Powerpoint for workshop

1. Solving History’s Economic Mysteries 4:
Westward Expansion
Deborah Kozdras, Ph.D.
University of South Florida
Stavros.coedu.usf.edu
dkozdras@usf.edu
http://tinyurl.com/historymystery3
4

2. Decisionomics: Consequences of
Decisions in Westward Expansion
• http://www.c3teachers.org/wp-
content/uploads/2015/09/NewYork_7_Westw
ard_Migration.pdf
SS.8.A.4.1 - Examine the causes, course, and consequences of United States westward
expansion and its growing diplomatic assertiveness (War of 1812, Convention of 1818,
Adams-‐Onis Treaty, Missouri Compromise, Monroe Doctrine, Trail of Tears, Texas
annexation, Manifest Destiny, Oregon Territory, Mexican American War/Mexican Cession,
California Gold Rush, Compromise of 1850, Kansas Nebraska Act, Gadsden Purchase).

3. Westward Expansion
Through Postage Stamps
Westward expansion through postage stamps.
http://www.smithsoniansource.org/display/lessonplan/viewdetails.
aspx?TopicId=1000&LessonPlanId=1017

4. Northwest Ordinance EDBQ:
What were the decisions? What are costs/benefits?
Art. 1. No person shall be persecuted for their beliefs,
including religion and choice of worship, in the area that
they are choosing to live.
Art. 2. Anyone living in one of the territories will still be
allowed to their rights of trial by jury, search and seizure
and all other measures that are allowed under the bill of
rights to defending themselves.
Art. 3. … schools and the means of education shall
forever be encouraged. The utmost good faith shall
always be observed towards the Indians; their lands and
property shall never be taken from them without their
consent; and, in their property, rights, and liberty, they
shall never be invaded or disturbed, unless in just and
lawful wars authorized by Congress…
Art. 4. This territory, and the States which may be
formed, shall forever remain a part of the United States
of America… The navigable waters leading into the
Mississippi and St. Lawrence, and the carrying places
between the same; shall be common highways and
forever free, as well to the inhabitants of the territory as
to the citizens of the United States.
Art. 6. There shall be no slavery in the territory,
otherwise than in the punishment of crimes whereof the
party shall have been convicted.
Timeline: http://www.in.gov/history/images/nwmap.gif

5. Manifest Destiny

6. Louisiana Purchase 1803: Decisions and Economic Consequences
• Was it a benefit or a
cost to the economy?
https://www.monticello.org/site/jefferson/louisiana-purchase
http://thelouisianapurchasedbq.weebly.com/document-f.html

7. Lewis and Clark
1804:
QR and Nickel Activity
Westward journey nickel
series
https://www.usmint.gov/kids/
teachers/lessonPlans/pdf/wjn
sResourceGuide.pdf
Describe each nickel and tell
why the images were
important to the expedition.
For more primary sources:
http://huntington.org/upload
edFiles/Files/PDFs/LHTHLewis
Clark.pdf
https://www.loc.gov/exhibits/
lewisandclark/

8. Embargo Act 1807: Economic Consequences
Problem: In 1805 France controlled much of Europe. Britain mastered the seas.
Decision: Napoleon stopped British goods from being imported into Europe.
What are the costs/benefits? What are future consequences of the decision?

9. Events Leading to Embargo Act
• 1805, France controlled
land in Europe.
• England controlled the
sea.
Napoleon decided to close
ports to stop British goods
from export to Europe.
• 1806, Britain passed Orders
in Council: U.S. ships must
stop at British port before
landing in other European
port
Napoleon demanded seizure
of any ship that landed in
Britain before Europe • This hurt U.S. economy so
1807 Jefferson passed
Embargo Act that
stopped imports and
exports from U.S. ports
. Embargo shut down New
England trade and left
South and West with unsold
goods

10. Want were the impacts of the Embargo Act on trade?
More War of 1812 documents http://neh.niagara.edu/assets/docs/DBQ-Documents.pdf

11. Economic Consequences of Embargo Act
What do you see?
(consider
ograbme as an
anagram or
reversgram)
Another anagram
was Mob rage.
What do you
think? Who does
the man with the
barrel represent?
What is he trying
to do? What
country does the
ship belong to?
What is the ship
waiting for?
What do you
wonder?
Is this cartoon for
or against the act?
Decision: Embargo Act passed in 1807
Consequences: Embargo shut down New England trade and left South
and West with unsold goods so by 1808 illegal trade across U.S./Canada
(not yet a country) border was rampant.

12. War of 1812
Resources for Kids: https://www.nps.gov/subjects/warof1812/for-kids.htm
More primary source docs: http://neh.niagara.edu/assets/docs/DBQ-Documents.pdf
http://www.ehsfaculty.org/history/tsmith/Site/student_created_DBQS_files/Sorensen%20DBQ%
0Project%20War%20of%201812.pdf

13. Monroe Doctrine
President Monroe Enforces The Monroe Doctrine – 1823
President James Monroe boldly proclaimed The Western Hemisphere closed to European
colonization. If Europe observed this, The U.S. would not intervene in Europe’s affairs.
“ . . . the American continents, by the free and independent condition which they have
assumed and maintain . . . Henceforth not to be considered as subjects for future colonization
by any European powers . . .” President Monroe’s message to Congress, December 2, 1823
https://multimedialearning.org/FreeDownloads/2010/MonroeDoctrineCartoons.pdf

14. Adams Onis Treaty 1821
https://www.polk-fl.net/staff/teachers/tah/documents/floridaflavor/lessons/B-9.pdf
Treaty http://www.tamu.edu/faculty/ccbn/dewitt/adp/archives/documents/adams_oniz_treaty.html
https://www.floridamemory.com/blog/2012/07/17/9-the-united-states-formally-takes-control-of-florida/

15. Florida: East and West
• FCIT Passage at grade
level:http://fcit.usf.edu/florida/docs/f/florterr.htm
• FCIT Floripedia Secondary Source from
1905:http://fcit.usf.edu/florida/lessons/cur.htm#trans
fer
• St. Augustine under three flags timeline
http://fcit.usf.edu/florida/docs/s/satimeln.htm )

16. Jefferson’s Covert Negotiations for Purchase of West
Florida from Spain in 1804
James Akin's earliest-known
signed cartoon, "The Prairie Dog"
is an anti-Jefferson satire,
relating to Jefferson's covert
negotiations for the purchase of
West Florida from Spain in 1804.
Jefferson, as a scrawny dog, is
stung by a hornet with
Napoleon's head into coughing
up "Two Millions" in gold coins,
(the secret appropriation
Jefferson sought from Congress
for the purchase). On the right
dances a man (possibly a French
diplomat) with orders from
French minister Talleyrand in his
pocket and maps of East Florida
and West Florida in his hand. He
says, "A gull for the People.”
James Akin's earliest-known
signed cartoon, "The Prairie Dog"
is an anti-Jefferson satire,
relating to Jefferson's covert
negotiations for the purchase of
West Florida from Spain in 1804.
Jefferson, as a scrawny dog, is
stung by a hornet with
Napoleon's head into coughing
up "Two Millions" in gold coins,
(the secret appropriation
Jefferson sought from Congress
for the purchase). On the right
dances a man (possibly a French
diplomat) with orders from
French minister Talleyrand in his
pocket and maps of East Florida
and West Florida in his hand. He
says, "A gull for the People."
1804 Title: The prairie dog sickened at the sting of the hornet
or a diplomatic puppet exhibiting his deceptions / J[ames]
Akin, fect
http://www.loc.gov/pictures/item/2002708977/

17. Castillo de San Marcos FCIT
http://etc.usf.edu/nps/ibooks/ Castillo de San Marcos
Read ibooks on pc http://www.startribune.com/how-to-read-itunes-books-on-your-pc/160428925/
https://chrome.google.com/webstore/detail/readium/fepbnnnkkadjhjahcafoaglimekefifl?hl=en-US
Pg. 7 Interactive timeline, Pg. 99 Manifest Destiny

18. Texas Annexation (image 1844)

19. Oregon Treaty 1846
https://www.loc.gov/law/help/us-treaties/bevans/b-gb-ust000012-0095.pdf
https://research.archives.gov/id/299808

20. Mexican American War: 1846-48
Mexican War EBQ Create an argument about whether
you agree or disagree that President Polk’s decision to
go to war with Mexico was in the best interest of the
United States of America.
Using Documents A-F, consider:
• What was the problem (why did they fight the war)?
• What choices did they have?
• What were the costs of the war?
• What were the benefits of the war?
• What were the future consequences?

21. Mexican American War: Document A
President Polk (1846)
Expansionist President of the US during the war.
The grievous wrong perpetrated by Mexico upon our citizens
throughout a long period of years remain undressed, and solemn
[claims] treaties pledging her public faith for his redress have been
disregarded. A government either unable or unwilling to inforce the
execution of such treaties fails to perform one of its plainest duties.
Instead of this, however, we have been exerting our best efforts to
propitiate her good will. Upon the pretext that Texas, a nation as
independent as herself, thought proper to unite its destinies with our
own, she has affected to believe that we have severed her rightful
territory, and in official proclamations and manifestos has repeatedly
threatened to make war upon us for the purpose of reconquering
Texas. In the meantime, we have tried every effort at reconciliation.
The cup of forbearance had been exhausted even before the
recent information from the frontier of the [Rio Grande] Del Norte. But
now, after reintegrated menaces. Mexico has passed the boundary of
the US, has invaded our territory, and shed American blood upon
American soil. She has proclaimed the hostilities have commenced,
and that the two nations are now at war.

22. Mexican American War: Document B
New York newspaperman John O’Sullivan
O’Sullivan is the expansionist reporter who coined the
phrase “manifest destiny.”
Away, away with all these cobweb tissues of rights of
discovery, exploration, settlement, contiguity, etc . . . The
American claim is by the right of our manifest destiny to
overspread and to possess the whole of the continent
which Providence has given us for the development of
the great experiment of liberty and federative self-
government entrusted to us. It is a right such as that of
the tree to the space of air and earth suitable for the full
expansion of its principle and destiny of growth… it is in
our future far more then in our past or in the past history
of Spanish exploration or French colonial rights, that our
True Title is to be found.

23. Mexican American War: Document C
Miguel Barragan, Dispatch on Texas Colonists (October 31, 1835) Barragan is a
Mexican writing about the American-Texan attitude towards Mexico/Mexicans in
1835.
For a long time the ungrateful Texas colonists have made fun of the national laws of
Mexico; disregarding the fact that Mexico gave them a generous welcome and kept
them close to our bosom; dispensing to them the same-and even more-benefits
than to our sons.
Everytime we have had internal agitation they have thought the Republic weak and
impotent to control their excesses. These have multiplied intensely, producing
insults again and again against the whole of our National Arms.
To the Texas colonists, the word MEXICAN is, and has been, an execrable (being
inferior/less than) word. There has been no insult or violation that our countrymen
have not suffered, including being jailed as “foreigners” in their own country.
All this has reached the point where the flag of rebellion has been raised; the
Texans aspiring shamelessly to take over one of the most precious parts of our land.
Accomplices to this wickedness are adventurers from the state of Louisiana who
foment disturbances and give necessary support to the rebels. The civilized world
will not delay in pronouncing the judgment they deserve for this infamous and
detestable conduct. The Supreme Government knows its duties and knows how to
execute them.
The Government believes that not one Mexican worthy of his country will favor the
treason of foreign rebels, but that if such a misfortunate exists, the power and duty
of punishing him lies in your hands.
God and Liberty!

24. Mexican American War: Document D
Charles DeMorse Gives a Texan’s View of the War with Mexico
(1846) DeMorse is an American-Texan calling on former
Americans to fight the Mexican army.
At last we have a real “sure enough” war on hand: something to
warm the blood and draw out the national enthusiasm. It seems
that the “Magnanimous Mexican Nation” has at last come out of
its chaparral of wordy diplomacy, treachery, meanness and
bombast, and concluded for a little while, quickly with the
though- an opportunity to pay off a little of the debt of
vengeance which has been accumulating since the Massacre of
the Alamo.
We trust that every man of our army, as he points his rifle and
thrusts his, bayonet, will think of his countrymen martyred at
the Alamo, Goliad, and at Mier, whose blood yet cries aloud
from the ground for remembrance and vengeance, and taking a
little closer aim or giving a little stronger thrust, will give his
blow in his country’s cause and an additional “God Speed.”

25. Mexican American War: Document E
Resolution drafted by Charles Sumner (1847) Sumner is an American politician arguing
against the Mexican-American War
Resolved, That the present war with Mexico has its primary origin in the unconstitutional
annexation to the United States of the foreign state of Texas while the same was still at war
with Mexico; that it was unconstitutionally commenced by the order of the President, to
General Taylor, to take military possession of territory in dispute between the United States
and Mexico, and in ' the occupation of Mexico; and that it is now waged ingloriously by a
powerful nation against a weak neighbor unnecessarily and without just cause, at immense
cost of treasure and life, for the dismemberment of Mexico, and for the conquest of a
portion of her territory, from which slavery has already been excluded, with the triple object
of extending slavery, of strengthening the "Slave Power," and of obtaining the control of the
Free States, under the Constitution of the United States.
Resolved, That such a war of conquest, so hateful in its objects, so wanton, unjust, and
unconstitutional in its origin and character, must be regarded as a war against freedom,
against humanity, against justice, against the Union, against the Constitution, and against the
Free States; and that a regard for the true interests and the highest honor of the country, not
less than the impulses of Christian duty, should arouse all good citizens to join in efforts to
arrest this gigantic crime, by withholding supplies', or other voluntary contributions, for its
further prosecution; by calling for the withdrawal of our army within the established limits of
the United States; and in every just way aiding the country to retreat from the disgraceful
position of aggression which it now occupies towards a weak, distracted neighbor and sister
republic.
Resolved, That our attention is directed anew to the wrong and "enormity" of slavery, and to
the tyranny and usurpation of the "Slave Power," as displayed in the history of our country,
particularly in the annexation of Texas and the present war with Mexico . . .

26. Mexican American War: Document F
Mexican general Mariana Arista’s advice to the soldiers of the U.S. Army (1846)
Arista is calling on American soldiers to desert the American army and join the
Mexican cause.
It is to no purpose if they tell you, that the law for the annexation of Texas
justifies your occupation of the Rio Bravo del Norte; for by this act they rob us of a
great part of the Tamaulipas, Coahuila, and New Mexico; and it is barbarous to send
us a handful of men on such an errand against a powerful and warlike nation.
Besides, the most of you are Europeans, and we are the declared friends of a
majority of the nations of Europe. The North Americans are ambitious, overbearing,
and insolent as a nation, and they will only make use of you as vile tools to carry
out their abominable plans of pillage and rapine.
If, in time of action, you wish to espouse our cause, throw away your arms and
run to us, and will embrace you as true friends and Christians. It is not decent nor
prudent to say more. But should any of you render important service to Mexico,
you shall be accordingly considered and preferred.

27. Trail of Tears
1828 . . .
http://florida.pbslearningmedia.org
/resource/akh10.socst.ush.exp.trail/
trail-of-tears/
National Park Service Video
https://www.youtube.com/watch?v
=7LSkfmCj8Jg and exhibits
https://www.nps.gov/trte/learn/hist
oryculture/exhibits.htm
https://www.loc.gov/teachers/classr
oommaterials/presentationsandacti
vities/presentations/immigration/na
tive_american2.html
http://www.polk-
fl.net/staff/teachers/tah/documents
/turningpoints/documentquestions/
b-TrailofTears-Woolwine.pdf

28. California Gold Rush 1848
Letters
• What new information
did you learn by reading
these documents?
• How were the people in
the letters different
from what you'd
imagined?
• How much do the
letters talk about gold?
What else is discussed?
http://www.pbs.org/wgbh/amex/goldrush/peopleevents/e_goldrush.html
http://www.readwritethink.org/classroom-resources/calendar-activities/gold-discovered-california-1848-20403.html
ReadWriteThink Letter Generator
to create your own letter.

29. Missouri Compromise: 1820
Choices: Free vs. Slave
What were costs/benefits of choices?
What was the decision? What were future consequences?
https://www.youtube.com/watch?v=JTSbn5cE4LA

30. Compromise of 1850: Overturned Missouri
Compromise
http://www.ushistory.org/us/30d.asp

31. Gadsden Purchase: 1853-54
https://www.youtube.com/watch?v=gjor2oPV0Ho

32. Kansas Nebraska Act 1854: Interactive
Choices: Free vs. Slave What were costs/benefits of choices?
What was the decision? What were future consequences?
TED ED Video http://ed.ted.com/lessons/the-legislation-that-birthed-the-republican-party-ben-labaree-jr

33. Building an Argument
Here are my reasons!
1. _________________
_________________
_________________
2. _________________
_________________
_________________
3. _________________
_________________
_________________
You could argue that…
_____________________
_____________________
_____________________
_____________________
_____________________
. . .but here is the
weakness . . .
_____________________
_____________________
_____________________
Here is what I think . . .
Evidence to back up my reasons
Strong Ending: So this is what I think again!
______________________________________________
______________________________________________
______________________________________________

34. Answers
Jefferson: 1, 4, 8, 10
Hamilton: 2, 3, 5, 6, 7, 9
See handout for explanations
http://www.instituteofplay.org/work/projects/print-play-games-2/socratic-smackdown/

35. ReadWriteThink Activity
Using images from FCIT
Clip Art Galleries, create
trading cards for
influential people.
http://etc.usf.edu/clipart/galleries/713-people

36. Great Figures Bookmarks
https://www.richmondfed.org/publications/education/historical_figure_bookmarks