American Expansion after the Year 1800 - Essay Example

? Week Seven and Eight Discussion Questions HERE) (YOUR HERE) Select one aspect of American expansion after the year 1800. How did this aspect shape U.S. expansion in relation to foreign relations? The Gadsden Purchase, made in 1853 from Mexico, actually eased foreign relations that had been tense for the previous six years between the two countries. In 1848 the Mexican-American war was ended by the Treaty of Guadalupe Hidalgo; however, the next six years brought nothing but tension between the two countries ("Gadsden purchase, 1853-1854," 2010) Mexico and America both claimed the Mesilla Valley for their own country, and Mexico wanted monetary compensation for the attacks that were made upon its people by Native American tribes; they argued that, under the Treaty of Guadalupe Hidalgo, they (America) had agreed to protect Mexico from Native American attacks ("Gadsden purchase, 1853-1854," 2010). America refused, reminding the government of Mexico that the terms that had already been agreed to in the Treaty of Guadalupe Hidalgo made America responsible only for protection, not financial compensation for any losses that happened to people or territory belonging to Mexico ("Gadsden purchase, 1853-1854," 2010). Complicating matters was the fact that some developers desperately wanted a Southern transcontinental railroad to connect the West through a southerly route. The only available routes passed through portions of Mexican territory. Things came to a boil in 1853, when the Mexican government evicted Americans from their homes in the Mesilla Valley ("Gadsden purchase, 1853-1854," 2010). To diffuse the situation, President Franklin Pierce sent James Gadsden to Mexico to renegotiate a new border to the United States with Mexican President Antonio de Santa Anna ("Gadsden purchase, 1853-1854," 2010). Santa Anna refused to sell a large portion of Mexico, but he needed the money the United States was offering to fun his army, so on December 30, 1853 he and Gadsden signed a treaty stipulating that the United States would pay $15 million for 45,000 square miles south of the New Mexico territory ("Gadsden purchase, 1853-1854," 2010). This treaty defined borders between the United States and Mexico that are still in place today, and have not changed since the purchase was ratified by Congress. Though there were small outbreaks of tension from this point on between the United States and Mexico, this treaty did much to cool the foreign relations that had previously been tense between the two countries. The United States experienced many changes between the years 1820 and 1850, including economic, industrial, and socioeconomic changes, as well as the issue of slavery. Of these changes, which do you think had the greatest effect during this time? Explain your choice. I think that the industrial changes experienced in the United States during this time had the greatest effect on the country. Though the changes were fueled by an enormous population growth, with the American population expanding from four million in 1790 to ten million in 1820, and seventeen million in 1840, it was still industry that grew rapidly and influenced almost every other sector of American life (Brinkley 2004). The growth of industries influenced the growth of cities, which influenced the changes that came about due to the expanded number of people in those cities. The populations of cities accelerated quickly, as did the number of factories in New England, with water power being replaced by steam power and later coal power. What had begun as a “factory system” in New England for textile workers was quickly expanded into other industries, such as the shoe industry (Brinkley 2004). I also believe that industrial changes had the greatest impact on the country from 1820 to 1850 because the growth of industry fueled new inventions and gadgets that came into service for the first time. Perhaps the biggest was the railroad that would soon span the entire length of the United States. Before 1820, the main form of transportation had been roads, followed closely by canals (Brinkley 2004). Stagecoaches also had transported people from a starting point to a destination along the roads, and were relatively reliable, but often took long periods of time to complete their journeys (Brinkley 2004). Canal travel had followed, but again, long periods of time were spent in travel. Building the rails that would soon cross the United States helped states and factories ship their goods farther and farther away in a relatively short amount of time (Brinkley 2004). It helped to fuel the growing industries that were becoming more and more a part of city life. Jefferson and the Republicans believed that an educated electorate was the basis of a strong republic and advocated for public education. How did this belief translate into the reality of post-Revolution America? Jefferson’s beliefs on education were transformed into the first nationwide public school system offering free education for all. Though some states had previously passed laws mandating education, Jefferson was the first to mandate that each state be responsible for educating its youth. He proposed that each state be divided into smaller districts, or wards, which could adequately service children in offering four levels of education: elementary school, grammar school, university, and life-long learning (Brulatour). Jefferson did not stop there. He went on to describe elementary school as a three-year learning program for both male and female children, with various histories, reading, writing and arithmetic being taught to all free children, which in this time period meant white children, though Native Americans could attend if they agreed to give up their culture first (Brulatour). Grammar school came next, for six years, and this school was only for young men. It was a boarding-school environment, and though available to all boys in the country, it charged tuition that demanded payment unless a “ward scholarship” was procured (Brulatour). These schools were intended to prepare young men for university, which Jefferson hoped would shape the next leaders of the country. Hamilton's financial program laid the foundation for a market-based economy. Do you think we can see the imprint of his policies in our current economy? If so, where do we see it today? If not, why? Alexander Hamilton’s policies can indeed be seen in our current economy. His biggest arguments were for a strong central bank of the newly formed United States, along with an economy that provided for itself, instead of being dependent on other economies to supply manufactured goods, all things that we possess today in American society (Gordon 2008). By far, however, his policies can be seen, and sometimes felt, in our national debt today. Hamilton had much to offer on the subject of a national debt. He reasoned that national debt was a powerful bargaining tool “if it was not excessive” (Gordon 2008). He stated further that the Bank of England had been founded in 1694 and its government bonds were traded freely on the marketplace; therefore, they were able to defeat enemies such as French by financing armed forces with the funding received from those bonds (Gordon 2008). He reasoned that America could do much the same thing; thus, the national debt was born with a loan of $19,608.81, a debt that it still in evidence today (Gordon 2008). The United States government pays $19,608.81 in interest on its current debt every 2.4 seconds (Gordon 2008). Above all else, Hamilton argued for a national economy that could rely on itself, and not be dependent on another nation. Though as a country all of our needs have not been satisfied wholly through our own making, Hamilton would be proud to see that the country that he helped to found is still going strong with a market economy today. The growth of industrial manufacturing, especially textiles, led to a decline in household manufacturing by women. What effect do you think this change had on families and especially women during this period? The effects of the rise of industrial manufacturing on the family in the United States were not only far-reaching, they were also profound. Before industrial manufacturing, families relied on each other for support and their welfare. After the rise of industrial manufacturing, young people realized that they had the opportunity to better their family by working in a city (Smith 2010). This led to young people moving away from home to live in the cities, and thus the breakup of the family (Smith 2010). For example, a farmer with ten children could not always count on his older sons and daughters of marriageable age to still be living at home and help with the work; they could choose instead to move to a city and work in a factory. If this occurred, the farmer not only lost the help that his children gave, but a part of his family as they moved away. Women, possibly more so than the young people of the family, were affected by this change in manufacturing. Before the rise in industrial manufacturing, their place in the home had been clearly defined: they were responsible for everything inside the house, while the men took on the heavy outdoor labor (Smith 2010). With the advent of industrial manufacturing, they were able to leave the home and take on the opportunity to provide for their families by earning an income (Smith 2010). Women realized that they had options, just as young people did, beyond learning to care for their households and wait for someone to marry. References Brinkley, A. (2004). The unfinished nation: a concise history of the american people. (4th ed., pp. 253-266). New York, NY: McGraw-Hill Higher Education. Brulatour, M. (n.d.). Transcendental ideas: education. Retrieved from http://www.vcu.edu/engweb/transcendentalism/ideas/edhistory.html Gordon, J. S. (2008, September 18). Past and present: alexander hamilton and the start of the national debt. U.S. News and World Report, Retrieved from http://www.usnews.com/opinion/articles/2008/09/18/past-present-alexander-hamilton-and-the-start-of-the-national-debt?PageNr=1 Smith, N. (2010). The impacts of the industrial revolution on families in new england and america. Retrieved from http://www.articlemyriad.com/industrial_revolution_new_england.htm U.S. Department of State, Bureau of Public Affairs, Office of the Historian. (2010). Gadsden purchase, 1853-1854 Retrieved from http://history.state.gov/milestones/1830-1860/GadsdenPurchase Read More