America History, Volume II

676 Pages·049.674 MB·English

by  James A. Henretta, Eric Hinderaker, Rebecca Edwards, Robert O. Self

BEDFORD INTEGRATED MEDIA How to Analyze Primary Sources
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Analyzing a written document
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• What point of view does it reflect?
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• What can the document tell us about the individual who produced it and
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Analyzing a visual source
1. Go to bedfordstmartins.com/henretta.
• Who made the image or artifact, and how was it made?
2. Click to enter your student access code. Enter it exactly as it appears • When and where was the image or artifact made?
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• What message or messages is it trying to convey?
For technical support, visit macmillanhighered.com/techsupport. • How could it be interpreted differently depending on who viewed or used
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• What can this visual source tell us about the individual who produced it
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About the cover image
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Celebrating Community in a Diverse Nation
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Festivals, parades, fairs, and other celebratory social events have played an important
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role in American history. In a strikingly diverse nation, such events have allowed
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distinct communities to forge their own identities in the crowded American public
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sphere. The relationship between group and national identity is a prominent and
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inescapable theme in American history. Here a float sponsored by the G.I. Forum, a
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Mexican American civil rights group, proceeds along State Street in Chicago during
the Mexican Independence Day parade in 1963. 35
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Available Volumes 38
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Volume 1: To 1877 Volume 2: Since 1865
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AmericA’s
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History
e i g H t H e d i t i o n
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Volume 2: since 1865 12
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James A. Henretta
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University of Maryland 21
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eric Hinderaker
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University of Utah
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rebecca edwards 28
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Vassar College
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robert o. self 32
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Brown University
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1 For Bedford/St. Martin’s
2 Publisher for History: Mary V. Dougherty
3 Executive Editor for History: William J. Lombardo
4 Director of Development for History: Jane Knetzger
5 Senior Developmental Editor: Laura Arcari
6 Production Editor: Annette Pagliaro Sweeney
7 Senior Production Supervisor: Jennifer Peterson
Executive Marketing Manager: Sandra McGuire
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Associate Editor: Robin Soule
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Editorial Assistant: Victoria Royal
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Copyeditor: Susan Zorn
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Indexer: Leoni Z. McVey, McVey & Associates, Inc.
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Cartography: Mapping Specialists, Ltd.
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Photo Researchers: Pembroke Herbert and Sandi Rygiel, Picture Research Consultants, Inc.
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Senior Art Director: Anna Palchik
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Text Designer: Maureen McCutcheon
16 Cover Designer: Marine Miller
17 Cover Art: Mexican-American Parade. Chicago, Illinois, 1963. The Granger Collection, NYC — All Rights Reserved.
18 Composition: Jouve
19 Printing and Binding: RR Donnelley and Sons
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21 President, Bedford/St. Martin’s: Denise B. Wydra
22 Director of Marketing: Karen R. Soeltz
23 Production Director: Susan W. Brown
Director of Rights and Permissions: Hilary Newman
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Copyright © 2014, 2011, 2008, 2004 by Bedford/St. Martin’s
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all rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by
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any means, electronic, mechanical, photocopying, recording, or otherwise, except as may be expressly permitted by the
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applicable copyright statutes or in writing by the Publisher.
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Manufactured in the United States of America.
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For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000)
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35 ISBN: 978–1–4576–2817–7 (Volume 2)
36 ISBN: 978–1–4576–2901–3 (Loose-leaf)
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Preface
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Why This Book This Way 2
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History classrooms present a unique dilemma. How do energy and creativity, as well as our wide experience in 8
we offer our students a basic understanding of key events the study of history, infuse every page that follows. 9
and facts while inviting them to see the past not as a The core of a textbook is its narrative, and we have 10
rote list of names and dates but as the fascinating, con- endeavored to make ours clear, accessible, and lively. In 11
flicted prelude to their lives today? How do we teach it, we focus not only on the marvelous diversity of 12
our students to think like historians? as scholars and peoples who came to call themselves americans, but 13
teachers who go into the classroom every day, we know also on the institutions that have forged a common 14
these challenges well and have composed the eighth national identity. More than ever, we daily confront the 15
edition of America’s History to help instructors meet collision of our past with the demands of the future 16
them. America’s History has long been known for its and the shrinking distance between americans and 17
breadth, balance, and ability to explain to students not others around the globe. to help students meet these 18
just what happened, but why. The latest edition both challenges, we call attention to connections with the 19
preserves and substantially builds upon those strengths. histories of Canada, Latin america, europe, africa, 20
The foundation of our approach lies in our commit- and asia, drawing links between events in the United 21
ment to an integrated history. America’s History com- States and those elsewhere. In our contemporary digi- 22
bines traditional “top down” narratives of political and tal world, facts and data are everywhere. What students 23
economic affairs with “bottom up” narratives of the lived crave is analysis. as it has since its inception, America’s 24
experiences of ordinary people. Our goal is to help stu- History provides students with a comprehensive expla- 25
dents achieve a richer understanding of politics, diplo- nation and interpretation of events, a guide to why his- 26
macy, war, economics, intellectual and cultural life, and tory unfolded as it did and a roadmap for understanding 27
gender, class, and race relations by exploring how devel- the world in which we live. 28
opments in all these areas were interconnected. Our Of course, the contents of this book are only helpful 29
analysis is fueled by a passion for exploring big, conse- if students read and assimilate the material before 30
quential questions. How did a colonial slave society coming to class. So that students will come to class pre- 31
settled by people from four continents become a plural- pared, they now receive access to LearningCurve — 32
ist democracy? How have liberty and equality informed an adaptive, game-like online learning tool that helps 33
the american experience? Questions like these help stu- them master content — when they purchase a new 34
dents understand what’s at stake as we study the past. In copy of America’s History. and because we know that 35
America’s History, we provide an integrated historical your classroom needs are changing rapidly, we are 36
approach and bring a dedication to why history matters excited to announce that America’s History is available 37
to bear on the full sweep of america’s past. with LaunchPad, a new robust interactive e-book built 38
One of the most exciting developments in this edi- into its own course space that makes customizing and 39
tion is the arrival of a new author, eric Hinderaker. an assigning the book and its resources easy and efficient. 40
expert in native and early american history, eric brings to learn more about the benefits of LearningCurve and 41
a fresh interpretation of native and colonial european LaunchPad, see the “Versions and Supplements” sec- 42
societies and the revolutionary atlantic World of the tion on page x. 43
eighteenth century that enlivens and enriches our nar- 44
rative. eric joins James Henretta, long the intellectual 45
anchor of the book, whose scholarly work now focuses 46
A Nine-Part Framework
on law, citizenship, and the state in early america; 47
Rebecca edwards, an expert in women’s and gender Highlights Key Developments 48
history and nineteenth-century electoral politics; and 49
Robert Self, whose work explores the relationship One of the greatest strengths of America’s History is its 502S
between urban and suburban politics, social move- part structure, which helps students identify the key 511S
ments, and the state. together, we strive to ensure that forces and major developments that shaped each era. 52R
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vi Preface: WhY This Book This WaY
1 a four-page part opener introduces each part, using brought about by the rise of corporations and a power-
2 analysis, striking images, and a detailed thematic time­ house industrial economy; immigration and a diverse,
3 line to orient students to the major developments and urbanizing society; and movements for progressive
4 themes of the period covered. New Thematic Under­ reform.
5 standing questions ask students to consider peri- Part 7, “Domestic and Global Challenges, 1890–
6 odization and make connections among chapters. By 1945,” explores america’s rise to world power, the cul-
7 organizing U.S. history into nine distinct periods, tural transformations and political conflicts of the
8 rather than just thirty-one successive chapters, we 1920s, the Great Depression, and the creation of the
9 encourage students to trace changes and continuities welfare state. Part 8, “The Modern State and the Age
10 over time and to grasp connections between political, of Liberalism, 1945–1980,” addresses the postwar per-
11 economic, social, and cultural events. iod, including america’s new global leadership role
12 In this edition, we have reengineered the part struc- during the Cold War; the expansion of federal respon-
13 ture to reflect the most up-to-date scholarship. Pre- sibility during a new “age of liberalism”; and the growth
14 contact native societies and european colonization are of mass consumption and the middle class. Finally,
15 now covered in two distinct parts, allowing us to devote Part 9, “Global Capitalism and the End of the Amer­
16 comprehensive attention to the whole of North amer- ican Century, 1980 to the Present,” discusses the con-
17 ica before the 1760s. We have also added an additional servative political ascendancy of the 1980s; the end of
18 part bridging the nineteenth and twentieth centuries, the Cold War and rising conflict in the Middle east;
19 bringing fresh perspectives on industrialization, the and globalization and increasing social inequality.
20 “long Progressive era,” and the growth of american
21 global power. together, the nine parts organize the
22 complex history of North america and the United
23 States into comprehensible sections with distinct themes. Hundreds of Sources
24 Part 1, “Transformations of North America,
Encourage Comparative
25 1450–1700,” highlights the diversity and complexity of
26 Native americans prior to european contact, examines and Critical Thinking
27 the transformative impact of european intrusions and
28 the Columbian exchange, and emphasizes the experi- America’s History has long emphasized primary sources.
29 mental quality of colonial ventures. Part 2, “British In addition to weaving lively quotations throughout the
30 North America and the Atlantic World, 1660–1763,” narrative, we offer students substantial excerpts from
31 explains the diversification of British North america historical documents — letters, diaries, autobiographies,
32 and the rise of the British atlantic World and empha- public testimony, and more — and numerous figures
33 sizes the importance of contact between colonists and that give students practice working with data. These
34 Native americans and imperial rivalries among euro- documents allow students to experience the past through
35 pean powers. Part 3, “Revolution and Republican the words and perspectives of those who lived it, to
36 Culture, 1763–1820,” traces the rise of colonial protest understand how historians make sense of the past using
37 against British imperial reform, outlines the ways that data, and to gain skill in interpreting historical evidence.
38 the american Revolution challenged the social order, each chapter contains three source-based features.
39 and explores the processes of conquest, competition, American Voices, a two-page feature in each
40 and consolidation that followed it. chapter, helps students learn to think critically by
41 Part 4, “Overlapping Revolutions, 1800–1860,” comparing texts written from two or more perspec-
42 traces the transformation of the economy, society, and tives. New topics include “The Debate over Free and
43 culture of the new nation; the creation of a democratic Slave Labor,” “Jewish Immigrants in the Industrial
44 polity; and growing sectional divisions. Part 5, “Creat­ economy,” “Theodore Roosevelt: From anti-Populist
45 ing and Preserving a Continental Nation, 1844–1877,” to New Nationalist,” and “Immigration after 1965: Its
46 covers the conflicts generated by america’s empire Defenders and Critics.”
47 building in the West, including sectional political New America Compared features use primary
48 struggles that led to the Civil War and national consoli- sources and data to situate U.S. history in a global con-
49 dation of power during and after Reconstruction. Part text while giving students practice in comparison and
2S50 6, “Industrializing America: Upheavals and Exper­ data analysis. Retooled from the Voices from america
1S51 iments, 1877–1917,” examines the transformations feature from the last edition to include data in addition
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Preface: WhY This Book This WaY vii
to primary sources, these features appear in every their development of Historical Thinking Skills. New 1
chapter on topics as diverse as the fight for women’s Identify the Big Idea questions at the start of every 2
rights in France and the United States, an examination chapter guide student reading and focus their attention 3
of labor laws after emancipation in Haiti and the United on identifying not just what happened, but why. a vari- 4
States, the loss of human life in World War I, and an ety of learning tools from the beginning to the end of 5
analysis of the worldwide economic malaise of the 1970s. each chapter support this big idea focus. as they read, 6
Finally, we are excited to introduce a brand-new students will gain proficiency in Historical Thinking 7
feature to aid you in teaching Historical Thinking Skills via marginal review questions that ask students 8
Skills. a Thinking Like a Historian feature in every to “Identify Causes,” “trace Change over time,” and 9
chapter includes five to eight brief sources organized “Understand Points of View,” among other skills. 10
around a central theme, such as “Beyond the Procla- Where students are likely to stumble over a key con- 11
mation Line,” “Making Modern Presidents,” and “The cept, we boldface it in the text where it is first men- 12
Suburban Landscape of Cold War america.” Students tioned and provide a glossary that defines each term. 13
are asked to analyze the documents and complete a In the Chapter Review section, a set of Review 14
Putting It all together assignment that asks them to Questions is given for the chapter as a whole that 15
synthesize and use the evidence to create an argument. includes a new Thematic Understanding question, 16
Because we understand how important primary sources along with new Making Connections questions that 17
are to the study of history, we are also pleased to offer ask students to consider broader historical issues, 18
for free, when packaged, the all-new companion developments, and continuities and changes over time. 19
reader, Sources for America’s History, featuring a wealth a brief list of More to Explore sources directs students 20
of additional documents. to accessible print and Web resources for additional 21
as in past editions, an outstanding visual program reading. Lastly, a Timeline with a new Key Turning 22
engages students’ attention and gives them practice in Points question reminds students of important events 23
working with visual sources. The eighth edition fea- and asks them to consider periodization. 24
tures over 425 paintings, cartoons, illustrations, photo- 25
graphs, and charts, most of them in full color and more 26
than a quarter new to this edition. Informative captions 27
set the illustrations in context and provide students New Scholarship Includes 28
with background for making their own analysis of the 29
Latest Research and
images in the book. Keenly aware that students lack 30
geographic literacy, we have included dozens of maps Interpretations 31
that show major developments in the narrative, each 32
with a caption to help students interpret what they see. In the new edition, we continue to offer instructors a 33
taken together, these documents, figures, maps, bold account of U.S. history that reflects the latest, 34
and illustrations provide instructors with a trove of most exciting scholarship in the field. Throughout the 35
teaching materials, so that America’s History offers not book, we have given increased attention to political 36
only a compelling narrative, but also — right in the culture and political economy, including the history of 37
text — the rich documentary materials that instructors capitalism, using this analysis to help students under- 38
need to bring the past alive and introduce students to stand how society, culture, politics, and the economy 39
historical analysis. informed one another. 40
With new author eric Hinderaker aboard, we have 41
taken the opportunity to reconceptualize much of the 42
pre-1800 material. This edition opens with two dra- 43
Study Aids Support matically revised chapters marked by closer and more 44
sustained attention to the way Native americans 45
Understanding and Teach
shaped, and were shaped by, the contact experience 46
Historical Thinking Skills and highlighting the tenuous and varied nature of 47
colonial experimentation. These changes carry through 48
The study aids in the eighth edition have been com- the edition in a sharpened continental perspective and 49
pletely revised in the new edition to better support stu- expanded coverage of Native americans, the environ- 502S
dents in their understanding of the material and in ment, and the West in every era. We have also brought 511S
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viii Preface: WhY This Book This WaY
1 closer attention to the patterns and varieties of colonial Lorraine M. Lees, Old Dominion University
2 enterprise and new attention to the atlantic World and John S. Leiby, Paradise Valley Community College
3 the many revolutions — in print, consumption, and Karen Ward Mahar, Siena College
4 politics — that transformed the eighteenth century. timothy R. Mahoney, University of Nebraska–Lincoln
5 In our coverage of the nineteenth century, the dis- eric Mayer, Victor Valley College
6 cussion of slavery now includes material on african Glenn Melancon, Southeastern Oklahoma State
7 american childhood and the impact of hired-out University
8 slaves on black identity. The spiritual life of Joseph James Mills, University of Texas, Brownsville
9 Smith also receives greater attention, as do the complex Frances Mitilineos, Oakton Community College
10 attitudes of Mormons toward slavery. New findings anne Paulet, Humboldt State University
11 have also deepened the analysis of the war with Mexico Thomas Ratliff, Central Connecticut State University
12 and its impact on domestic politics. But the really new Leeann Reynolds, Samford University
13 feature of these chapters is their heightened interna- Jenny Shaw, University of Alabama
14 tional, indeed global, perspective. Courtney Smith, Cabrini College
15 In the post–Civil War chapters, enhanced coverage timothy Thurber, Virginia Commonwealth University
16 of gender, ethnicity, and race includes greater emphasis Sarah e. Vandament, North Lake College of the Dallas
17 on gay and lesbian history and asian and Latino immi- County Community College District
18 gration, alongside the entire chapter devoted to the Julio Vasquez, University of Kansas
19 civil rights movement, a major addition to the last edi- Louis Williams, St. Louis Community College–Forest
20 tion. Finally, we have kept up with recent developments Park
21 with an expanded section on the Obama presidency
22 and the elections of 2008 and 2012.
23 as the authors of America’s History, we know better
24 than anyone else how much this book is the work of
25 other hands and minds. We are indebted to Mary
26 Acknowledgments Dougherty, William J. Lombardo, Dan McDonough,
27 and Jane Knetzger, who oversaw this edition, and Laura
28 We are grateful to the following scholars and teachers arcari, who asked the right questions, suggested a mul-
29 who reported on their experiences with the seventh titude of improvements, and expertly guided the man-
30 edition or reviewed features of the new edition. Their uscript to completion. as usual, Denise B. Wydra and
31 comments often challenged us to rethink or justify our Joan e. Feinberg generously provided the resources
32 interpretations and always provided a check on accu- we needed to produce an outstanding volume. annette
33 racy down to the smallest detail. Pagliaro Sweeney did a masterful job consulting with
34 the authors and seeing the book through the produc-
35 Jeffrey S. adler, University of Florida tion process. Karen R. Soeltz, Sandi McGuire, and
36 Jennifer L. Bertolet, The George Washington University Janie Pierce-Bratcher in the marketing department
37 Vicki Black, Blinn College understood how to communicate our vision to teach-
38 Stefan Bosworth, Hostos Community College ers; they and the members of college and high school
39 tammy K. Byron, Dalton State College sales forces did wonderful work in helping this edition
40 Jessica Cannon, University of Central Missouri reach the classroom. We also thank the rest of our edi-
41 Rose Darrough, Palomar College torial and production team for their dedicated efforts:
42 Petra DeWitt, Missouri University of Science & associate editors Robin Soule and Jen Jovin; editor-
43 Technology ial assistant Victoria Royal; Susan Zorn, who copy-
44 Nancy J. Duke, Daytona State College edited the manuscript; proofreaders arthur Johnson
45 Richard M. Filipink, Western Illinois University and Lindsay DiGianvittorio; art researchers Pembroke
46 Matthew Garrett, Bakersfield College Herbert and Sandi Rygiel at Picture Research Con-
47 Benjamin H. Hampton, Manchester Community sultants, Inc.; text permissions researcher eve Lehmann;
48 College and Great Bay Community College and Kalina Ingham and Hilary Newman, who oversaw
49 Isadora Helfgott, University of Wyoming permissions. Finally, we want to express our apprecia-
2S50 Stephanie Jannenga, Muskegon Community College tion for the invaluable assistance of Patricia Deveneau,
1S51 antoine Joseph, Bryant University who expertly suggested topics and sources for the
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