assisted in locating material for new sections placing American history in a global context, April Holm did the same for new coverage of the history of American religion and debates over religious freedom, James Delbourgo con- ducted research for the chapters on the colonial era, and Beverly Gage did the same for the twentieth century. In addition, Daniel Freund provided all- around research assistance. Victoria Cain did a superb job of locating images. I also want to thank my colleagues Elizabeth Blackmar and Alan Brink ley for offer- ing advice and encouragement throughout the writing of this book. I am also grateful to students who, while using the textbook, pointed out to me errors or omissions that I have corrected in this edition: Jordan Farr, Chris Jendry, Rafi Metz, Samuel Phillips- Cooper, Richard Sereyko, and David Whittle. Many thanks to Joshua Brown, director of the American Social History Project, whose website, History Matters, lists innumerable online resources for the study of American history. Thanks also to the instructors who helped build our robust digital resource and ancillary package. The new InQuizitive for History was developed by Tonia M. Compton (Columbia
College), Matt Zembo (Hudson Valley Community College), Jodie Steeley (Merced Commu- nity College District), Bill Polasky (Stillman Valley High School), and Ken Adler (Spring Valley High School). Our new History Skills Tutorials were created by Geri Hastings. The Coursepack was thoroughly updated by Beth Hunter (University of Alabama at Birmingham). Allison Faber (Texas A&M University) and Ben Williams (Texas A&M University) revised the Lecture PowerPoint slides. And our Test Bank and Instructor’s Manual were revised to include new questions authored by Robert O’Brien (Lone Star College– CyFair and Tamora M. Hoskisson (Salt Lake Community College). At W. W. Norton & Company, Steve Forman was an ideal editor— patient, encouraging, and always ready to offer sage advice. I would also like to thank Steve’s editorial assistants, Travis Carr and Kelly Rafey, and associate edi- tor, Scott Sugarman, for their indispensable and always cheerful help on all aspects of the project; Ellen Lohman and Bob Byrne for their careful copy- editing and proofreading work; Stephanie Romeo and Fay Torresyap for their resourceful attention to the illustrations program; Hope Miller Goodell and Chin- Yee Lai for their refinements of the book design; Leah Clark, Tiani Ken- nedy, and Debra Morton- Hoyt for splendid work on the covers
for the Fifth Edi- tion; Jennifer Barnhardt for keeping the many threads of the project aligned and then tying them together; Sean Mintus for his efficiency and care in book production; Laura Wilk for orchestrating the rich media package that accom- panies the textbook; Jessica Brannon- Wranowsky for the terrific new web xxvi ★ A C K N O W L E D G M E N T S quizzes and outlines; Sarah England Bartley, Steve Dunn, and Mike Wright for their alert reads of the U.S. survey market and their hard work in helping establish Give Me Liberty! within it; and Drake McFeely, Roby Harrington, and Julia Reidhead for maintaining Norton as an independent, employee- owned publisher dedicated to excellence in its work. Many students may have heard stories of how publishing companies alter the language and content of textbooks in an attempt to maximize sales and avoid alienating any potential reader. In this case, I can honestly say that W. W. Norton allowed me a free hand in writing the book and, apart from the usual editorial corrections, did not try to influence its content at all. For this I thank them, while I accept full responsibility for the interpretations pre-
sented and for any errors the book may contain. Since no book of this length can be entirely free of mistakes, I welcome readers to send me corrections at [email protected] My greatest debt, as always, is to my family— my wife, Lynn Garafola, for her good- natured support while I was preoccupied by a project that con- sumed more than its fair share of my time and energy, and my daughter, Daria, who while a ninth and tenth grader read every chapter as it was written and offered invaluable suggestions about improving the book’s clarity, logic, and grammar. Eric Foner New York City July 2016 http://[email protected] W. W. Norton offers a robust digital package to support teaching and learning with Give Me Liberty! These resources are designed to make students more effec- tive textbook readers, while at the same time developing their critical thinking and history skills. R E S O U R C E S F O R S T U D E N T S All resources are available through digital.wwnorton.com/givemeliberty5sv2 with the access card at the front of this text.
N O R T O N I N Q U I Z I T I V E F O R H I S T O R Y Norton InQuizitive for history is an adaptive quizzing tool that improves stu- dents’ understanding of the themes and objectives from each chapter, while honing their critical- analysis skills with primary source, image, and map anal- ysis questions. Students receive personalized quiz questions with detailed, guiding feedback on the topics in which they need the most help, while the engaging, gamelike elements motivate them as they learn. G I V E M E L I B E R T Y ! D I G I T A L R E S O U R C E S F O R S T U D E N T S A N D I N S T R U C T O R S ★★ http://digital.wwnorton.com/givemeliberty5sv2 H I S T O R Y S K I L L S T U T O R I A L S The History Skills Tutorials feature three modules— Images, Documents, and Maps— to support students’ development of the key skills needed for the his- tory course. These tutorials feature videos of Eric Foner modeling the analysis process, followed by interactive questions that will challenge students to apply what they have learned. S T U D E N T S I T E
The free and easy- to- use Student Site offers additional resources for students to use outside of class. Resources include interactive iMaps from each chapter, author videos, and a comprehensive Online Reader with a collection of histori- cal longer works, primary sources, novellas, and biographies. E B O O K Free and included with new cop- ies of the text, the Norton Ebook Reader provides an enhanced reading experience that works on all computers and mobile devices. Features include intuitive highlighting, note- taking, and bookmarking as well as pop- up definitions and enlargeable maps and art. Direct links to InQuizitive also appear in each chapter. Instructors can focus student reading by sharing notes with their classes, including embedded images and video. Reports on student and class- wide access and time on task allow instructors to monitor student reading and engagement. R E S O U R C E S F O R I N S T R U C T O R S All resources are available through www.wwnorton.com/instructors. N O R T O N C O U R S E P A C K S
Easily add high- quality digital media to your online, hybrid, or lecture course— all at no cost to students. Norton’s Coursepacks work within your existing Learning Management System and are ready to use and easy to customize. The coursepack offers a diverse collection of assignable and assessable resources: Primary Source Exercises, Guided Reading Exercises, Review Quizzes, U.S. History Tours powered by Google Earth, Flashcards, Map Exercises, and all of the resources from the Student Site. N O R T O N A M E R I C A N H I S T O R Y D I G I T A L A R C H I V E The Digital Archive offers roughly 2,000 additional primary source images, audio, and video files spanning American history that can be used in assign- ments and lecture presentations. T E S T B A N K The Test Bank is authored by Rob- ert O’Brien, Lone Star College– CyFair, and Tamora M. Hoskisson, Salt Lake City Community Col- lege, and contains more than 4,000 multiple- choice, true/false, short- answer, and essay questions. http://www.wwnorton.com/instructors I N S T R U C T O R ’ S M A N U A L The Instructor’s Manual contains detailed Chapter Summaries,
Chapter Out- lines, Suggested Discussion Questions, and Supplemental Web, Visual, and Print Resources. L E C T U R E A N D A R T P O W E R P O I N T S L I D E S The Lecture PowerPoint sets authored by Allison Faber, Texas A&M University, and Ben Williams, Texas A&M University, combine chapter review, art, and maps. ★ A N A M E R I C A N H I S T O R Y ★ G I V E M E L I B E R T Y ! ★ A N A M E R I C A N H I S T O R Y ★ S E AG U L L F I F T H E D I T ION V o l u m e 2 : F r o m 1 8 6 5 “ W H A T I S F R E E D O M ? ” : R E C O N S T R U C T I O N ★ C H A P T E R 1 5 ★ 1 8 6 5 – 1 8 7 7 F O C U S Q U E S T I O N S
• What visions of freedom did the former slaves and slaveholders pursue in the postwar South? • What were the sources, goals, and competing visions for Reconstruction? • What were the social and political effects of Radical Reconstruction in the South? • What were the main factors, in both the North and South, for the abandonment of Reconstruction? O n the evening of January 12, 1865, less than a month after Union forces captured Savannah, Georgia, twenty leaders of the city’s black com- munity gathered for a discussion with General William T. Sherman and Secretary of War Edwin M. Stanton. Mostly Baptist and Methodist minis- ters, the group included several men who within a few years would assume prominent positions during the era of Reconstruction that followed the Civil War. Ulysses S. Houston, pastor of the city’s Third African Baptist Church, and James Porter, an episcopal religious leader who had operated a secret school for black children before the war, in a few years would win election to the Georgia
564 ★ • C H R O N O L O G Y • 1865 Special Field Order 15 Freedmen’s Bureau established Lincoln assassinated; Andrew Johnson becomes president 1865– Presidential Reconstruction 1867 Black Codes 1866 Civil Rights Bill Ku Klux Klan established 1867 Reconstruction Act of 1867 Tenure of Office Act 1867– Radical Reconstruction 1877 of 1867 1868 Impeachment and trial of President Johnson Fourteenth Amendment ratified
1869 Inauguration of Ulysses S. Grant Women’s rights organization splits into two groups 1870 Hiram Revels, first black U.S. senator Fifteenth Amendment ratified 1870– Enforcement Acts 1871 1872 Liberal Republicans established 1873 Colfax Massacre Slaughterhouse Cases National economic depression begins 1876 United States v. Cruikshank 1877 Bargain of 1877 • • legislature. James D. Lynch, who had been born free in Baltimore and educated in New Hampshire, went on to serve as secretary of state of Mississippi.
The conversation revealed that the black leaders brought out of slavery a clear defini- tion of freedom. Asked what he understood by slavery, Garrison Frazier, a Baptist minister chosen as the group’s spokesman, responded that it meant one person’s “receiving by irre- sistible power the work of another man, and not by his consent.” Freedom he defined as “placing us where we could reap the fruit of our own labor, and take care of ourselves.” The way to accomplish this was “to have land, and turn it and till it by our own labor.” Frazier in- sisted that blacks possessed “sufficient intelli- gence” to maintain themselves in freedom and enjoy the equal protection of the laws. Sherman’s meeting with the black leaders foreshadowed some of the radical changes that would take place during the era known as Reconstruction (meaning, literally, the re- building of the shattered nation). In the years following the Civil War, former slaves and their white allies, North and South, would seek to redefine the meaning and bound- aries of American freedom. Previously an entitlement of whites, freedom would be expanded to include black Americans. The laws and Constitution would be rewritten to guarantee African- Americans, for the first time in the nation’s history, recognition as citizens and equality before the law. Black men would be granted the right to vote, ushering in a period of interracial democ- racy throughout the South. Black schools, churches, and other institutions would flour-
ish, laying the foundation for the modern African- American community. Many of the advances of Reconstruction would prove “ W H AT I S F R E E D O M ? ”: R E C O N S T R U C T I O N ★ 565 566 ★ C H A P T E R 1 5 “ W h a t I s F r e e d o m ? ”: R e c o n s t r u c t i o n temporary, swept away during a campaign of violence in the South and the North’s retreat from the ideal of equality. But Reconstruction laid the founda- tion for future struggles to extend freedom to all Americans. All this, however, lay in the future in January 1865. Four days after the meet- ing, Sherman responded to the black delegation by issuing Special Field Order 15. This set aside the Sea Islands and a large area along the South Carolina and Georgia coasts for the settlement of black families on forty- acre plots of land. He also offered them broken- down mules that the army could no longer use. In Sherman’s order lay the origins of the phrase “forty acres and a mule,” that would reverberate across the South in the next few years. By June, some 40,000 freed slaves had been settled on “Sherman land.” Among the emancipated slaves, Sherman’s order raised hopes that the end of slavery would be accompa-
nied by the economic independence that they, like other Americans, believed essential to genuine freedom. T H E M E A N I N G O F F R E E D O M With the end of the Civil War, declared an Illinois congressman in 1865, the United States was a “new nation,” for the first time “wholly free.” The destruc- tion of slavery, however, made the definition of freedom the central question on the nation’s agenda. “What is freedom?” asked Congressman James A. Garfield in 1865. “Is it the bare privilege of not being chained? If this is all, then freedom is a bitter mockery, a cruel delusion.” Did freedom mean simply the absence of slavery, or did it imply other rights for the former slaves, and if so, which ones: equal civil rights, the vote, ownership of property? During Reconstruc- tion, freedom became a terrain of conflict, its substance open to different, often contradictory interpretations. Out of the conflict over the meaning of freedom arose new kinds of relations between black and white southerners, and a new definition of the rights of all Americans. Blacks and the Meaning of Freedom African- Americans’ understanding of freedom was shaped by their experiences as slaves and their observation of the free society around them. To begin with, freedom meant escaping the numerous injustices of slavery—
punishment by the lash, the separation of families, denial of access to education, the sexual exploitation of black women by their owners— and sharing in the rights and opportunities of American citizens. “If I cannot do like a white man,” Henry Adams, an emancipated slave in Louisiana, told his former master in 1865, “I am not free.” T H E M E A N I N G O F F R E E D O M ★ 567 Blacks relished the opportunity to demonstrate their liberation from the regulations, significant and trivial, associated with slavery. They openly held mass meetings and religious ser- vices free of white supervision, and they acquired dogs, guns, and liquor, all barred to them under slavery. No longer required to obtain a pass from their owners to travel, former slaves throughout the South left the planta- tions in search of better jobs, family members, or simply a taste of personal liberty. Many moved to southern towns and cities, where, it seemed, “freedom was free- er.” Families in Freedom With slavery dead, institutions that had existed before the war, like the
black family, free blacks’ churches and schools, and the secret slave church, were strengthened, expanded, and freed from white supervision. The family was central to the postemancipation black community. Former slaves made remarkable efforts to locate loved ones from whom they had been separated under slavery. One northern reporter in 1865 encountered a freedman who had walked more than 600 miles from Georgia to North Carolina, searching for the wife and children from whom he had been sold away before the war. Meanwhile, widows of black soldiers successfully claimed survivors’ pensions, forcing the federal government to acknowledge the validity of prewar relation- ships that slavery had attempted to deny. But while Reconstruction witnessed the stabilization of family life, free- dom subtly altered relationships within the family. Emancipation increased the power of black men and brought to many black families the nineteenth- century notion that men and women should inhabit separate “spheres.” Immediately after the Civil War, planters complained that freedwomen had “withdrawn” from field labor and work as house servants. Many black women preferred to devote more time to their families than had been possible under slavery, and men considered it a badge of honor to see their wives remain at
home. Eventually, the dire poverty of the black community would compel a What visions of freedom did the former slaves and slaveholders pursue in the postwar South? Family Record, a lithograph marketed to former slaves after the Civil War, is an idealized portrait of a middle- class black family, with scenes of slavery and freedom. 568 ★ C H A P T E R 1 5 “ W h a t I s F r e e d o m ? ”: R e c o n s t r u c t i o n far higher proportion of black women than white women to go to work for wages. Church and School At the same time, blacks abandoned white- controlled religious institutions to create churches of their own. On the eve of the Civil War, 42,000 black Method- ists worshiped in biracial South Carolina churches; by the end of Reconstruction, only 600 remained. The rise of the independent black church, with Methodists and Baptists commanding the largest followings, redrew the religious map of the South. As the major institution independent of white control, the church played a central role in the black community. A place of worship, it also housed
schools, social events, and political gatherings. Black ministers came to play a major role in politics. Some 250 held public office during Reconstruction. Another striking example of the freedpeople’s quest for individual and com- munity improvement was their desire for education. Education, declared a Mis- sissippi freedman, was “the next best thing to liberty.” The thirst for learning sprang from many sources— a desire to read the Bible, the need to prepare for the economic marketplace, and the opportunity, which arose in 1867, to take part in politics. Blacks of all ages flocked to the schools established by north- ern missionary societies, the Freedmen’s Bureau, and groups of ex- slaves them- selves. Northern journalist Sidney Andrews, who toured the South in 1865, was impressed by how much education also took place outside of the classroom: “I had occasion very frequently to notice that porters in stores and laboring men in warehouses, and cart drivers on the streets, had spelling books with them, and were studying them during the time they were not occupied with their work.” Reconstruction also witnessed the creation of the nation’s first black colleges, including Fisk University in Tennessee, Hampton Institute in Virginia, and How- ard University in the nation’s capital. Political Freedom
In a society that had made political participation a core element of freedom, the right to vote inevitably became central to the former slaves’ desire for empow- erment and equality. As Frederick Douglass put it soon after the South’s surren- der in 1865, “Slavery is not abolished until the black man has the ballot.” In a “monarchial government,” Douglass explained, no “special” disgrace applied to those denied the right to vote. But in a democracy, “where universal suffrage is the rule,” excluding any group meant branding them with “the stigma of infe- riority.” As soon as the Civil War ended, and in some parts of the South even earlier, free blacks and emancipated slaves claimed a place in the public sphere. T H E M E A N I N G O F F R E E D O M ★ 569 They came together in conventions, parades, and petition drives to demand the right to vote and, on occasion, to organize their own “freedom ballots.” Anything less than full citizenship, black spokesmen insisted, would betray the nation’s democratic promise and the war’s meaning. Speakers at black conventions reminded the nation of Crispus Attucks, who fell at the Boston Massacre, and of black soldiers’ contribution to the War of
1812 and during “the bloody struggle through which we have just passed.” To demonstrate their patriot ism, blacks throughout the South organized Fourth of July celebrations. For years after the Civil War, white southerners would “shut themselves within doors” on Independence Day, as a white resident of Charleston recorded in her diary, while former slaves commemorated the holiday themselves. Land, Labor, and Freedom Former slaves’ ideas of freedom, like those of rural people throughout the world, were directly related to landownership. Only land, wrote Merrimon Howard, a freedman from Mississippi, would enable “the poor class to enjoy the sweet boon of freedom.” On the land they would develop independent communities free of white control. Many former slaves insisted that through their unpaid labor, they had acquired a right to the land. “The property which they hold,” declared an Alabama black convention, “was nearly all earned by the sweat of our brows.” In some parts of the South, blacks in 1865 seized property, insisting that it belonged to them. On one Tennessee plantation, former slaves claimed to be “joint heirs” to the estate and, the owner complained, took up residence “in the rooms of my house.”
In its individual elements and much of its language, former slaves’ defini- tion of freedom resembled that of white Americans— self- ownership, family stability, religious liberty, political participation, and economic autonomy. But these elements combined to form a vision very much their own. For whites, freedom, no matter how defined, was a given, a birthright to be defended. For African- Americans, it was an open- ended process, a transformation of every aspect of their lives and of the society and culture that had sustained slavery in the first place. Although the freedpeople failed to achieve full freedom as they understood it, their definition did much to shape national debate during the turbulent era of Reconstruction. Masters without Slaves Most white southerners reacted to military defeat and emancipation with dis- may, not only because of the widespread devastation but also because they must now submit to northern demands. “The demoralization is complete,” wrote a What visions of freedom did the former slaves and slaveholders pursue in the postwar South? 570 ★ C H A P T E R 1 5 “ W h a t I s F r e e d o m ? ”: R e c o n s t r u c t i o n
Georgia girl. “We are whipped, there is no doubt about it.” The appalling loss of life, a disaster without parallel in the American experience, affected all classes of southerners. Nearly 260,000 men died for the Confederacy— more than one- fifth of the South’s adult male white population. The wholesale destruction of work animals, farm buildings, and machinery ensured that economic revival would be slow and painful. In 1870, the value of property in the South, not counting that represented by slaves, was 30 percent lower than before the war. Planter families faced profound changes in the war’s aftermath. Many lost not only their slaves but also their life savings, which they had patriotically invested in now- worthless Confederate bonds. Some, whose slaves departed the plantation, for the first time found themselves compelled to do physical labor. General Braxton Bragg returned to his “once prosperous” Alabama home to find “all, all was lost, except my debts.” Bragg and his wife, a woman “raised in affluence,” lived for a time in a slave cabin. Gin House Slave Quarters Gin House
Cane Pope Nancy Pope Jim ReidJoe Bug Frank Maxey Lizzie Dalton Sabrina Dalton Tom Wright Ben Thomas Lem Bryant Willis Bryant Gus Barrow Lewis Watson Reuben Barrow Peter Barrow Omy Barrow Milly Barrow Church School
"Granny" Landlord’s House Handy Barrow Old Isaac Calvin ParkerTom Tang Beckton Barrow Lem Douglas Tom ThomasMaster'sHouse Wright's Branch Branch Cre ek Sy ll's F ork Wright's Branch Bran ch C
reek Sy ll's F ork Li tt le R iv er Li tt le R iv er 18811860 T H E B A R R O W P L A N TAT I O N Two maps of the Barrow plantation illustrate the effects of emancipation on rural life in the South. In 1860, slaves lived in communal quarters near the owner’s house. Twenty-one years
later, former slaves working as sharecroppers lived scattered across the plantation and had their own church and school. T H E M E A N I N G O F F R E E D O M ★ 571 Southern planters sought to implement an understanding of freedom quite different from that of the former slaves. As they struggled to accept the reality of emancipation, most planters defined black freedom in the narrowest manner. As journalist Sidney Andrews discovered late in 1865, “The whites seem wholly unable to comprehend that freedom for the negro means the same thing as free- dom for them. They readily enough admit that the government has made him free, but appear to believe that they have the right to exercise the same old control.” Southern leaders sought to revive the antebellum definition of freedom as if noth- ing had changed. Freedom still meant hierarchy and mastery; it was a privilege not a right, a carefully defined legal status rather than an open- ended entitlement. Certainly, it implied neither economic autonomy nor civil and political equality. “A man may be free and yet not independent,” Mississippi planter Samuel Agnew observed in his diary in 1865. A Kentucky newspaper summed up the stance of much of the white South: the former slave was “free, but free only to labor.”
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A N A M E R I C A N H I S T O R YG I V E M EL I B.docx

  • 1. A N A M E R I C A N H I S T O R Y G I V E M E L I B E R T Y ! W . W . N O R T O N & C O M P A N Y N E W Y O R K . L O N D O N ★ E R I C F O N E R ★ Bn SE AGU L L F I F T H E DI T ION V o l u m e 2 : F r o m 1 8 6 5 Victoria Vancouver Spokane Tacoma Seattle Olympia
  • 2. Eugene Salem Portland Salinas Reno Fresno Oakland Sacramento San Francisco San Jose Carson City Tijuana Bakersfield Escondido Lancaster Oceanside Oxnard Pasadena Long Beach
  • 3. Los Angeles San Diego Las Vegas Tucson Phoenix Salt Lake City Boise Helena Calgary Regina Saskatoon Winnipeg Bismarck Sioux Falls Pierre Lincoln Omaha Pueblo
  • 4. Colorado Springs Denver Cheyenne Albuquerque El Paso Ciudad Juárez Santa Fe MatamorosMonterrey Nuevo Laredo Brownsville Laredo Corpus Christi Austin San Antonio Houston Abilene Beaumont Lubbock Waco
  • 5. Fort Worth Dallas Amarillo Baton Rouge Lafayette Shreveport Jackson New Orleans Little Rock Wichita Oklahoma City Tulsa Kansas City Topeka Independence Jefferson City Springfield St. Louis Peoria Springfield
  • 6. Cedar Rapids Des Moines Madison Milwaukee Chicago Gary Minneapolis St. Paul Green Bay Lansing Fort Wayne Toledo Detroit Toronto Akron Erie Buffalo Cleveland Cincinnati Indianapolis
  • 9. New Haven Providence Newark Boston New York Québec Fredericton Augusta Nassau Santa Barbara Monterey Walla Walla Coeur d'Alene Pocatello Idaho Falls Jackson St. George Moab
  • 11. Port Huron Sioux City Hannibal Jonesboro Texarkana Natchitoches Biloxi Tupelo Pensacola Key West Charleston Wilmington Asheville Roanoke Atlantic City Watertown Burlington Portland
  • 12. Bangor Mulege Hermosillo Anchorage Fairbanks Juneau Hilo Honolulu San Juan WA S H I N GTO N O R E G O N N E VA DA C A L I F O R N I A A R I ZO N A U TA H CO LO R A D O I DA H O M O N TA N A
  • 13. W YO M I N G N O RT H DA KOTA M I N N E S OTA S O U T H DA KOTA I OWA N E B R A S K A K A N S A S W I S CO N S I N M I C H I G A N I N D I A N A I L L I N O I S M I S S O U R I K E N T U C K Y O H I O N E W YO R K CO N N E C T I C U TP E N N S Y LVA N I A M A RY L A N DW E S T V I RG I N I A V I RG I N I A N E W J E R S EY
  • 14. D E L AWA R E V T M A I N E N H M A S S . R H O D E I S L A N D N E W M E X I CO O K L A H O M A T E X A S LO U I S I A N A A R K A N S A S T E N N E S S E E M I S S I S S I P P I A L A B A M A G E O RG I A F LO R I DA S O U T H C A RO L I N A
  • 15. N O RT H C A RO L I N A ALASKA HAWAII PUERTO RICO CANADA MEXICO CANADA BAHAMAS C A S C A D E R A N G
  • 17. V A D A Death Valley M O J AV E D E S E RT S O N O R AN D E S E RT G R E A T B A S I N G r e at S a l t La ke D e s e r t C O L O R A D O P L A T E A U C O L U M
  • 19. H i l l s G R E A T P L A I N S R O C K Y M O U N
  • 20. T A I N S E d w a r d s P l a t e a u C O A S T A L P L A I N C E N T R A L L O W L A N D U p p e
  • 21. r P e n i n s u l a L o w e r Pe n i n su l a O z a r k P l a t e a u H i g h
  • 22. P l a i n s L l a n o E s t a c a d o O k e f e n o ke e S w a m p F l o r i d a Ke ys G r e a t D i s m a l S w a m p A P P
  • 25. T A d i r o n d a c k M o u n t a i n s W h i t e M t n s C a p e C o d L o n g I s l a n d C a p e C a n a v e r a l C a p e H a t t e r a s C a p e L o o k o u t C a p e Fe a r C a p e S a b l e C a p e S a n B l a s C h a n n e l I s l a n d s P o i n t
  • 26. C o n c e p t i o n P o i n t R e y e s C a p e M e n d o c i n o C a p e B l a n c o C a p e D i s a p p o i n t m e n t C a p e F l a t t e r y Va n c o u v e r I s l a n d C A N A D I A N S H I E L D
  • 27. N i a g a r a Fa l l s L A U R E N T I D E S C A R P S I E R R A
  • 29. E O R I E N T A L B A J A C A L I F O R N I A I s l e R o y a l e T h e
  • 30. E v e r g l a d e sQueen Charlotte Islands Alexander Archipelago A l a s k a P e n i n s u l a A L A S K A R A N G E B R O O K S R A N G E N o r t h S l o p e S e w a r d
  • 31. P e n i n s u l a Ku sk ok w im M ou n t a i n s S t . E l i a s M o u n t a i n s K e n a i P e n i n s u l a K o d i a k I s l a n d S t . L a w r e n c e I s l a n d N u n i v a k I s l a n d A l e u
  • 32. t i a n I s l a n d s Hawaii Maui Molokai Oahu Kauai Nihau Lanai Kahoolawe Mauna Kea Mauna Loa + + St. Croix St. Thomas St. John Tortola
  • 33. U.S. Virgin Islands Colu m bia R. S a cr a m en to R . G re en R . C ol or a d o R
  • 34. . P l a t t e R . Lo up R. N. Platte R. S . P l a tt e R . K la ma t h R . W illa m ette R . Salm o n R. C ol
  • 36. ig h orn R . O w yhee R . S n a k e R . Sn ake R. S. S as katchewan R . B ow R . Qu'App e l l e R. S ou ris R
  • 37. . A s s i n iboine R . L i tt le M is so u ri R . Ja m es R . Che y enn e R. B el le Fo
  • 38. u r ch e R . Niob rara R. G eorgia n B a y Osa ge R . M issou ri R . Des M o ines R. R ed R . o f th e N
  • 39. o rth M innesota R. Mississi p pi R . W isc onsi n R . Il lin oi s R. W ab ash R . C um ber land R .
  • 40. Ohi o R . O h io R . S t. L aw r e nc e R . Ottawa R. H u d so n
  • 43. hit e R. Arka n s a s R. Can a d i a n R . M is si ss ip p i R . T o m big b e e R .
  • 44. A la b a m a R. T en ne s s ee R . R o anoke R . S ava n nah R . P e e D ee R
  • 46. ra nd e P ec o s R . R io G ra n d e C olorado R . Brazos R . Sa bi n e R. S a n Jo a
  • 47. q u in R . G i la R. L ittle C olor ado R. Y uk o n R . Lake Superior L a k e M ic h ig a
  • 48. n Lake H u ron La ke E rie La ke O nt a r i o Lake Mead Lake Tahoe Great Salt Lake Lake Powell Lake of
  • 49. the Woods Lake Winnebago Lake St. Clai r Lake of the Ozarks Lake Champlain Monterey Bay James Bay Lake Pontchart rain Lake Okeechobee Salton Sea Iliamna Lake Gulf of Mexico G
  • 50. ul f o f S t. La wr ence G u lf o f M ai ne Delaware Bay Breton Sound Mississippi River Delta Apalachee Bay G
  • 51. u lf of C a lifo rn ia Vizcaíno Bay Str. of Juan d e F u c a C h esa p ea k e B a y Galveston B a y Atchafala ya B a y Gulf of Alaska
  • 55. c O ce a n Pacific Ocean Atlantic Ocean 0 0 200 200 400 miles 400 kilometers 0 0 100 miles 100 kilometers 0 0
  • 56. 50 miles 50 kilometers 0 0 150 150 300 miles 300 kilometers PHYSICAL/POLITICAL MAP OF THE UNITED STATES Victoria Vancouver Spokane Tacoma Seattle Olympia Eugene
  • 57. Salem Portland Salinas Reno Fresno Oakland Sacramento San Francisco San Jose Carson City Tijuana Bakersfield Escondido Lancaster Oceanside Oxnard Pasadena Long Beach Los Angeles
  • 58. San Diego Las Vegas Tucson Phoenix Salt Lake City Boise Helena Calgary Regina Saskatoon Winnipeg Bismarck Sioux Falls Pierre Lincoln Omaha Pueblo Colorado Springs
  • 59. Denver Cheyenne Albuquerque El Paso Ciudad Juárez Santa Fe MatamorosMonterrey Nuevo Laredo Brownsville Laredo Corpus Christi Austin San Antonio Houston Abilene Beaumont Lubbock Waco Fort Worth
  • 60. Dallas Amarillo Baton Rouge Lafayette Shreveport Jackson New Orleans Little Rock Wichita Oklahoma City Tulsa Kansas City Topeka Independence Jefferson City Springfield St. Louis Peoria Springfield
  • 61. Cedar Rapids Des Moines Madison Milwaukee Chicago Gary Minneapolis St. Paul Green Bay Lansing Fort Wayne Toledo Detroit Toronto Akron Erie Buffalo Cleveland Cincinnati Indianapolis
  • 64. Providence Newark Boston New York Québec Fredericton Augusta Nassau Santa Barbara Monterey Walla Walla Coeur d'Alene Pocatello Idaho Falls Jackson St. George Moab Flagstaff
  • 66. Port Huron Sioux City Hannibal Jonesboro Texarkana Natchitoches Biloxi Tupelo Pensacola Key West Charleston Wilmington Asheville Roanoke Atlantic City Watertown Burlington Portland
  • 67. Bangor Mulege Hermosillo Anchorage Fairbanks Juneau Hilo Honolulu San Juan WA S H I N GTO N O R E G O N N E VA DA C A L I F O R N I A A R I ZO N A U TA H CO LO R A D O I DA H O M O N TA N A
  • 68. W YO M I N G N O RT H DA KOTA M I N N E S OTA S O U T H DA KOTA I OWA N E B R A S K A K A N S A S W I S CO N S I N M I C H I G A N I N D I A N A I L L I N O I S M I S S O U R I K E N T U C K Y O H I O N E W YO R K CO N N E C T I C U TP E N N S Y LVA N I A M A RY L A N DW E S T V I RG I N I A V I RG I N I A N E W J E R S EY
  • 69. D E L AWA R E V T M A I N E N H M A S S . R H O D E I S L A N D N E W M E X I CO O K L A H O M A T E X A S LO U I S I A N A A R K A N S A S T E N N E S S E E M I S S I S S I P P I A L A B A M A G E O RG I A F LO R I DA S O U T H C A RO L I N A N O RT H
  • 70. C A RO L I N A ALASKA HAWAII PUERTO RICO CANADA MEXICO CANADA BAHAMAS C A S C A D E R A N G E
  • 72. A D A Death Valley M O J AV E D E S E RT S O N O R AN D E S E RT G R E A T B A S I N G r e at S a l t La ke D e s e r t C O L O R A D O P L A T E A U C O L U M B
  • 75. A I N S E d w a r d s P l a t e a u C O A S T A L P L A I N C E N T R A L L O W L A N D U p p e
  • 76. r P e n i n s u l a L o w e r Pe n i n su l a O z a r k P l a t e a u H i g h
  • 77. P l a i n s L l a n o E s t a c a d o O k e f e n o k e e S w a m p F l o r i d a Ke ys G r e a t D i s m a l S w a m p A P P
  • 80. T A d i r o n d a c k M o u n t a i n s W h i t e M t n s C a p e C o d L o n g I s l a n d C a p e C a n a v e r a l C a p e H a t t e r a s C a p e L o o k o u t C a p e F e a r C a p e S a b l e C a p e S a n B l a s C h a n n e l I s l a n d s P o i n t
  • 81. C o n c e p t i o n P o i n t R e y e s C a p e M e n d o c i n o C a p e B l a n c o C a p e D i s a p p o i n t m e n t C a p e F l a t t e r y Va n c o u v e r I s l a n d C A N A D I A N S H I E L D
  • 82. N i a g a r a Fa l l s L A U R E N T I D E S C A R P S I E R R A
  • 84. E O R I E N T A L B A J A C A L I F O R N I A I s l e R o y a l e T h e
  • 85. E v e r g l a d e sQueen Charlotte Islands Alexander Archipelago A l a s k a P e n i n s u l a A L A S K A R A N G E B R O O K S R A N G E N o r t h S l o p e S e w a r d
  • 86. P e n i n s u l a Ku sk ok w im M ou n t a i n s S t . E l i a s M o u n t a i n s Ke n a i P e n i n s u l a Ko d i a k I s l a n d S t . L a w r e n c e I s l a n d N u n i v a k I s l a n d A l e u
  • 87. t i a n I s l a n d s Hawaii Maui Molokai Oahu Kauai Nihau Lanai Kahoolawe Mauna Kea Mauna Loa + + St. Croix St. Thomas St. John Tortola
  • 88. U.S. Virgin Islands Colu m bia R. S a cr a m en to R . G re en R . C ol or a d o R
  • 89. . P l a t t e R . Lo up R. N. Platte R. S . P l a tt e R . K la ma t h R . W illa m ette R . Salm o n R. C ol
  • 91. ig h orn R . O w yhee R . S n a k e R . Sn ake R. S. S as katchewan R . B ow R . Qu'App e l l e R. S ou ris R
  • 92. . A s s i n iboine R . L i tt le M is so u ri R . Ja m es R . Che y enn e R. B el le Fo
  • 93. u r ch e R . Niob rara R. G eorgia n B a y Osa ge R . M issou ri R . Des M o ines R. R ed R . o f th e N
  • 94. o rth M innesota R. Mississi p pi R . W isc onsi n R . Il lin oi s R. W ab ash R . C um ber land R .
  • 95. Ohi o R . O h io R . S t. L aw r e nc e R . Ottawa R. H u d so n
  • 98. hit e R. Arka n s a s R. Can a d i a n R . M is si ss ip p i R . T o m big b e e R .
  • 99. A la b a m a R. T en ne s s ee R . R o anoke R . S ava n nah R . P e e D ee R
  • 101. ra nd e P ec o s R . R io G ra n d e C olorado R . Brazos R . Sa bi n e R. S a n Jo a
  • 102. q u in R . G i la R. L ittle C olor ado R. Y uk o n R . Lake Superior L a k e M ic h ig a
  • 103. n Lake H u ron La ke E rie La ke O nt a r i o Lake Mead Lake Tahoe Great Salt Lake Lake Powell Lake of
  • 104. the Woods Lake Winnebago Lake St. Clai r Lake of the Ozarks Lake Champlain Monterey Bay James Bay Lake Pontchart rain Lake Okeechobee Salton Sea Iliamna Lake Gulf of Mexico G
  • 105. ul f o f S t. La wr ence G u lf o f M ai ne Delaware Bay Breton Sound Mississippi River Delta Apalachee Bay G
  • 106. u lf of C a lifo rn ia Vizcaíno Bay Str. of Juan d e F u c a C h esa p ea k e B a y Galveston B a y Atchafala ya B a y Gulf of Alaska
  • 110. c O ce a n Pacific Ocean Atlantic Ocean 0 0 200 200 400 miles 400 kilometers 0 0 100 miles 100 kilometers 0 0
  • 111. 50 miles 50 kilometers 0 0 150 150 300 miles 300 kilometers PHYSICAL/POLITICAL MAP OF THE UNITED STATES New York San Francisco Los Angeles Toronto Montréal Dallas
  • 112. Chicago Barcelona Rio de Janeiro Johannesburg Sydney Kabul Algiers Luanda Buenos Aires Canberra, A.C.T. Nassau Dhaka Thimphu Gaborone Brasília Ottawa N’Djamena Santiago Beijing Bogotá
  • 115. Adamstown Astana Adis Ababa La Paz Sucre Montevideo London Paris Rome Berlin Oslo Stockholm Madrid B A H A M A S B A R B A D O S B E L I Z E CO S TA R I C A D O M I N I C A
  • 116. D O M I N I C A N R E P U B L I C E C UA D O R E L S A LVA D O R F r e n c h G u i a n a ( Fr. ) G UAT E M A L A G UYA N A H A I T I H O N D U R A S J A M A I C A N I C A R AG UA PA N A M A PA R AG UAY S T. LU C I A S T. V I N C E N T A N D T H E G R E N A D I N E S S U R I N A M E T R I N I DA D A N D TO B AG O U R U G UAY S T. K I T T S A N D N E V I S
  • 117. B OT S WA N A TA N Z A N I A M A DAG A S C A R M A L AW I CO N G O C A M E RO O N E Q UATO R I A L G U I N E A BEN IN TO G O B U R K I N A G H A N A
  • 118. D J I B O U T I G A M B I A G A B O N G U I N E AG U I N E A - B I S S AU CÔT E D’ I VO I R E ( I vo r y Co a s t ) L E S OT H O L I B E R I A M O ZA M BI Q UE N A M I B I A S E N E G A L S I E R R A L E O N E S WA Z I L A N D K E N YA
  • 119. U G A N DA We s t e r n S a h a r a ( M o r. ) CO M O RO S T U N I S I A D E M O C R AT I C R E P. O F CO N G O RWA N DA B U R U N D I Z A M B I A Z I M B A BW E C E N T R A L A F R I C A N R E P. PA K I S TA N O M AN S R I L A N K A
  • 120. M YA N M A R B A N G L A D E S H A F G H A N I S TA N V I E T N A M L AO S T H A I L A N D C A M B O D I A B R U N E I TA I WA N N O RT H KO R E A S O U T H KO R E A N E PA L B H U TA N S O LO M O N I S L A N D S F I J I S I N G A P O R E M A L D I V E S
  • 121. M AU R I T I U S I C E L A N D AU S T R I A B E L . LU X . G E R M A N Y RO M A N I A M O L D OVA G E O RG I A A Z E R B A I J A N T U R K M E N I S TA N U Z B E K I S TA N K Y RGYZ S TA N TA J I K I S TA N A R M E N I A B E L A R U S L I T H UA N I A L AT V I A E S TO N I A R U S .
  • 122. P O RT U G A L D E N M A R K G R E E C E B U LG A R I A S E R B I A M O N T. B . H . S L . C ROAT I A N E T H . I R E L A N D S W I T Z . C Z E C H R E P. S LOVA K I A H U N G A RY A L B A N I A C Y P R U S J O R DA N I S R A E L L E B A N O N
  • 123. S Y R I A U N I T E D A R A B E M I R AT E S Y E M E N QATA R B A H R A I N K U WA I T S A M OA VA N UAT U PA L AU F E D E R AT E D S TAT E S O F M I C RO N E S I A M AC . E R I T R E A TO N G A F I J I T U VA LU N AU R U M A R S H A L L I S L A N D S
  • 124. S ÃO TO M É A N D P R Í N C I P E C A P E V E R D E SE YC HE L L E S A RG E N T I N A B O L I V I A C H I L E CO LO M B I A C U B A M E X I CO P E R U V E N E Z U E L A A LG E R I A A N G O L A C H A D E GY P T E T H I O P I A
  • 125. L I BYA MO RO CC O N I G E R I A SO M AL IA S O U T H A F R I C A M AU R I TA N I A S U DA N N I G E R M A L I M O N G O L I A PA P UA N E W G U I N E A M A L AYS I A P H I L I P P I N E S
  • 126. J A PA N N E W Z E A L A N D F R A N C E S PA I N N O RW AY SW ED EN F I N L A N D P O L A N D U K R A I N E K A Z A K H S TA N I TA LY U N I T E D K I N G D O M S AU D I A R A B I A T U R K EY I R AQ I R A N
  • 127. K I R I B AT I K I R I B AT I R U S S I A G r e e n l a n d ( D e n m a r k) B R A Z I L C A N A DA U N I T E D S TAT E S I N D I A C H I N A AU S T R A L I A I N D O N E S I A R U S S I A A l a s ka ( U. S . ) H awa i i ( U. S . ) A N TA RC T I C A N O RT H A M E R I C A
  • 128. A S I A E U RO P E S O U T H A M E R I C A E A S T T I M O R C r o z e t I s l a n d s Ke r g u é l e n I s l a n d s P r i n c e E d w a r d I s l a n d s ( S o . A f r i c a ) Tr i s t a n D a C u n h a G r o u p ( U. K . ) S t . H e l e n a ( U . K . ) A s c e n s i o n ( U . K . ) S o u t h G e o r g i a S o u t h S a n d w i c h I s l a n d s
  • 129. S o u t h O r k n e y I s l a n d s S o u t h S h e t l a n d I s l a n d s J u a n Fe r n a n d e z A r c h i p e l a g o ( C h i l e) E a s t e r I s l a n d ( C h i l e) M a r q u e s a s I s l a n d s ( F r. ) P h o e n i x I s l a n d s J a n M a y e n ( N o r w a y) Ke r m a d e c I s l a n d s ( N . Z . ) N o r f o l k I s l a n d ( A u s . ) W r a n g e l I s l a n d Fa r o e I s l a n d s ( D e n m a r k )
  • 130. P u e r t o R i c o ( U . S . ) B e r m u d a ( U . K . ) C a n a r y I s l a n d s ( S p. ) A z o r e s ( P o r. ) M a d e i r a I s l a n d s ( P o r. ) A n d a m a n I s l a n d s ( I n d i a ) G u a m ( U . S . ) N o r t h e r n M a r i a n a I s l a n d s ( U . S . ) N e w C a l e d o n i a ( F r. ) T i m o r T a s m a n i a J a v a
  • 131. S u m a t ra B o r n e o R é u n i o n ( F r. ) G a l a p a g o s I s l a n d s ( E c u a d o r ) K i r i t i m a t i ( K i r i b at i ) P i t c a i r n I s l a n d s ( U . K . ) N o r t h I s l a n d S o u t h I s l a n d H e a r d I s l a n d a n d M c D o n a l d I s l a n d s ( A u s . ) F r e n c h S o u t h e r n a n d A n t a r c t i c L a n d s ( F r. ) S o c o t r a ( Ye m e n ) D i e g o G a r c i a
  • 132. C h a g o s A r c h i p e l a g o ( U . K . ) Q u e e n E l i z a b e t h I s l a n d s S e v e r n aya Z e m lya N e w S i b e r i a n I s l a n d s A l e u t i a n I s l a n d s S v a l b a r d ( N o r w a y) No va ya Z e m l y a F r a n z J o s e f L a n d Co o k I s l a n d s F r e n c h P o l y n e s i a ( F r. )
  • 133. Fa l k l a n d I s l a n d s ( U . K . ) E l l e s m e r e I s l a n d B a f f i n I s l a n d V i c t o r i a I s l a n d B a n k s I s l a n d A l e u t i a n I s l a n d s K u r i l I s l a n d s 0° 30° 60° 90° 30° 60
  • 135. 180° 150°E 120° 150 °W 12 0° 75°N 60°N Great Australian Bight Hudson S t r ai t Foxe Basin Gul f O f A de n Lake Balkhash
  • 137. Sea Timor Sea Yellow Sea Coral Sea Arafura Sea Java Sea Celebes Sea Gulf of Thailand D en m ar k S tra it M o z
  • 138. a m b iq u e C h a n ne l R ed S ea A m u n ds en Gulf P ersia n G u l f C a sp ia
  • 139. n S ea Chukchi Sea Gulf of Alaska Hudson Bay Beaufort Sea Bering Sea Gulf of Mexico Caribbean Sea Scotia Sea Gulf of Guinea Norwegian Sea North Sea Labrador
  • 140. Sea Baffin Bay Barents Sea Kara Sea Black Sea Mediterrane a n S e a Arabian Sea Bay of Bengal Sea of Okhotsk Bering Sea Tasman Sea Laptev Sea East Siberian Sea South Pacific Ocean N o rt h At l a n t i c
  • 141. O c e a n N o rt h Pac i f i c O c e a n I n d i a n O c e a n S o u t h At l a n t i c O c e a n N o rt h Pac i f i c O c e a n S o u t h Pac i f i c O c e a n A r c t i c O c e a nA r c t i c O c e a n S o u t h e r n O c e a n S o u t h e r n O c e a n Indian Ocean Pacific Ocean Atlantic Ocean Southern Ocean Southern
  • 142. Ocean Arctic Ocean Pacific Ocean Atlantic Ocean 0 0 750 750 1,500 miles 1,500 kilometers Scale at equator 0 0 1,500 miles 1,500 kilometers POLITICAL MAP of the WORLD
  • 143. THE POLES New York San Francisco Los Angeles Toronto Montréal Dallas Chicago Barcelona Rio de Janeiro Johannesburg Sydney Kabul Algiers Luanda Buenos Aires Canberra, A.C.T. Nassau Dhaka
  • 146. Nuku’alofa Tunis Washington, D.C. Moscow Caracas Cape Town Pago PagoApia Papeete Adamstown Astana Adis Ababa La Paz Sucre Montevideo London Paris Rome Berlin
  • 147. Oslo Stockholm Madrid B A H A M A S B A R B A D O S B E L I Z E CO S TA R I C A D O M I N I C A D O M I N I C A N R E P U B L I C E C UA D O R E L S A LVA D O R F r e n c h G u i a n a ( Fr. ) G UAT E M A L A G UYA N A H A I T I H O N D U R A S J A M A I C A N I C A R AG UA
  • 148. PA N A M A PA R AG UAY S T. LU C I A S T. V I N C E N T A N D T H E G R E N A D I N E S S U R I N A M E T R I N I DA D A N D TO B AG O U R U G UAY S T. K I T T S A N D N E V I S B OT S WA N A TA N Z A N I A M A DAG A S C A R M A L AW I CO N G O C A M E RO O N E Q UATO R I A L G U I N E A BEN IN
  • 149. TO G O B U R K I N A G H A N A D J I B O U T I G A M B I A G A B O N G U I N E AG U I N E A - B I S S AU CÔT E D’ I VO I R E ( I vo r y Co a s t ) L E S OT H O L I B E R I A M O ZA
  • 150. M BI Q UE N A M I B I A S E N E G A L S I E R R A L E O N E S WA Z I L A N D K E N YA U G A N DA We s t e r n S a h a r a ( M o r. ) CO M O RO S T U N I S I A D E M O C R AT I C R E P. O F CO N G O RWA N DA B U R U N D I Z A M B I A
  • 151. Z I M B A BW E C E N T R A L A F R I C A N R E P. PA K I S TA N O M AN S R I L A N K A M YA N M A R B A N G L A D E S H A F G H A N I S TA N V I E T N A M L AO S T H A I L A N D C A M B O D I A B R U N E I TA I WA N N O RT H
  • 152. KO R E A S O U T H KO R E A N E PA L B H U TA N S O LO M O N I S L A N D S F I J I S I N G A P O R E M A L D I V E S M AU R I T I U S I C E L A N D AU S T R I A B E L . LU X . G E R M A N Y RO M A N I A M O L D OVA G E O RG I A A Z E R B A I J A N T U R K M E N I S TA N
  • 153. U Z B E K I S TA N K Y RGYZ S TA N TA J I K I S TA N A R M E N I A B E L A R U S L I T H UA N I A L AT V I A E S TO N I A R U S . P O RT U G A L D E N M A R K G R E E C E B U LG A R I A S E R B I A M O N T. B . H . S L . C ROAT I A N E T H . I R E L A N D S W I T Z .
  • 154. C Z E C H R E P. S LOVA K I A H U N G A RY A L B A N I A C Y P R U S J O R DA N I S R A E L L E B A N O N S Y R I A U N I T E D A R A B E M I R AT E S Y E M E N QATA R B A H R A I N K U WA I T S A M OA VA N UAT U PA L AU F E D E R AT E D S TAT E S O F M I C RO N E S
  • 155. I A M AC . E R I T R E A TO N G A F I J I T U VA LU N AU R U M A R S H A L L I S L A N D S S ÃO TO M É A N D P R Í N C I P E C A P E V E R D E SE YC HE L L E S A RG E N T I N A B O L I V I A C H I L E CO LO M B I A
  • 156. C U B A M E X I CO P E R U V E N E Z U E L A A LG E R I A A N G O L A C H A D E GY P T E T H I O P I A L I BYA MO RO CC O N I G E R I A SO M AL IA S O U T H A F R I C A
  • 157. M AU R I TA N I A S U DA N N I G E R M A L I M O N G O L I A PA P UA N E W G U I N E A M A L AYS I A P H I L I P P I N E S J A PA N N E W Z E A L A N D F R A N C E S PA I N N O RW AY SW ED EN F I N L A N D
  • 158. P O L A N D U K R A I N E K A Z A K H S TA N I TA LY U N I T E D K I N G D O M S AU D I A R A B I A T U R K EY I R AQ I R A N K I R I B AT I K I R I B AT I R U S S I A G r e e n l a n d ( D e n m a r k) B R A Z I L C A N A DA U N I T E D S TAT E S I N D I A C H I N A
  • 159. AU S T R A L I A I N D O N E S I A R U S S I A A l a s ka ( U. S . ) H awa i i ( U. S . ) A N TA RC T I C A N O RT H A M E R I C A A S I A E U RO P E S O U T H A M E R I C A E A S T T I M O R C r o z e t I s l a n d s Ke r g u é l e n I s l a n d s P r i n c e E d w a r d I s l a n d s ( S o . A f r i c a )
  • 160. Tr i s t a n D a C u n h a G r o u p ( U. K . ) S t . H e l e n a ( U . K . ) A s c e n s i o n ( U . K . ) S o u t h G e o r g i a S o u t h S a n d w i c h I s l a n d s S o u t h O r k n e y I s l a n d s S o u t h S h e t l a n d I s l a n d s J u a n Fe r n a n d e z A r c h i p e l a g o ( C h i l e) E a s t e r I s l a n d ( C h i l e) M a r q u e s a s I s l a n d s ( F r. ) P h o e n i x I s l a n d s
  • 161. J a n M a y e n ( N o r w a y) Ke r m a d e c I s l a n d s ( N . Z . ) N o r f o l k I s l a n d ( A u s . ) W r a n g e l I s l a n d Fa r o e I s l a n d s ( D e n m a r k ) P u e r t o R i c o ( U . S . ) B e r m u d a ( U . K . ) C a n a r y I s l a n d s ( S p. ) A z o r e s ( P o r. ) M a d e i r a I s l a n d s ( P o r. ) A n d a m a n I s l a n d s ( I n d i a ) G u a m ( U . S . )
  • 162. N o r t h e r n M a r i a n a I s l a n d s ( U . S . ) N e w C a l e d o n i a ( F r. ) T i m o r T a s m a n i a J a v a S u m a t ra B o r n e o R é u n i o n ( F r. ) G a l a p a g o s I s l a n d s ( E c u a d o r ) K i r i t i m a t i ( K i r i b at i ) P i t c a i r n I s l a n d s ( U . K . ) N o r t h I s l a n d
  • 163. S o u t h I s l a n d H e a r d I s l a n d a n d M c D o n a l d I s l a n d s ( A u s . ) F r e n c h S o u t h e r n a n d A n t a r c t i c L a n d s ( F r. ) S o c o t r a ( Ye m e n ) D i e g o G a r c i a C h a g o s A r c h i p e l a g o ( U . K . ) Q u e e n E l i z a b e t h I s l a n d s S e v e r n aya Z e m lya N e w S i b e r i a n I s l a n d s A l e u t i a n I s l a n d s S v a l b a r d
  • 164. ( N o r w a y) No va ya Z e m l y a F r a n z J o s e f L a n d Co o k I s l a n d s F r e n c h P o l y n e s i a ( F r. ) Fa l k l a n d I s l a n d s ( U . K . ) E l l e s m e r e I s l a n d B a f f i n I s l a n d V i c t o r i a I s l a n d B a n k s I s l a n d A l e u t i a n I s l a n d s K u r i l
  • 165. I s l a n d s 0° 30° 60° 90° 30° 60 ° 90 ° 180° 150°W 120° 150 °E 12 0° 75°S 60°S
  • 167. Hudson S t r ai t Foxe Basin Gul f O f A de n Lake Balkhash Aral Sea Baltic Sea Celtic Sea En gli sh Ch ann el Lake
  • 170. ed S ea A m u n ds en Gulf P ersia n G u l f C a sp ia n S ea Chukchi Sea Gulf of Alaska Hudson Bay Beaufort Sea Bering Sea
  • 171. Gulf of Mexico Caribbean Sea Scotia Sea Gulf of Guinea Norwegian Sea North Sea Labrador Sea Baffin Bay Barents Sea Kara Sea Black Sea Mediterrane a n S e a Arabian Sea Bay of Bengal Sea of Okhotsk
  • 172. Bering Sea Tasman Sea Laptev Sea East Siberian Sea South Pacific Ocean N o rt h At l a n t i c O c e a n N o rt h Pac i f i c O c e a n I n d i a n O c e a n S o u t h At l a n t i c O c e a n N o rt h Pac i f i c O c e a n S o u t h Pac i f i c O c e a n A r c t i c O c e a nA r c t i c O c e a n S o u t h e r n O c e a n
  • 173. S o u t h e r n O c e a n Indian Ocean Pacific Ocean Atlantic Ocean Southern Ocean Southern Ocean Arctic Ocean Pacific Ocean Atlantic Ocean 0 0 750 750 1,500 miles
  • 174. 1,500 kilometers Scale at equator 0 0 1,500 miles 1,500 kilometers POLITICAL MAP of the WORLD THE POLES W. W. Norton & Company has been independent since its founding in 1923, when William Warder Norton and Mary D. Herter Norton first published lectures delivered at the People’s Institute, the adult education division of New York City’s Cooper Union. The firm soon expanded its program beyond the Institute, publishing books by celebrated academics from America and abroad. By midcentury, the two major pillars of Norton’s publishing program— trade books and college texts— were firmly established. In the 1950s, the Norton family transferred control of the company to its employees, and today— with a staff of four hundred and a comparable number of trade, college, and professional titles published each year— W. W. Norton & Company stands as the largest and oldest publishing
  • 175. house owned wholly by its employees. Copyright © 2017, 2014, 2011, 2008, 2005 by Eric Foner All rights reserved Printed in Canada Editor: Steve Forman Associate Editor: Scott Sugarman Project Editor: Jennifer Barnhardt Editorial Assistants: Travis Carr, Kelly Rafey Managing Editor, College: Marian Johnson Managing Editor, College Digital Media: Kim Yi Production Manager: Sean Mintus Media Editor: Laura Wilk Media Project Editor: Rachel Mayer Media Associate Editor: Michelle Smith Media Assistant Editor: Chris Hillyer Marketing Manager, History: Sarah England Bartley Associate Design Director: Hope Miller Goodell Designer: Lisa Buckley Photo Editor: Stephanie Romeo Permissions Manager: Megan Schindel Permissions Specialist: Bethany Salminen Composition: Jouve Illustrations: Mapping Specialists, Ltd. Manufacturing: Transcontinental Permission to use copyrighted material is included on page A- 81. The Library of Congress has cataloged an earlier edition as follows: Names: Foner, Eric, 1943– author. Title: Give me liberty!: an American history / Eric Foner.
  • 176. Description: Fifth edition. | New York: W. W. Norton & Company, 2016 | Includes bibliographical references and index. Identifiers: LCCN 2016018497 | ISBN 9780393283167 (hardcover) Subjects: LCSH: United States— History. | United States— Politics and government. | Democracy— United States— History. | Liberty— History. Classification: LCC E178 .F66 2016 | DDC 973—dc23 LC record available at https://lccn.loc.gov/2016018497 ISBN this edition: 978-0-393-61565-4 W. W. Norton & Company, Inc., 500 Fifth Avenue, New York, NY 10110-0017 wwnorton.com W. W. Norton & Company Ltd., 15 Carlisle Street, London W1D 3BS 1 2 3 4 5 6 7 8 9 0 https://lccn.loc.gov/2016018497 http://wwnorton.com ★ For my mother, Liza Foner (1909–2005), an accomplished artist who lived through most of the twentieth century and into the twenty- first ★
  • 177. ★ C O N T E N T S ★ List of Maps, Tables, and Figures xii About the Author xv Preface xvi Acknowledgments xxiii 1 5 ★ “ W H A T I S F R E E D O M ? ” : R E C O N S T R U C T I O N , 1 8 6 5 – 1 8 7 7 564 The Meaning of Freedom 566 ★ Voices of Freedom From Petition of Committee in Behalf of the Freedmen to Andrew Johnson (1865), and From A Sharecropping Contract (1866) ... 576 ★ The Making of Radical Reconstruction 579 ★ Radical Reconstruction in the South 590 ★ The Overthrow of Reconstruction 594 1 6 ★ A M E R I C A ’ S G I L D E D A G E , 1 8 7 0 – 1 8 9 0 603 The Second Industrial Revolution 605 ★ The Transformation of the West 613 ★ Voices of Freedom From Speech of Chief Joseph
  • 178. of the Nez Percé Indians, in Washington, D.C. (1879), and From Letter by Saum Song Bo, American Missionary (October 1885) ... 622 ★ Politics in a Gilded Age 629 ★ Freedom in the Gilded Age 634 ★ Labor and the Republic 639 1 7 ★ F R E E D O M ’ S B O U N D A R I E S , A T H O M E A N D A B R O A D , 1 8 9 0 – 1 9 0 0 649 The Populist Challenge 651 ★ The Segregated South 659 ★ Redrawing the Boundaries 669 ★ Voices of Freedom From Booker T. Washington, Address at the Atlanta Cotton Exposition (1895), and From W. E. B. Du Bois, “Of Mr. Booker T. Washington and Others” (1903) ... 674 ★ Becoming a World Power 677 viii ★ 1 8 ★ T H E P R O G R E S S I V E E R A , 1 9 0 0 – 1 9 1 6 691 An Urban Age and a Consumer Society 694 ★ Varieties of Progressivism 703 ★ Voices of Freedom From Charlotte Perkins Gilman, Women and Economics (1898), and From John
  • 179. Mitchell, “The Workingman’s Conception of Industrial Liberty” (1910) ... 710 ★ The Politics of Progressivism 715 ★ The Progressive Presidents 724 1 9 ★ S A F E F O R D E M O C R A C Y : T H E U N I T E D S T A T E S A N D W O R L D W A R I , 1 9 1 6 – 1 9 2 0 734 An Era of Intervention 737 ★ America and the Great War 742 ★ The War at Home 746 ★ Who Is an American? 755 ★ Voices of Freedom From Woodrow Wilson, War Message to Congress (1917), and From Eugene V. Debs, Speech to the Jury before Sentencing under the Espionage Act (1918) ... 756 ★ 1919 767 2 0 ★ F R O M B U S I N E S S C U L T U R E T O G R E A T D E P R E S S I O N : T H E T W E N T I E S , 1 9 2 0 – 1 9 3 2 779 The Business of America 782 ★ Business and Government 789 ★ Voices of Freedom From Lucian W. Parrish, Speech in Congress on Immigration (1921), and From Majority Opinion, Justice James C. McReynolds, in Meyer v. Nebraska (1923) ... 792 ★ The Birth of Civil Liberties 795 ★ The Culture Wars 799 ★
  • 180. The Great Depression 810 2 1 ★ T H E N E W D E A L , 1 9 3 2 – 1 9 4 0 818 The First New Deal 821 ★ The Grassroots Revolt 830 ★ The Second New Deal 835 ★ A Reckoning with Liberty 838 ★ Voices of Freedom From Franklin D. Roosevelt, “Fireside Chat” (1934), and From John Steinbeck, The Harvest Gypsies: On the Road to the Grapes of Wrath (1938) ... 842 ★ The Limits of Change 845 ★ A New Conception of America 852 2 2 ★ F I G H T I N G F O R T H E F O U R F R E E D O M S : W O R L D W A R I I , 1 9 4 1 – 1 9 4 5 861 Fighting World War II 864 ★ The Home Front 873 Visions of Postwar Freedom 880 ★ The American C O N T E N T S ★ ix Dilemma 884 ★ Voices of Freedom From League of United Latin American Citizens, “World War II and Mexican Americans” (1945), and From Charles H. Wesley, “The Negro Has Always Wanted the Four
  • 181. Freedoms,” in What the Negro Wants (1944) ... 888 ★ The End of the War 898 2 3 ★ T H E U N I T E D S T A T E S A N D T H E C O L D W A R , 1 9 4 5 – 1 9 5 3 905 Origins of the Cold War 908 ★ The Cold War and the Idea of Freedom 917 ★ The Truman Presidency 922 ★ The Anticommunist Crusade 927 ★ Voices of Freedom From Joseph R. McCarthy, Speech at Wheeling (1950), and From Margaret Chase Smith, Speech in the Senate (1950) ... 936 2 4 ★ A N A F F L U E N T S O C I E T Y, 1 9 5 3 – 1 9 6 0 940 The Golden Age 942 ★ The Eisenhower Era 957 ★ The Freedom Movement 968 ★ Voices of Freedom From Martin Luther King Jr., Speech at Montgomery, Alabama (December 5, 1955), and From The Southern Manifesto (1956) ... 970 ★ The Election of 1960 979 2 5 ★ T H E S I X T I E S , 1 9 6 0 – 1 9 6 8 983 The Civil Rights Revolution 985 ★ The Kennedy Years 989 ★ Lyndon Johnson’s Presidency 992 ★ The Changing Black
  • 182. Movement 999 ★ Vietnam and the New Left 1002 ★ Voices of Freedom From Barry Goldwater, Speech at Republican National Convention (1964), and From Statement of Purpose, National Organization for Women (1966) ... 1010 ★ The New Movements and the Rights Revolution 1014 ★ 1968 1024 2 6 ★ T H E T R I U M P H O F C O N S E R V A T I S M , 1 9 6 9 – 1 9 8 8 1030 President Nixon 1031 ★ Vietnam and Watergate 1039 ★ The End of the Golden Age 1043 ★ The Rising Tide of Conservatism 1052 ★ The Reagan Revolution 1058 ★ Voices of Freedom From Barry Commoner, The Closing Circle (1971), and From Richard E. Blakemore, Report on the Sagebrush Rebellion (1979) ... 1060 x ★ C O N T E N T S 2 7 ★ F R O M T R I U M P H T O T R A G E D Y, 1 9 8 9 – 2 0 0 1 1071 The Post– Cold War World 1073 ★ Globalization and Its
  • 183. Discontents 1080 ★ Culture Wars 1086 ★ Voices of Freedom From Bill Clinton, Speech on Signing of NAFTA (1993), and From Global Exchange, Seattle, Declaration for Global Democracy (December 1999) ... 1088 ★ Impeachment and the Election of 2000 1102 ★ The Attacks of September 11 1105 2 8 ★ A N E W C E N T U R Y A N D N E W C R I S E S 1109 The War on Terror 1110 ★ An American Empire? 1113 ★ The Aftermath of September 11 at Home 1117 ★ The Winds of Change 1120 ★ Voices of Freedom From Opinion of the Court in Obergefell v. Hodges (2015), and From Barack Obama, Eulogy at Emanuel African Methodist Episcopal Church (2015) ... 1130 ★ Obama in Office 1136 ★ The Obama Presidency 1141 ★ Freedom in the Twenty- First Century 1150 Suggested Reading A- 1 The Declaration of Independence (1776) A-23 The Constitution of the United States (1787) A-27 Glossary A-47
  • 184. Credits A-81 Index A-83 C O N T E N T S ★ xi M A P S L I S T O F M A P S , T A B L E S , A N D F I G U R E S ★★ C H A P T E R 15 The Barrow Plantation 570 Sharecropping in the South, 1880 575 Reconstruction in the South, 1867–1877 599 The Presidential Election of 1876 600 C H A P T E R 16 The Railroad Network, 1880 607 U.S. Steel: A Vertically Integrated Corporation 610
  • 185. The Industrial West 619 Indian Reservations, ca. 1890 626 Political Stalemate, 1876–1892 631 C H A P T E R 17 Populist Strength, 1892 655 The Presidential Election of 1896 659 The Spanish- American War: The Pacific 682 The Spanish- American War: The Caribbean 682 American Empire, 1898 685 C H A P T E R 18 Socialist Towns and Cities, 1900–1920 705 C H A P T E R 19 The Panama Canal Zone 738 The United States in the Caribbean, 1898–1941 740 Colonial Possessions, 1900 741 World War I: The Western Front 745
  • 186. Prohibition, 1915: Counties and States That Banned Liquor before the Eighteenth Amendment (Ratified 1919, Repealed 1933) 751 Europe in 1914 773 Europe in 1919 774 C H A P T E R 21 Columbia River Basin Project, 1949 819 The Tennessee Valley Authority 827 The Dust Bowl, 1935–1940 828 C H A P T E R 2 2 World War II in the Pacific, 1941–1945 870 World War II in Europe, 1942–1945 872 Wartime Army and Navy Bases and Airfields 875 Japanese- American Internment, 1942–1945 891 xii ★
  • 187. M A P S ★ xiii C H A P T E R 2 3 Cold War Europe, 1956 913 The Korean War, 1950–1953 915 C H A P T E R 2 4 The Interstate Highway System 948 The Presidential Election of 1960 980 C H A P T E R 2 5 The Vietnam War, 1964–1975 1007 C H A P T E R 2 6 Center of Population, 1790–2010 1034 The Presidential Election of 1980 1058 The United States in the Caribbean and Central America, 1954–2004 1067 C H A P T E R 2 7 Eastern Europe after the Cold War 1075
  • 188. Immigrant Populations in Cities and States, 1900 and 2010 1090 Origin of Largest Immigrant Populations by State, 1910 and 2013 1093 The Presidential Election of 2000 1104 C H A P T E R 2 8 U.S. Presence in the Middle East, 1967–2015 1115 Israel, the West Bank, and Gaza Strip 1117 Percentage of Population Below the Poverty Line, 2014 1141 The Presidential Election of 2012 1150 xiv ★ TA B L E S A N D F I G U R E S T A B L E S A N D F I G U R E S C H A P T E R 16 Table 16.1 Indicators of Economic Change, 1870–1920 606 C H A P T E R 17
  • 189. Table 17.1 States with over 200 Lynchings, 1889–1918 668 C H A P T E R 18 Table 18.1 Immigrants and Their Children as Percentage of Population, Ten Major Cities, 1920 698 Table 18.2 Percentage of Women Workers in Various Occupations, 1900–1920 700 C H A P T E R 19 Table 19.1 The Great Migration 765 C H A P T E R 2 0 Table 20.1 Selected Annual Immigration Quotas under the 1924 Immigration Act 804 C H A P T E R 21 Figure 21.1 Unemployment, 1925–1945 845 C H A P T E R 2 5 Figure 25.1 Percentage of Population below Poverty Level, by Race, 1959–1969 998
  • 190. C H A P T E R 2 6 Table 26.1 The Misery Index, 1970–1980 1045 Figure 26.1 Real Average Weekly Wages, 1955–1990 1046 C H A P T E R 2 7 Table 27.1 Immigration to the United States, 1961–2010 1091 Figure 27.1 Unemployment Rate by Sex and Race, 1954–2000 1095 Figure 27.2 Women in the Paid Workforce, 1940–2010 1101 C H A P T E R 2 8 Figure 28.1 Portrait of a Recession 1132 E R I C F O N E R is DeWitt Clinton Professor of History at Columbia Univer- sity, where he earned his B.A. and Ph.D. In his teaching and scholarship, he focuses on the Civil War and Reconstruction, slavery, and nineteenth- century America. Professor Foner’s publications include Free Soil, Free Labor, Free Men: The Ideology of the Republican Party before the Civil War;
  • 191. Tom Paine and Revolu- tionary America; Nothing but Freedom: Emancipation and Its Legacy; Reconstruction: America’s Unfinished Revolution, 1863–1877; The Story of American Freedom; and Forever Free: The Story of Emancipation and Reconstruction. His history of Recon- struction won the Los Angeles Times Book Award for History, the Bancroft Prize, and the Parkman Prize. He has served as president of the Organization of Amer- ican Historians and the American Historical Association. In 2006 he received the Presidential Award for Outstanding Teaching from Columbia University. His most recent books are The Fiery Trial: Abraham Lincoln and American Slav- ery, winner of the Bancroft and Lincoln Prizes and the Pulitzer Prize for His- tory, and Gateway to Freedom: The Hidden History of the Underground Railroad, winner of the New York Historical Society Book Prize. A B O U T T H E A U T H O R★ ★ ★ xv Give Me Liberty! An American History is a survey of American history from the earliest days of European exploration and conquest of the New World to the first decades of the twenty- first century. It offers students a clear, concise narra- tive whose central theme is the changing contours of American
  • 192. freedom. I am extremely gratified by the response to the first four editions of Give Me Liberty!, which have been used in survey courses at many hundreds of two- and four- year colleges and universities throughout the country. The comments I have received from instructors and students encourage me to think that Give Me Liberty! has worked well in their classrooms. Their comments have also included many valuable suggestions for revisions, which I greatly appreci- ate. These have ranged from corrections of typographical and factual errors to thoughts about subjects that needed more extensive treatment. In mak- ing revisions for this Fifth Edition, I have tried to take these suggestions into account. I have also incorporated the findings and insights of new scholarship that has appeared since the original edition was written. The most significant changes in this Fifth Edition reflect my desire to integrate the history of the American West and especially the regions known as borderlands more fully into the narrative. In recent years these aspects of American history have been thriving areas of research and scholarship. Of course earlier editions of Give Me Liberty! have discussed these subjects, but in this edition their treatment has been deepened and expanded. I have also
  • 193. added notable works in these areas to many chapter bibliographies and lists of websites. The definition of the West has changed enormously in the course of Amer- ican history. In the colonial period, the area beyond the Appalachians— present- day Kentucky, Tennessee, and western Pennsylvania and New York— constituted the West. In the first half of the nineteenth century, the term referred to Ohio, Michigan, Alabama, and Mississippi. After the Civil War, the West came to mean the area beyond the Mississippi River. Today, it is sometimes used to refer mainly to the Pacific coast. But whatever its geo- graphic locale, the West has been as much an idea as a place— an area beyond the frontier of settlement that promised newcomers new kinds of freedom, sometimes at the expense of the freedom of others, such as native inhabitants and migrant laborers. In this edition we follow Americans as they constructed their Wests, and debated the kinds of freedom they would enjoy there. P R E F A C E ★★ xvi ★ Borderlands is a more complex idea that has influenced much
  • 194. recent histor- ical scholarship. Borders are lines dividing one country, region, or state from another. Crossing them often means becoming subject to different laws and customs, and enjoying different degrees of freedom. Borderlands are regions that exist on both sides of borders. They are fluid areas where people of differ- ent cultural and social backgrounds converge. At various points in American history, shifting borders have opened new opportunities and closed off others in the borderlands. Families living for decades or centuries in a region have suddenly found themselves divided by a newly created border but still living in a borderland that transcends the new division. This happened to Mexicans in modern- day California, Arizona, and New Mexico, for example, in 1848, when the treaty ending the Mexican- American War transferred the land that would become those states from Mexico to the United States. Borderlands exist within the United States as well as at the boundaries with other countries. For example, in the period before the Civil War, the region straddling the Ohio River contained cultural commonalities that in some ways overrode the division there between free and slave states. The borderlands idea also challenges simple accounts of national development in which empires and colonies pave the way for territorial
  • 195. expansion and a future transcontinental nation. It enables us, for example, to move beyond the catego- ries of conquest and subjugation in understanding how Native Americans and Europeans interacted over the early centuries of contact. This approach also provides a way of understanding how the people of Mexico and the United States interact today in the borderland region of the American Southwest, where many families have members on both sides of the boundary between the two countries. Small changes relating to these themes may be found throughout the book. The major additions seeking to illuminate the history of the West and of borderlands are as follows: Chapter 1 now introduces the idea of borderlands with a discussion of the areas where European empires and Indian groups interacted and where authority was fluid and fragile. Chapter 4 contains expanded treatment of the part of the Spanish empire now comprising the borderlands United States (Arizona, California, New Mexico, Texas, and Florida) and how Spain endea- vored, with limited success, to consolidate its authority in these regions. In Chapter 6, a new subsection, “The American Revolution as a Borderlands Con- flict,” examines the impact on both Americans and Canadians of
  • 196. the creation, because of American independence, of a new national boundary separating what once had been two parts of the British empire. Chapter 8 continues this theme with a discussion of the borderlands aspects of the War of 1812. Chap- ter 9 discusses how a common culture came into being along the Ohio River P R E FA C E ★ xvii xviii ★ P R E FA C E in the early nineteenth century despite the existence of slavery on one side and free labor on the other. Chapter 13 expands the treatment of Texan inde- pendence from Mexico by discussing its impact on both Anglo and Mexican residents of this borderland region. Chapter 14 contains a new examination of the Civil War in the American West. In Chapter 16, I have expanded the section on the industrial west with new discussions of logging and mining, and added a new subsection on the dis- semination of a mythical image of the Wild West in the late nineteenth cen- tury. Chapter 17 contains an expanded discussion of Chinese immigrants in the West and the battle over exclusion and citizenship, a debate that centered
  • 197. on what kind of population should be allowed to inhabit the West and enjoy the opportunities the region offered. Chapter 18 examines Progressivism, countering conventional narratives that emphasize the origins of Progressive political reforms in eastern cities by relating how many, from woman suffrage to the initiative, referendum, and recall, emerged in Oregon, California, and other western states. Chapter 20 expands the treatment of western agriculture in the 1920s by highlighting the acceleration of agricultural mechanization in the region and the agricultural depression that preceded the general eco- nomic collapse of 1929 and after. In Chapter 22 we see the new employment opportunities for Mexican- American women in the war production factories that opened in the West. In Chapter 26, there is a new subsection on con- servatism in the West and the Sagebrush Rebellion of the 1970s and 1980s. Chapter 27 returns to the borderlands theme by discussing the consequences of the creation, in the 1990s, of a free trade zone connecting the two sides of the Mexican- American border. And Chapters 27 and 28 now include expanded discussions of the southwestern borderland as a site of an acrimonious battle over immigration— legal and undocumented— involving the federal and state governments, private vigilantes, and continuing waves of people trying
  • 198. to cross into the United States. The contested borderland now extends many miles into the United States north of the boundary between the two nations, and southward well into Mexico and even Central America. I have also added a number of new selections to Voices of Freedom, the paired excerpts from primary documents in each chapter. Some of the new documents reflect the stronger emphasis on the West and borderlands; oth- ers seek to sharpen the juxtaposition of divergent concepts of freedom at par- ticular moments in American history. And this edition contains many new images— paintings, broadsides, photographs, and others— related to these themes, brought to life in a vibrant, full- color design. Americans have always had a divided attitude toward history. On the one hand, they tend to be remarkably future- oriented, dismissing events of even P R E FA C E ★ xix the recent past as “ancient history” and sometimes seeing history as a burden to be overcome, a prison from which to escape. On the other hand, like many other peoples, Americans have always looked to history for a sense of personal or group identity and of national cohesiveness. This is why so
  • 199. many Americans devote time and energy to tracing their family trees and why they visit histori- cal museums and National Park Service historical sites in ever- increasing num- bers. My hope is that this book will convince readers with all degrees of interest that history does matter to them. The novelist and essayist James Baldwin once observed that history “does not refer merely, or even principally, to the past. On the contrary, the great force of history comes from the fact that we carry it within us, [that] history is literally present in all that we do.” As Baldwin recognized, the force of history is evident in our own world. Especially in a political democracy like the United States, whose government is designed to rest on the consent of informed cit- izens, knowledge of the past is essential— not only for those of us whose pro- fession is the teaching and writing of history, but for everyone. History, to be sure, does not offer simple lessons or immediate answers to current questions. Knowing the history of immigration to the United States, and all of the ten- sions, turmoil, and aspirations associated with it, for example, does not tell us what current immigration policy ought to be. But without that knowledge, we have no way of understanding which approaches have worked and which have not— essential information for the formulation of future
  • 200. public policy. History, it has been said, is what the present chooses to remember about the past. Rather than a fixed collection of facts, or a group of interpretations that cannot be challenged, our understanding of history is constantly changing. There is nothing unusual in the fact that each generation rewrites history to meet its own needs, or that scholars disagree among themselves on basic ques- tions like the causes of the Civil War or the reasons for the Great Depression. Precisely because each generation asks different questions of the past, each generation formulates different answers. The past thirty years have witnessed a remarkable expansion of the scope of historical study. The experiences of groups neglected by earlier scholars, including women, African- Americans, working people, and others, have received unprecedented attention from his- torians. New subfields— social history, cultural history, and family history among them— have taken their place alongside traditional political and dip- lomatic history. Give Me Liberty! draws on this voluminous historical literature to pres- ent an up- to- date and inclusive account of the American past, paying due attention to the experience of diverse groups of Americans while in no way
  • 201. neglecting the events and processes Americans have experienced in common. It devotes serious attention to political, social, cultural, and economic history, xx ★ P R E FA C E and to their interconnections. The narrative brings together major events and prominent leaders with the many groups of ordinary people who make up American society. Give Me Liberty! has a rich cast of characters, from Thomas Jefferson to campaigners for woman suffrage, from Franklin D. Roosevelt to former slaves seeking to breathe meaning into emancipation during and after the Civil War. Aimed at an audience of undergraduate students with little or no detailed knowledge of American history, Give Me Liberty! guides readers through the complexities of the subject without overwhelming them with excessive detail. The unifying theme of freedom that runs through the text gives shape to the narrative and integrates the numerous strands that make up the Amer- ican experience. This approach builds on that of my earlier book, The Story of American Freedom (1998), although Give Me Liberty! places events and personal- ities in the foreground and is more geared to the structure of the
  • 202. introductory survey course. Freedom, and the battles to define its meaning, have long been central to my own scholarship and undergraduate teaching, which focuses on the nineteenth century and especially the era of the Civil War and Reconstruc- tion (1850–1877). This was a time when the future of slavery tore the nation apart and emancipation produced a national debate over what rights the for- mer slaves, and all Americans, should enjoy as free citizens. I have found that attention to clashing definitions of freedom and the struggles of different groups to achieve freedom as they understood it offers a way of making sense of the bitter battles and vast transformations of that pivotal era. I believe that the same is true for American history as a whole. No idea is more fundamental to Americans’ sense of themselves as individ- uals and as a nation than freedom. The central term in our political language, freedom— or liberty, with which it is almost always used interchangeably— is deeply embedded in the record of our history and the language of everyday life. The Declaration of Independence lists liberty among mankind’s inal- ienable rights; the Constitution announces its purpose as securing liberty’s blessings. The United States fought the Civil War to bring about
  • 203. a new birth of freedom, World War II for the Four Freedoms, and the Cold War to defend the Free World. Americans’ love of liberty has been represented by liberty poles, liberty caps, and statues of liberty, and acted out by burning stamps and burn- ing draft cards, by running away from slavery, and by demonstrating for the right to vote. “Every man in the street, white, black, red, or yellow,” wrote the educator and statesman Ralph Bunche in 1940, “knows that this is ‘the land of the free’ . . . ‘the cradle of liberty.’” The very universality of the idea of freedom, however, can be misleading. Freedom is not a fixed, timeless category with a single unchanging definition. P R E FA C E ★ xxi Indeed, the history of the United States is, in part, a story of debates, disa- greements, and struggles over freedom. Crises like the American Revolution, the Civil War, and the Cold War have permanently transformed the idea of freedom. So too have demands by various groups of Americans to enjoy greater freedom. The meaning of freedom has been constructed not only in congressional debates and political treatises, but on plantations and picket
  • 204. lines, in parlors and even bedrooms. Over the course of our history, American freedom has been both a reality and a mythic ideal— a living truth for millions of Americans, a cruel mockery for others. For some, freedom has been what some scholars call a “habit of the heart,” an ideal so taken for granted that it is lived out but rarely analyzed. For others, freedom is not a birthright but a distant goal that has inspired great sacrifice. Give Me Liberty! draws attention to three dimensions of freedom that have been critical in American history: (1) the meanings of freedom; (2) the social conditions that make freedom possible; and (3) the boundaries of freedom that determine who is entitled to enjoy freedom and who is not. All have changed over time. In the era of the American Revolution, for example, freedom was primar- ily a set of rights enjoyed in public activity— the right of a community to be governed by laws to which its representatives had consented and of individu- als to engage in religious worship without governmental interference. In the nineteenth century, freedom came to be closely identified with each person’s opportunity to develop to the fullest his or her innate talents. In the twenti-
  • 205. eth, the “ability to choose,” in both public and private life, became perhaps the dominant understanding of freedom. This development was encouraged by the explosive growth of the consumer marketplace (a development that receives considerable attention in Give Me Liberty! ), which offered Americans an unprecedented array of goods with which to satisfy their needs and desires. During the 1960s, a crucial chapter in the history of American freedom, the idea of personal freedom was extended into virtually every realm, from attire and “lifestyle” to relations between the sexes. Thus, over time, more and more areas of life have been drawn into Americans’ debates about the mean- ing of freedom. A second important dimension of freedom focuses on the social conditions necessary to allow freedom to flourish. What kinds of economic institutions and relationships best encourage individual freedom? In the colonial era and for more than a century after independence, the answer centered on economic autonomy, enshrined in the glorification of the independent small producer— the farmer, skilled craftsman, or shopkeeper— who did not have to depend on another person for his livelihood. As the industrial economy matured, new
  • 206. xxii ★ P R E FA C E conceptions of economic freedom came to the fore: “liberty of contract” in the Gilded Age, “industrial freedom” (a say in corporate decision- making) in the Progressive era, economic security during the New Deal, and, more recently, the ability to enjoy mass consumption within a market economy. The boundaries of freedom, the third dimension of this theme, have inspired some of the most intense struggles in American history. Although founded on the premise that liberty is an entitlement of all humanity, the United States for much of its history deprived many of its own people of free- dom. Non- whites have rarely enjoyed the same access to freedom as white Americans. The belief in equal opportunity as the birthright of all Americans has coexisted with persistent efforts to limit freedom by race, gender, and class and in other ways. Less obvious, perhaps, is the fact that one person’s freedom has frequently been linked to another’s servitude. In the colonial era and nineteenth century, expanding freedom for many Americans rested on the lack of freedom— slavery, indentured servitude, the subordinate position of women— for others. By the same token, it has been through battles at the
  • 207. boundaries— the efforts of racial minorities, women, and others to secure greater freedom— that the meaning and experience of freedom have been deepened and the concept extended into new realms. Time and again in American history, freedom has been transformed by the demands of excluded groups for inclusion. The idea of freedom as a uni- versal birthright owes much both to abolitionists who sought to extend the blessings of liberty to blacks and to immigrant groups who insisted on full recognition as American citizens. The principle of equal protection of the law without regard to race, which became a central element of American freedom, arose from the antislavery struggle and the Civil War and was reinvigorated by the civil rights revolution of the 1960s, which called itself the “freedom movement.” The battle for the right of free speech by labor radicals and birth- control advocates in the first part of the twentieth century helped to make civil liberties an essential element of freedom for all Americans. Although concentrating on events within the United States, Give Me Lib- erty! also situates American history in the context of developments in other parts of the world. Many of the forces that shaped American history, including
  • 208. the international migration of peoples, the development of slavery, the spread of democracy, and the expansion of capitalism, were worldwide processes not confined to the United States. Today, American ideas, culture, and economic and military power exert unprecedented influence throughout the world. But beginning with the earliest days of settlement, when European empires com- peted to colonize North America and enrich themselves from its trade, Ameri- can history cannot be understood in isolation from its global setting. Freedom is the oldest of clichés and the most modern of aspirations. At var- ious times in our history, it has served as the rallying cry of the powerless and as a justification of the status quo. Freedom helps to bind our culture together and exposes the contradictions between what America claims to be and what it sometimes has been. American history is not a narrative of continual pro- gress toward greater and greater freedom. As the abolitionist Thomas Went- worth Higginson noted after the Civil War, “revolutions may go backward.” Though freedom can be achieved, it may also be taken away. This happened, for example, when the equal rights granted to former slaves immediately after the Civil War were essentially nullified during the era of
  • 209. segregation. As was said in the eighteenth century, the price of freedom is eternal vigilance. In the early twenty- first century, freedom continues to play a central role in American political and social life and thought. It is invoked by individuals and groups of all kinds, from critics of economic globalization to those who seek to secure American freedom at home and export it abroad. I hope that Give Me Liberty! will offer beginning students a clear account of the course of American history, and of its central theme, freedom, which today remains as varied, contentious, and ever- changing as America itself. A C K N O W L E D G M E N T S All works of history are, to a considerable extent, collaborative books, in that every writer builds on the research and writing of previous scholars. This is especially true of a textbook that covers the entire American experience, over more than five centuries. My greatest debt is to the innumerable historians on whose work I have drawn in preparing this volume. The Suggested Reading list at the end of the book offers only a brief introduction to the vast body of histor- ical scholarship that has influenced and informed this book. More specifically, however, I wish to thank the following scholars, who generously read portions
  • 210. of this work and offered valuable comments, criticisms, and suggestions: Joel Benson, Northwest Missouri State University Lori Bramson, Clark College Tonia Compton, Columbia College Adam Costanzo, Texas A&M University Carl Creasman Jr., Valencia College Blake Ellis, Lone Star College– CyFair Carla Falkner, Northeast Mississippi Community College Van Forsyth, Clark College A C K N O W L E D G M E N T S ★ xxiii xxiv ★ A C K N O W L E D G M E N T S Aram Goudsouzian, University of Memphis Michael Harkins, Harper College Sandra Harvey, Lone Star College– CyFair Robert Hines, Palo Alto College Traci Hodgson, Chemeketa Community College Tamora Hoskisson, Salt Lake Community College William Jackson, Salt Lake Community College Alfred H. Jones, State College of Florida David Kiracofe, Tidewater Community College Brad Lookingbill, Columbia College Jennifer Macias, Salt Lake Community College Thomas Massey, Cape Fear Community College Derek Maxfield, Genesee Community College Marianne McKnight, Salt Lake Community College Jonson Miller, Drexel University Ted Moore, Salt Lake Community College Robert Pierce, Foothills College Ernst Pinjing, Minot State University
  • 211. Harvey N. Plaunt, El Paso Community College Steve Porter, University of Cincinnati John Putman, San Diego State University R. Lynn Rainard, Tidewater Community College Nicole Ribianszky, Georgia Gwinnett College Nancy Marie Robertson, Indiana University— Purdue University Indianapolis John Shaw, Portland Community College Danielle Swiontek, Santa Barbara Community College Richard Trimble, Ocean County College Alan Vangroll, Central Texas College Eddie Weller, San Jacinto College Andrew Wiese, San Diego State University Matthew Zembo, Hudson Valley Community College I am particularly grateful to my colleagues in the Columbia University Department of History: Pablo Piccato, for his advice on Latin American his- tory; Evan Haefeli and Ellen Baker, who read and made many suggestions for improvements in their areas of expertise (colonial America and the history of the West, respectively); and Sarah Phillips, who offered advice on treating the history of the environment. I am also deeply indebted to the graduate students at Columbia University’s Department of History who helped with this project. For this edition, Michael A C K N O W L E D G M E N T S ★ xxv
  • 212. “Mookie” Kidackel offered invaluable assistance in gathering material related to borderlands and Western history. For previous editions, Theresa Ventura assisted in locating material for new sections placing American history in a global context, April Holm did the same for new coverage of the history of American religion and debates over religious freedom, James Delbourgo con- ducted research for the chapters on the colonial era, and Beverly Gage did the same for the twentieth century. In addition, Daniel Freund provided all- around research assistance. Victoria Cain did a superb job of locating images. I also want to thank my colleagues Elizabeth Blackmar and Alan Brink ley for offer- ing advice and encouragement throughout the writing of this book. I am also grateful to students who, while using the textbook, pointed out to me errors or omissions that I have corrected in this edition: Jordan Farr, Chris Jendry, Rafi Metz, Samuel Phillips- Cooper, Richard Sereyko, and David Whittle. Many thanks to Joshua Brown, director of the American Social History Project, whose website, History Matters, lists innumerable online resources for the study of American history. Thanks also to the instructors who helped build our robust digital resource and ancillary package. The new InQuizitive for History was developed by Tonia M. Compton (Columbia
  • 213. College), Matt Zembo (Hudson Valley Community College), Jodie Steeley (Merced Commu- nity College District), Bill Polasky (Stillman Valley High School), and Ken Adler (Spring Valley High School). Our new History Skills Tutorials were created by Geri Hastings. The Coursepack was thoroughly updated by Beth Hunter (University of Alabama at Birmingham). Allison Faber (Texas A&M University) and Ben Williams (Texas A&M University) revised the Lecture PowerPoint slides. And our Test Bank and Instructor’s Manual were revised to include new questions authored by Robert O’Brien (Lone Star College– CyFair and Tamora M. Hoskisson (Salt Lake Community College). At W. W. Norton & Company, Steve Forman was an ideal editor— patient, encouraging, and always ready to offer sage advice. I would also like to thank Steve’s editorial assistants, Travis Carr and Kelly Rafey, and associate edi- tor, Scott Sugarman, for their indispensable and always cheerful help on all aspects of the project; Ellen Lohman and Bob Byrne for their careful copy- editing and proofreading work; Stephanie Romeo and Fay Torresyap for their resourceful attention to the illustrations program; Hope Miller Goodell and Chin- Yee Lai for their refinements of the book design; Leah Clark, Tiani Ken- nedy, and Debra Morton- Hoyt for splendid work on the covers
  • 214. for the Fifth Edi- tion; Jennifer Barnhardt for keeping the many threads of the project aligned and then tying them together; Sean Mintus for his efficiency and care in book production; Laura Wilk for orchestrating the rich media package that accom- panies the textbook; Jessica Brannon- Wranowsky for the terrific new web xxvi ★ A C K N O W L E D G M E N T S quizzes and outlines; Sarah England Bartley, Steve Dunn, and Mike Wright for their alert reads of the U.S. survey market and their hard work in helping establish Give Me Liberty! within it; and Drake McFeely, Roby Harrington, and Julia Reidhead for maintaining Norton as an independent, employee- owned publisher dedicated to excellence in its work. Many students may have heard stories of how publishing companies alter the language and content of textbooks in an attempt to maximize sales and avoid alienating any potential reader. In this case, I can honestly say that W. W. Norton allowed me a free hand in writing the book and, apart from the usual editorial corrections, did not try to influence its content at all. For this I thank them, while I accept full responsibility for the interpretations pre-
  • 215. sented and for any errors the book may contain. Since no book of this length can be entirely free of mistakes, I welcome readers to send me corrections at [email protected] My greatest debt, as always, is to my family— my wife, Lynn Garafola, for her good- natured support while I was preoccupied by a project that con- sumed more than its fair share of my time and energy, and my daughter, Daria, who while a ninth and tenth grader read every chapter as it was written and offered invaluable suggestions about improving the book’s clarity, logic, and grammar. Eric Foner New York City July 2016 http://[email protected] W. W. Norton offers a robust digital package to support teaching and learning with Give Me Liberty! These resources are designed to make students more effec- tive textbook readers, while at the same time developing their critical thinking and history skills. R E S O U R C E S F O R S T U D E N T S All resources are available through digital.wwnorton.com/givemeliberty5sv2 with the access card at the front of this text.
  • 216. N O R T O N I N Q U I Z I T I V E F O R H I S T O R Y Norton InQuizitive for history is an adaptive quizzing tool that improves stu- dents’ understanding of the themes and objectives from each chapter, while honing their critical- analysis skills with primary source, image, and map anal- ysis questions. Students receive personalized quiz questions with detailed, guiding feedback on the topics in which they need the most help, while the engaging, gamelike elements motivate them as they learn. G I V E M E L I B E R T Y ! D I G I T A L R E S O U R C E S F O R S T U D E N T S A N D I N S T R U C T O R S ★★ http://digital.wwnorton.com/givemeliberty5sv2 H I S T O R Y S K I L L S T U T O R I A L S The History Skills Tutorials feature three modules— Images, Documents, and Maps— to support students’ development of the key skills needed for the his- tory course. These tutorials feature videos of Eric Foner modeling the analysis process, followed by interactive questions that will challenge students to apply what they have learned. S T U D E N T S I T E
  • 217. The free and easy- to- use Student Site offers additional resources for students to use outside of class. Resources include interactive iMaps from each chapter, author videos, and a comprehensive Online Reader with a collection of histori- cal longer works, primary sources, novellas, and biographies. E B O O K Free and included with new cop- ies of the text, the Norton Ebook Reader provides an enhanced reading experience that works on all computers and mobile devices. Features include intuitive highlighting, note- taking, and bookmarking as well as pop- up definitions and enlargeable maps and art. Direct links to InQuizitive also appear in each chapter. Instructors can focus student reading by sharing notes with their classes, including embedded images and video. Reports on student and class- wide access and time on task allow instructors to monitor student reading and engagement. R E S O U R C E S F O R I N S T R U C T O R S All resources are available through www.wwnorton.com/instructors. N O R T O N C O U R S E P A C K S
  • 218. Easily add high- quality digital media to your online, hybrid, or lecture course— all at no cost to students. Norton’s Coursepacks work within your existing Learning Management System and are ready to use and easy to customize. The coursepack offers a diverse collection of assignable and assessable resources: Primary Source Exercises, Guided Reading Exercises, Review Quizzes, U.S. History Tours powered by Google Earth, Flashcards, Map Exercises, and all of the resources from the Student Site. N O R T O N A M E R I C A N H I S T O R Y D I G I T A L A R C H I V E The Digital Archive offers roughly 2,000 additional primary source images, audio, and video files spanning American history that can be used in assign- ments and lecture presentations. T E S T B A N K The Test Bank is authored by Rob- ert O’Brien, Lone Star College– CyFair, and Tamora M. Hoskisson, Salt Lake City Community Col- lege, and contains more than 4,000 multiple- choice, true/false, short- answer, and essay questions. http://www.wwnorton.com/instructors I N S T R U C T O R ’ S M A N U A L The Instructor’s Manual contains detailed Chapter Summaries,
  • 219. Chapter Out- lines, Suggested Discussion Questions, and Supplemental Web, Visual, and Print Resources. L E C T U R E A N D A R T P O W E R P O I N T S L I D E S The Lecture PowerPoint sets authored by Allison Faber, Texas A&M University, and Ben Williams, Texas A&M University, combine chapter review, art, and maps. ★ A N A M E R I C A N H I S T O R Y ★ G I V E M E L I B E R T Y ! ★ A N A M E R I C A N H I S T O R Y ★ S E AG U L L F I F T H E D I T ION V o l u m e 2 : F r o m 1 8 6 5 “ W H A T I S F R E E D O M ? ” : R E C O N S T R U C T I O N ★ C H A P T E R 1 5 ★ 1 8 6 5 – 1 8 7 7 F O C U S Q U E S T I O N S
  • 220. • What visions of freedom did the former slaves and slaveholders pursue in the postwar South? • What were the sources, goals, and competing visions for Reconstruction? • What were the social and political effects of Radical Reconstruction in the South? • What were the main factors, in both the North and South, for the abandonment of Reconstruction? O n the evening of January 12, 1865, less than a month after Union forces captured Savannah, Georgia, twenty leaders of the city’s black com- munity gathered for a discussion with General William T. Sherman and Secretary of War Edwin M. Stanton. Mostly Baptist and Methodist minis- ters, the group included several men who within a few years would assume prominent positions during the era of Reconstruction that followed the Civil War. Ulysses S. Houston, pastor of the city’s Third African Baptist Church, and James Porter, an episcopal religious leader who had operated a secret school for black children before the war, in a few years would win election to the Georgia
  • 221. 564 ★ • C H R O N O L O G Y • 1865 Special Field Order 15 Freedmen’s Bureau established Lincoln assassinated; Andrew Johnson becomes president 1865– Presidential Reconstruction 1867 Black Codes 1866 Civil Rights Bill Ku Klux Klan established 1867 Reconstruction Act of 1867 Tenure of Office Act 1867– Radical Reconstruction 1877 of 1867 1868 Impeachment and trial of President Johnson Fourteenth Amendment ratified
  • 222. 1869 Inauguration of Ulysses S. Grant Women’s rights organization splits into two groups 1870 Hiram Revels, first black U.S. senator Fifteenth Amendment ratified 1870– Enforcement Acts 1871 1872 Liberal Republicans established 1873 Colfax Massacre Slaughterhouse Cases National economic depression begins 1876 United States v. Cruikshank 1877 Bargain of 1877 • • legislature. James D. Lynch, who had been born free in Baltimore and educated in New Hampshire, went on to serve as secretary of state of Mississippi.
  • 223. The conversation revealed that the black leaders brought out of slavery a clear defini- tion of freedom. Asked what he understood by slavery, Garrison Frazier, a Baptist minister chosen as the group’s spokesman, responded that it meant one person’s “receiving by irre- sistible power the work of another man, and not by his consent.” Freedom he defined as “placing us where we could reap the fruit of our own labor, and take care of ourselves.” The way to accomplish this was “to have land, and turn it and till it by our own labor.” Frazier in- sisted that blacks possessed “sufficient intelli- gence” to maintain themselves in freedom and enjoy the equal protection of the laws. Sherman’s meeting with the black leaders foreshadowed some of the radical changes that would take place during the era known as Reconstruction (meaning, literally, the re- building of the shattered nation). In the years following the Civil War, former slaves and their white allies, North and South, would seek to redefine the meaning and bound- aries of American freedom. Previously an entitlement of whites, freedom would be expanded to include black Americans. The laws and Constitution would be rewritten to guarantee African- Americans, for the first time in the nation’s history, recognition as citizens and equality before the law. Black men would be granted the right to vote, ushering in a period of interracial democ- racy throughout the South. Black schools, churches, and other institutions would flour-
  • 224. ish, laying the foundation for the modern African- American community. Many of the advances of Reconstruction would prove “ W H AT I S F R E E D O M ? ”: R E C O N S T R U C T I O N ★ 565 566 ★ C H A P T E R 1 5 “ W h a t I s F r e e d o m ? ”: R e c o n s t r u c t i o n temporary, swept away during a campaign of violence in the South and the North’s retreat from the ideal of equality. But Reconstruction laid the founda- tion for future struggles to extend freedom to all Americans. All this, however, lay in the future in January 1865. Four days after the meet- ing, Sherman responded to the black delegation by issuing Special Field Order 15. This set aside the Sea Islands and a large area along the South Carolina and Georgia coasts for the settlement of black families on forty- acre plots of land. He also offered them broken- down mules that the army could no longer use. In Sherman’s order lay the origins of the phrase “forty acres and a mule,” that would reverberate across the South in the next few years. By June, some 40,000 freed slaves had been settled on “Sherman land.” Among the emancipated slaves, Sherman’s order raised hopes that the end of slavery would be accompa-
  • 225. nied by the economic independence that they, like other Americans, believed essential to genuine freedom. T H E M E A N I N G O F F R E E D O M With the end of the Civil War, declared an Illinois congressman in 1865, the United States was a “new nation,” for the first time “wholly free.” The destruc- tion of slavery, however, made the definition of freedom the central question on the nation’s agenda. “What is freedom?” asked Congressman James A. Garfield in 1865. “Is it the bare privilege of not being chained? If this is all, then freedom is a bitter mockery, a cruel delusion.” Did freedom mean simply the absence of slavery, or did it imply other rights for the former slaves, and if so, which ones: equal civil rights, the vote, ownership of property? During Reconstruc- tion, freedom became a terrain of conflict, its substance open to different, often contradictory interpretations. Out of the conflict over the meaning of freedom arose new kinds of relations between black and white southerners, and a new definition of the rights of all Americans. Blacks and the Meaning of Freedom African- Americans’ understanding of freedom was shaped by their experiences as slaves and their observation of the free society around them. To begin with, freedom meant escaping the numerous injustices of slavery—
  • 226. punishment by the lash, the separation of families, denial of access to education, the sexual exploitation of black women by their owners— and sharing in the rights and opportunities of American citizens. “If I cannot do like a white man,” Henry Adams, an emancipated slave in Louisiana, told his former master in 1865, “I am not free.” T H E M E A N I N G O F F R E E D O M ★ 567 Blacks relished the opportunity to demonstrate their liberation from the regulations, significant and trivial, associated with slavery. They openly held mass meetings and religious ser- vices free of white supervision, and they acquired dogs, guns, and liquor, all barred to them under slavery. No longer required to obtain a pass from their owners to travel, former slaves throughout the South left the planta- tions in search of better jobs, family members, or simply a taste of personal liberty. Many moved to southern towns and cities, where, it seemed, “freedom was free- er.” Families in Freedom With slavery dead, institutions that had existed before the war, like the
  • 227. black family, free blacks’ churches and schools, and the secret slave church, were strengthened, expanded, and freed from white supervision. The family was central to the postemancipation black community. Former slaves made remarkable efforts to locate loved ones from whom they had been separated under slavery. One northern reporter in 1865 encountered a freedman who had walked more than 600 miles from Georgia to North Carolina, searching for the wife and children from whom he had been sold away before the war. Meanwhile, widows of black soldiers successfully claimed survivors’ pensions, forcing the federal government to acknowledge the validity of prewar relation- ships that slavery had attempted to deny. But while Reconstruction witnessed the stabilization of family life, free- dom subtly altered relationships within the family. Emancipation increased the power of black men and brought to many black families the nineteenth- century notion that men and women should inhabit separate “spheres.” Immediately after the Civil War, planters complained that freedwomen had “withdrawn” from field labor and work as house servants. Many black women preferred to devote more time to their families than had been possible under slavery, and men considered it a badge of honor to see their wives remain at
  • 228. home. Eventually, the dire poverty of the black community would compel a What visions of freedom did the former slaves and slaveholders pursue in the postwar South? Family Record, a lithograph marketed to former slaves after the Civil War, is an idealized portrait of a middle- class black family, with scenes of slavery and freedom. 568 ★ C H A P T E R 1 5 “ W h a t I s F r e e d o m ? ”: R e c o n s t r u c t i o n far higher proportion of black women than white women to go to work for wages. Church and School At the same time, blacks abandoned white- controlled religious institutions to create churches of their own. On the eve of the Civil War, 42,000 black Method- ists worshiped in biracial South Carolina churches; by the end of Reconstruction, only 600 remained. The rise of the independent black church, with Methodists and Baptists commanding the largest followings, redrew the religious map of the South. As the major institution independent of white control, the church played a central role in the black community. A place of worship, it also housed
  • 229. schools, social events, and political gatherings. Black ministers came to play a major role in politics. Some 250 held public office during Reconstruction. Another striking example of the freedpeople’s quest for individual and com- munity improvement was their desire for education. Education, declared a Mis- sissippi freedman, was “the next best thing to liberty.” The thirst for learning sprang from many sources— a desire to read the Bible, the need to prepare for the economic marketplace, and the opportunity, which arose in 1867, to take part in politics. Blacks of all ages flocked to the schools established by north- ern missionary societies, the Freedmen’s Bureau, and groups of ex- slaves them- selves. Northern journalist Sidney Andrews, who toured the South in 1865, was impressed by how much education also took place outside of the classroom: “I had occasion very frequently to notice that porters in stores and laboring men in warehouses, and cart drivers on the streets, had spelling books with them, and were studying them during the time they were not occupied with their work.” Reconstruction also witnessed the creation of the nation’s first black colleges, including Fisk University in Tennessee, Hampton Institute in Virginia, and How- ard University in the nation’s capital. Political Freedom
  • 230. In a society that had made political participation a core element of freedom, the right to vote inevitably became central to the former slaves’ desire for empow- erment and equality. As Frederick Douglass put it soon after the South’s surren- der in 1865, “Slavery is not abolished until the black man has the ballot.” In a “monarchial government,” Douglass explained, no “special” disgrace applied to those denied the right to vote. But in a democracy, “where universal suffrage is the rule,” excluding any group meant branding them with “the stigma of infe- riority.” As soon as the Civil War ended, and in some parts of the South even earlier, free blacks and emancipated slaves claimed a place in the public sphere. T H E M E A N I N G O F F R E E D O M ★ 569 They came together in conventions, parades, and petition drives to demand the right to vote and, on occasion, to organize their own “freedom ballots.” Anything less than full citizenship, black spokesmen insisted, would betray the nation’s democratic promise and the war’s meaning. Speakers at black conventions reminded the nation of Crispus Attucks, who fell at the Boston Massacre, and of black soldiers’ contribution to the War of
  • 231. 1812 and during “the bloody struggle through which we have just passed.” To demonstrate their patriot ism, blacks throughout the South organized Fourth of July celebrations. For years after the Civil War, white southerners would “shut themselves within doors” on Independence Day, as a white resident of Charleston recorded in her diary, while former slaves commemorated the holiday themselves. Land, Labor, and Freedom Former slaves’ ideas of freedom, like those of rural people throughout the world, were directly related to landownership. Only land, wrote Merrimon Howard, a freedman from Mississippi, would enable “the poor class to enjoy the sweet boon of freedom.” On the land they would develop independent communities free of white control. Many former slaves insisted that through their unpaid labor, they had acquired a right to the land. “The property which they hold,” declared an Alabama black convention, “was nearly all earned by the sweat of our brows.” In some parts of the South, blacks in 1865 seized property, insisting that it belonged to them. On one Tennessee plantation, former slaves claimed to be “joint heirs” to the estate and, the owner complained, took up residence “in the rooms of my house.”
  • 232. In its individual elements and much of its language, former slaves’ defini- tion of freedom resembled that of white Americans— self- ownership, family stability, religious liberty, political participation, and economic autonomy. But these elements combined to form a vision very much their own. For whites, freedom, no matter how defined, was a given, a birthright to be defended. For African- Americans, it was an open- ended process, a transformation of every aspect of their lives and of the society and culture that had sustained slavery in the first place. Although the freedpeople failed to achieve full freedom as they understood it, their definition did much to shape national debate during the turbulent era of Reconstruction. Masters without Slaves Most white southerners reacted to military defeat and emancipation with dis- may, not only because of the widespread devastation but also because they must now submit to northern demands. “The demoralization is complete,” wrote a What visions of freedom did the former slaves and slaveholders pursue in the postwar South? 570 ★ C H A P T E R 1 5 “ W h a t I s F r e e d o m ? ”: R e c o n s t r u c t i o n
  • 233. Georgia girl. “We are whipped, there is no doubt about it.” The appalling loss of life, a disaster without parallel in the American experience, affected all classes of southerners. Nearly 260,000 men died for the Confederacy— more than one- fifth of the South’s adult male white population. The wholesale destruction of work animals, farm buildings, and machinery ensured that economic revival would be slow and painful. In 1870, the value of property in the South, not counting that represented by slaves, was 30 percent lower than before the war. Planter families faced profound changes in the war’s aftermath. Many lost not only their slaves but also their life savings, which they had patriotically invested in now- worthless Confederate bonds. Some, whose slaves departed the plantation, for the first time found themselves compelled to do physical labor. General Braxton Bragg returned to his “once prosperous” Alabama home to find “all, all was lost, except my debts.” Bragg and his wife, a woman “raised in affluence,” lived for a time in a slave cabin. Gin House Slave Quarters Gin House
  • 234. Cane Pope Nancy Pope Jim ReidJoe Bug Frank Maxey Lizzie Dalton Sabrina Dalton Tom Wright Ben Thomas Lem Bryant Willis Bryant Gus Barrow Lewis Watson Reuben Barrow Peter Barrow Omy Barrow Milly Barrow Church School
  • 235. "Granny" Landlord’s House Handy Barrow Old Isaac Calvin ParkerTom Tang Beckton Barrow Lem Douglas Tom ThomasMaster'sHouse Wright's Branch Branch Cre ek Sy ll's F ork Wright's Branch Bran ch C
  • 236. reek Sy ll's F ork Li tt le R iv er Li tt le R iv er 18811860 T H E B A R R O W P L A N TAT I O N Two maps of the Barrow plantation illustrate the effects of emancipation on rural life in the South. In 1860, slaves lived in communal quarters near the owner’s house. Twenty-one years
  • 237. later, former slaves working as sharecroppers lived scattered across the plantation and had their own church and school. T H E M E A N I N G O F F R E E D O M ★ 571 Southern planters sought to implement an understanding of freedom quite different from that of the former slaves. As they struggled to accept the reality of emancipation, most planters defined black freedom in the narrowest manner. As journalist Sidney Andrews discovered late in 1865, “The whites seem wholly unable to comprehend that freedom for the negro means the same thing as free- dom for them. They readily enough admit that the government has made him free, but appear to believe that they have the right to exercise the same old control.” Southern leaders sought to revive the antebellum definition of freedom as if noth- ing had changed. Freedom still meant hierarchy and mastery; it was a privilege not a right, a carefully defined legal status rather than an open- ended entitlement. Certainly, it implied neither economic autonomy nor civil and political equality. “A man may be free and yet not independent,” Mississippi planter Samuel Agnew observed in his diary in 1865. A Kentucky newspaper summed up the stance of much of the white South: the former slave was “free, but free only to labor.”