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Table of Contents Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Chapter 1: The Americas, Europe, and Africa Before 1492 . . . . . . . . . . . . . . . . . . . . . 7

1.1 The Americas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 1.2 Europe on the Brink of Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 1.3 West Africa and the Role of Slavery . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Chapter 2: Early Globalization: The Atlantic World, 1492–1650 . . . . . . . . . . . . . . . . . . 33 2.1 Portuguese Exploration and Spanish Conquest . . . . . . . . . . . . . . . . . . . . . 34 2.2 Religious Upheavals in the Developing Atlantic World . . . . . . . . . . . . . . . . . . 42 2.3 Challenges to Spain’s Supremacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 2.4 New Worlds in the Americas: Labor, Commerce, and the Columbian Exchange . . . . 52

Chapter 3: Creating New Social Orders: Colonial Societies, 1500–1700 . . . . . . . . . . . . . 63 3.1 Spanish Exploration and Colonial Society . . . . . . . . . . . . . . . . . . . . . . . . 64 3.2 Colonial Rivalries: Dutch and French Colonial Ambitions . . . . . . . . . . . . . . . . 67 3.3 English Settlements in America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 3.4 The Impact of Colonization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

Chapter 4: Rule Britannia! The English Empire, 1660–1763 . . . . . . . . . . . . . . . . . . . . 95 4.1 Charles II and the Restoration Colonies . . . . . . . . . . . . . . . . . . . . . . . . . 96 4.2 The Glorious Revolution and the English Empire . . . . . . . . . . . . . . . . . . . . 102 4.3 An Empire of Slavery and the Consumer Revolution . . . . . . . . . . . . . . . . . . . 105 4.4 Great Awakening and Enlightenment . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 4.5 Wars for Empire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114

Chapter 5: Imperial Reforms and Colonial Protests, 1763-1774 . . . . . . . . . . . . . . . . . . 125 5.1 Confronting the National Debt: The Aftermath of the French and Indian War . . . . . . 126 5.2 The Stamp Act and the Sons and Daughters of Liberty . . . . . . . . . . . . . . . . . 130 5.3 The Townshend Acts and Colonial Protest . . . . . . . . . . . . . . . . . . . . . . . . 136 5.4 The Destruction of the Tea and the Coercive Acts . . . . . . . . . . . . . . . . . . . . 143 5.5 Disaffection: The First Continental Congress and American Identity . . . . . . . . . . . 147

Chapter 6: America's War for Independence, 1775-1783 . . . . . . . . . . . . . . . . . . . . . 155 6.1 Britain’s Law-and-Order Strategy and Its Consequences . . . . . . . . . . . . . . . . 156 6.2 The Early Years of the Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 6.3 War in the South . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 6.4 Identity during the American Revolution . . . . . . . . . . . . . . . . . . . . . . . . . 172

Chapter 7: Creating Republican Governments, 1776–1790 . . . . . . . . . . . . . . . . . . . . 183 7.1 Common Sense: From Monarchy to an American Republic . . . . . . . . . . . . . . . 184 7.2 How Much Revolutionary Change? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 7.3 Debating Democracy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 7.4 The Constitutional Convention and Federal Constitution . . . . . . . . . . . . . . . . . 202

Chapter 8: Growing Pains: The New Republic, 1790–1820 . . . . . . . . . . . . . . . . . . . . 211 8.1 Competing Visions: Federalists and Democratic-Republicans . . . . . . . . . . . . . . 212 8.2 The New American Republic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218 8.3 Partisan Politics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224 8.4 The United States Goes Back to War . . . . . . . . . . . . . . . . . . . . . . . . . . 232

Chapter 9: Industrial Transformation in the North, 1800–1850 . . . . . . . . . . . . . . . . . . . 243 9.1 Early Industrialization in the Northeast . . . . . . . . . . . . . . . . . . . . . . . . . . 244 9.2 A Vibrant Capitalist Republic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252 9.3 On the Move: The Transportation Revolution . . . . . . . . . . . . . . . . . . . . . . 260 9.4 A New Social Order: Class Divisions . . . . . . . . . . . . . . . . . . . . . . . . . . . 263

Chapter 10: Jacksonian Democracy, 1820–1840 . . . . . . . . . . . . . . . . . . . . . . . . . 273 10.1 A New Political Style: From John Quincy Adams to Andrew Jackson . . . . . . . . . 274 10.2 The Rise of American Democracy . . . . . . . . . . . . . . . . . . . . . . . . . . . 280

10.3 The Nullification Crisis and the Bank War . . . . . . . . . . . . . . . . . . . . . . . . 283 10.4 Indian Removal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287 10.5 The Tyranny and Triumph of the Majority . . . . . . . . . . . . . . . . . . . . . . . . 293

Chapter 11: A Nation on the Move: Westward Expansion, 1800–1860 . . . . . . . . . . . . . . 301 11.1 Lewis and Clark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 302 11.2 The Missouri Crisis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308 11.3 Independence for Texas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310 11.4 The Mexican-American War, 1846–1848 . . . . . . . . . . . . . . . . . . . . . . . . 315 11.5 Free Soil or Slave? The Dilemma of the West . . . . . . . . . . . . . . . . . . . . . 323

Chapter 12: Cotton is King: The Antebellum South, 1800–1860 . . . . . . . . . . . . . . . . . . 331 12.1 The Economics of Cotton . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 332 12.2 African Americans in the Antebellum United States . . . . . . . . . . . . . . . . . . . 337 12.3 Wealth and Culture in the South . . . . . . . . . . . . . . . . . . . . . . . . . . . . 344 12.4 The Filibuster and the Quest for New Slave States . . . . . . . . . . . . . . . . . . . 354

Chapter 13: Antebellum Idealism and Reform Impulses, 1820–1860 . . . . . . . . . . . . . . . 361 13.1 An Awakening of Religion and Individualism . . . . . . . . . . . . . . . . . . . . . . 362 13.2 Antebellum Communal Experiments . . . . . . . . . . . . . . . . . . . . . . . . . . 368 13.3 Reforms to Human Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373 13.4 Addressing Slavery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377 13.5 Women’s Rights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382

Chapter 14: Troubled Times: the Tumultuous 1850s . . . . . . . . . . . . . . . . . . . . . . . . 389 14.1 The Compromise of 1850 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 390 14.2 The Kansas-Nebraska Act and the Republican Party . . . . . . . . . . . . . . . . . . 399 14.3 The Dred Scott Decision and Sectional Strife . . . . . . . . . . . . . . . . . . . . . . 406 14.4 John Brown and the Election of 1860 . . . . . . . . . . . . . . . . . . . . . . . . . . 411

Chapter 15: The Civil War, 1860–1865 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419 15.1 The Origins and Outbreak of the Civil War . . . . . . . . . . . . . . . . . . . . . . . 420 15.2 Early Mobilization and War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 426 15.3 1863: The Changing Nature of the War . . . . . . . . . . . . . . . . . . . . . . . . . 431 15.4 The Union Triumphant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 440

Chapter 16: The Era of Reconstruction, 1865–1877 . . . . . . . . . . . . . . . . . . . . . . . . 451 16.1 Restoring the Union . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 452 16.2 Congress and the Remaking of the South, 1865–1866 . . . . . . . . . . . . . . . . . 456 16.3 Radical Reconstruction, 1867–1872 . . . . . . . . . . . . . . . . . . . . . . . . . . 460 16.4 The Collapse of Reconstruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 468

Chapter 17: Go West Young Man! Westward Expansion, 1840-1900 . . . . . . . . . . . . . . . 479 17.1 The Westward Spirit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 480 17.2 Homesteading: Dreams and Realities . . . . . . . . . . . . . . . . . . . . . . . . . . 486 17.3 Making a Living in Gold and Cattle . . . . . . . . . . . . . . . . . . . . . . . . . . . 491 17.4 The Loss of American Indian Life and Culture . . . . . . . . . . . . . . . . . . . . . 496 17.5 The Impact of Expansion on Chinese Immigrants and Hispanic Citizens . . . . . . . . 501

Chapter 18: Industrialization and the Rise of Big Business, 1870-1900 . . . . . . . . . . . . . . 509 18.1 Inventors of the Age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 510 18.2 From Invention to Industrial Growth . . . . . . . . . . . . . . . . . . . . . . . . . . . 515 18.3 Building Industrial America on the Backs of Labor . . . . . . . . . . . . . . . . . . . 522 18.4 A New American Consumer Culture . . . . . . . . . . . . . . . . . . . . . . . . . . 531

Chapter 19: The Growing Pains of Urbanization, 1870-1900 . . . . . . . . . . . . . . . . . . . 539 19.1 Urbanization and Its Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . 540 19.2 The African American “Great Migration” and New European Immigration . . . . . . . 548 19.3 Relief from the Chaos of Urban Life . . . . . . . . . . . . . . . . . . . . . . . . . . . 553 19.4 Change Reflected in Thought and Writing . . . . . . . . . . . . . . . . . . . . . . . 561

Chapter 20: Politics in the Gilded Age, 1870-1900 . . . . . . . . . . . . . . . . . . . . . . . . . 571

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20.1 Political Corruption in Postbellum America . . . . . . . . . . . . . . . . . . . . . . . 572 20.2 The Key Political Issues: Patronage, Tariffs, and Gold . . . . . . . . . . . . . . . . . 579 20.3 Farmers Revolt in the Populist Era . . . . . . . . . . . . . . . . . . . . . . . . . . . 586 20.4 Social and Labor Unrest in the 1890s . . . . . . . . . . . . . . . . . . . . . . . . . . 591

Chapter 21: Leading the Way: The Progressive Movement, 1890-1920 . . . . . . . . . . . . . . 601 21.1 The Origins of the Progressive Spirit in America . . . . . . . . . . . . . . . . . . . . 602 21.2 Progressivism at the Grassroots Level . . . . . . . . . . . . . . . . . . . . . . . . . 604 21.3 New Voices for Women and African Americans . . . . . . . . . . . . . . . . . . . . . 613 21.4 Progressivism in the White House . . . . . . . . . . . . . . . . . . . . . . . . . . . 619

Chapter 22: Age of Empire: American Foreign Policy, 1890-1914 . . . . . . . . . . . . . . . . . 633 22.1 Turner, Mahan, and the Roots of Empire . . . . . . . . . . . . . . . . . . . . . . . . 634 22.2 The Spanish-American War and Overseas Empire . . . . . . . . . . . . . . . . . . . 640 22.3 Economic Imperialism in East Asia . . . . . . . . . . . . . . . . . . . . . . . . . . . 647 22.4 Roosevelt’s “Big Stick” Foreign Policy . . . . . . . . . . . . . . . . . . . . . . . . . 650 22.5 Taft’s “Dollar Diplomacy” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 655

Chapter 23: Americans and the Great War, 1914-1919 . . . . . . . . . . . . . . . . . . . . . . 661 23.1 American Isolationism and the European Origins of War . . . . . . . . . . . . . . . . 662 23.2 The United States Prepares for War . . . . . . . . . . . . . . . . . . . . . . . . . . 668 23.3 A New Home Front . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 673 23.4 From War to Peace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 678 23.5 Demobilization and Its Difficult Aftermath . . . . . . . . . . . . . . . . . . . . . . . . 684

Chapter 24: The Jazz Age: Redefining the Nation, 1919-1929 . . . . . . . . . . . . . . . . . . 693 24.1 Prosperity and the Production of Popular Entertainment . . . . . . . . . . . . . . . . 694 24.2 Transformation and Backlash . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 700 24.3 A New Generation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 707 24.4 Republican Ascendancy: Politics in the 1920s . . . . . . . . . . . . . . . . . . . . . 715

Chapter 25: Brother, Can You Spare a Dime? The Great Depression, 1929-1932 . . . . . . . . 723 25.1 The Stock Market Crash of 1929 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 724 25.2 President Hoover’s Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 735 25.3 The Depths of the Great Depression . . . . . . . . . . . . . . . . . . . . . . . . . . 740 25.4 Assessing the Hoover Years on the Eve of the New Deal . . . . . . . . . . . . . . . 748

Chapter 26: Franklin Roosevelt and the New Deal, 1932-1941 . . . . . . . . . . . . . . . . . . 757 26.1 The Rise of Franklin Roosevelt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 758 26.2 The First New Deal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 762 26.3 The Second New Deal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 771

Chapter 27: Fighting the Good Fight in World War II, 1941-1945 . . . . . . . . . . . . . . . . . 787 27.1 The Origins of War: Europe, Asia, and the United States . . . . . . . . . . . . . . . . 788 27.2 The Home Front . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 795 27.3 Victory in the European Theater . . . . . . . . . . . . . . . . . . . . . . . . . . . . 807 27.4 The Pacific Theater and the Atomic Bomb . . . . . . . . . . . . . . . . . . . . . . . 812

Chapter 28: Post-War Prosperity and Cold War Fears, 1945-1960 . . . . . . . . . . . . . . . . 821 28.1 The Challenges of Peacetime . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 822 28.2 The Cold War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 825 28.3 The American Dream . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 834 28.4 Popular Culture and Mass Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . 840 28.5 The African American Struggle for Civil Rights . . . . . . . . . . . . . . . . . . . . . 843

Chapter 29: Contesting Futures: America in the 1960s . . . . . . . . . . . . . . . . . . . . . . 855 29.1 The Kennedy Promise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 856 29.2 Lyndon Johnson and the Great Society . . . . . . . . . . . . . . . . . . . . . . . . . 863 29.3 The Civil Rights Movement Marches On . . . . . . . . . . . . . . . . . . . . . . . . 869 29.4 Challenging the Status Quo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 878

Chapter 30: Political Storms at Home and Abroad, 1968-1980 . . . . . . . . . . . . . . . . . . 885

30.1 Identity Politics in a Fractured Society . . . . . . . . . . . . . . . . . . . . . . . . . 886 30.2 Coming Apart, Coming Together . . . . . . . . . . . . . . . . . . . . . . . . . . . . 893 30.3 Vietnam: The Downward Spiral . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 901 30.4 Watergate: Nixon’s Domestic Nightmare . . . . . . . . . . . . . . . . . . . . . . . . 906 30.5 Jimmy Carter in the Aftermath of the Storm . . . . . . . . . . . . . . . . . . . . . . . 911

Chapter 31: From Cold War to Culture Wars, 1980-2000 . . . . . . . . . . . . . . . . . . . . . 919 31.1 The Reagan Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 920 31.2 Political and Cultural Fusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 925 31.3 A New World Order . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 931 31.4 Bill Clinton and the New Economy . . . . . . . . . . . . . . . . . . . . . . . . . . . 937

Chapter 32: The Challenges of the Twenty-First Century . . . . . . . . . . . . . . . . . . . . . 951 32.1 The War on Terror . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 952 32.2 The Domestic Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 958 32.3 New Century, Old Disputes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 965 32.4 Hope and Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 970

Appendix A: The Declaration of Independence . . . . . . . . . . . . . . . . . . . . . . . . . . . 983 Appendix B: The Constitution of the United States . . . . . . . . . . . . . . . . . . . . . . . . . 987 Appendix C: Presidents of the United States of America . . . . . . . . . . . . . . . . . . . . . 1003 Appendix D: U.S. Political Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1007 Appendix E: U.S. Topographical Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1009 Appendix F: United States Population Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . 1011 Appendix G: Further Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1013 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1033

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Preface

Welcome to U.S. History, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

ABOUT OPENSTAX OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 25 books for college and AP® courses used by hundreds of thousands of students. Our adaptive learning technology, designed to improve learning outcomes through personalized educational paths, is being piloted in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

ABOUT OPENSTAX RESOURCES Customization U.S. History is licensed under a Creative Commons Attribution 4.0 International (CC BY) license, which means that you can distribute, remix, and build upon the content, as long as you provide attribution to OpenStax and its content contributors.

Because our books are openly licensed, you are free to use the entire book or pick and choose the sections that are most relevant to the needs of your course. Feel free to remix the content by assigning your students certain chapters and sections in your syllabus, in the order that you prefer. You can even provide a direct link in your syllabus to the sections in the web view of your book.

Instructors also have the option of creating a customized version of their OpenStax book through the aerSelect platform. The custom version can be made available to students in low-cost print or digital form through their campus bookstore. Visit your book page on openstax.org for a link to your book on aerSelect.

Errata All OpenStax textbooks undergo a rigorous review process. However, like any professional-grade textbook, errors sometimes occur. Since our books are web based, we can make updates periodically when deemed pedagogically necessary. If you have a correction to suggest, submit it through the link on your book page on openstax.org. Subject matter experts review all errata suggestions. OpenStax is committed to remaining transparent about all updates, so you will also find a list of past errata changes on your book page on openstax.org.

Format You can access this textbook for free in web view or PDF through openstax.org, and in low-cost print and iBooks editions.

ABOUT U.S. HISTORY U.S. History is designed to meet the scope and sequence requirements of most introductory courses. The text provides a balanced approach to U.S. history, considering the people, events, and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom up (eyewitness accounts, lived experience). U.S. History covers key forces that form the American experience, with particular attention to issues of race, class, and gender.

Coverage and Scope To develop U.S. History, we solicited ideas from historians at all levels of higher education, from community colleges to PhD-granting universities. They told us about their courses, students, challenges,

Preface 1

resources, and how a textbook can best meet the needs of them and their students.The result is a book that covers the breadth of the chronological history of the United States and also provides the necessary depth to ensure the course is manageable for instructors and students alike.

The pedagogical choices, chapter arrangements, and learning objective fulfillment were developed and vetted with feedback from educators dedicated to the project. They thoroughly read the material and offered critical and detailed commentary. Reviewer feedback centered around achieving equilibrium between the various political, social, and cultural dynamics that permeate history.

While the book is organized primarily chronologically, as needed, material treating different topics or regions over the same time period is spread over multiple chapters. For example, chapters 9, 11, and 12 look at economic, political, social, and cultural developments during the first half of the eighteenth century in the North, West, and South respectively, while chapters 18 to 20 closely examine industrialization, urbanization, and politics in the period after Reconstruction.

Chapter 1: The Americas, Europe, and Africa before 1492 Chapter 2: Early Globalization: The Atlantic World, 1492–1650 Chapter 3: Creating New Social Orders: Colonial Societies, 1500–1700 Chapter 4: Rule Britannia! The English Empire, 1660–1763 Chapter 5: Imperial Reforms and Colonial Protests, 1763–1774 Chapter 6: America’s War for Independence, 1775–1783 Chapter 7: Creating Republican Governments, 1776–1790 Chapter 8: Growing Pains: The New Republic, 1790–1815 Chapter 9: Industrial Transformation in the North, 1800–1850 Chapter 10: Jacksonian Democracy, 1820–1840 Chapter 11: A Nation on the Move: Westward Expansion, 1800–1850 Chapter 12: Cotton is King: The Antebellum South, 1800–1860 Chapter 13: Antebellum Idealism and Reform Impulses, 1820–1860 Chapter 14: Troubled Times: The Tumultuous 1850s Chapter 15: The Civil War, 1860–1865 Chapter 16: The Era of Reconstruction, 1865–1877 Chapter 17: Go West Young Man! Westward Expansion, 1840–1900 Chapter 18: Industrialization and the Rise of Big Business, 1870–1900 Chapter 19: The Growing Pains of Urbanization, 1870–1900 Chapter 20: Politics in the Gilded Age, 1870–1900 Chapter 21: Leading the Way: The Progressive Movement, 1890–1920 Chapter 22: Age of Empire: Modern American Foreign Policy, 1890–1914 Chapter 23: Americans and the Great War, 1914–1919 Chapter 24: The Jazz Age: Redefining the Nation, 1919–1929 Chapter 25: Brother, Can You Spare a Dime? The Great Depression, 1929–1932 Chapter 26: Franklin Roosevelt and the New Deal, 1932–1941 Chapter 27: Fighting the Good Fight in World War II, 1941–1945 Chapter 28: Postwar Prosperity and Cold War Fears, 1945–1960 Chapter 29: Contesting Futures: America in the 1960s Chapter 30: Political Storms at Home and Abroad, 1968–1980 Chapter 31: From Cold War to Culture Wars, 1980–2000 Chapter 32: The Challenges of the Twenty-First Century Appendix A: The Declaration of Independence Appendix B: The Constitution of the United States Appendix C: Presidents of the United States Appendix D: United States Political Map Appendix E: United States Topographical Map Appendix F: United States Population Chart

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Appendix G: Suggested Reading

Pedagogical Foundation U.S. History features material that takes topics one step further to engage students in historical inquiry.Our features include:

Americana. This feature explores the significance of artifacts from American pop culture and considers what values, views, and philosophies are reflected in these objects.

Defining “American”. This feature analyzes primary sources, including documents, speeches, and other writings, to consider important issues of the day while keeping a focus on the theme of what it means to be American.

My Story. This feature presents first-person accounts (diaries, interviews, letters) of significant or exceptional events from the American experience.

Link It Up. This feature is a very brief introduction to a website with an interactive experience, video, or primary sources that help improve student understanding of the material.

Questions for Each Level of Learning U.S. History offers two types of end-of-module questions for students:

Review Questions are simple recall questions from each module in the chapter and are in either multiple-choice or open-response format. The answers can be looked up in the text.

Critical Thinking Questions are higher-level, conceptual questions that ask students to demonstrate their understanding by applying what they have learned in each module to the whole of the chapter. They ask for outside-the-box thinking and reasoning about the concepts pushing students to places they wouldn’t have thought of going themselves.

ADDITIONAL RESOURCES Student and Instructor Resources We’ve compiled additional resources for both students and instructors, including Getting Started Guides, an instructor solution guide, and PowerPoint slides. Instructor resources require a verified instructor account, which you can apply for when you log in or create your account on openstax.org. Take advantage of these resources to supplement your OpenStax book.

Partner Resources OpenStax Partners are our allies in the mission to make high-quality learning materials affordable and accessible to students and instructors everywhere. Their tools integrate seamlessly with our OpenStax titles at a low cost. To access the partner resources for your text, visit your book page on openstax.org.

THE AUTHORS Senior Contributing Authors P. Scott Corbett, Ventura College Dr. Corbett’s major fields of study are recent American history and American diplomatic history. He teaches a variety of courses at Ventura College, and he serves as an instructor at California State University’s Channel Islands campus. A passionate educator, Scott has also taught history to university students in Singapore and China.

Volker Janssen, California State University–Fullerton Born and raised in Germany, Dr. Janssen received his BA from the University of Hamburg and his MA and PhD from the University of California, San Diego. He is a former Fulbright scholar and an active member of Germany's advanced studies foundation "Studienstiftung des Deutschen Volkes." Volker currently serves as Associate Professor at California State University’s Fullerton campus, where he specializes in the social, economic, and institutional history of California, and more recently, the history of technology.

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John M. Lund, Keene State College Dr. Lund’s primary research focuses on early American history, with a special interest in oaths, Colonial New England, and Atlantic legal cultures. John has over 20 years of teaching experience. In addition to working with students at Keene State College, he lectures at Franklin Pierce University, and serves the online learning community at Southern New Hampshire University.

Todd Pfannestiel, Clarion University Dr. Pfannestiel is a Professor in the history department of Clarion University in Pennsylvania, where he also holds the position of Dean of the College of Arts and Sciences. Todd has a strong history of service to his institution, its students, and the community that surrounds it.

Paul Vickery, Oral Roberts University Educating others is one of Dr. Vickery’s delights, whether in the classroom, through authoring books and articles, or via informal teaching during his travels. He is currently Professor of History at Oral Roberts University, where his emphasis is on the history of ideas, ethics, and the role of the church and theology in national development. Paul reads Portuguese, Italian, French, and Hebrew, and has taught on five continents.

Sylvie Waskiewicz, Lead Editor Dr. Waskiewicz received her BSBA from Georgetown University and her MA and PhD from the Institute of French Studies at New York University. With over 10 years of teaching experience in English and French history and language, Sylvie left academia to join the ranks of higher education publishing. She has spent the last eight years editing college textbooks and academic journals.

Reviewers Amy Bix, Iowa State University Edward Bond, Alabama A&M University Tammy Byron, Dalton State College Benjamin Carp, Brooklyn College, CUNY Sharon Deubreau, Rhodes State College Gene Fein, Fordham University Joel Franks, San Jose State University Raymond Frey, Centenary College Richard Gianni, Indiana University Northwest Larry Gragg, Missouri University of Science and Technology Laura Graves, South Plains College Elisa Guernsey, Monroe Community College Thomas Chase Hagood, University of Georgia Charlotte Haller, Worcester State University David Head, Spring Hill College Tamora Hoskisson, Salt Lake Community College Jean Keller, Palomar College Kathleen Kennedy, Missouri State University Mark Klobas, Scottsdale Community College Ann Kordas, Johnson & Wales University Stephanie Laffer, Miami International University of Art and Design Jennifer Lang, Delgado Community College Jennifer Lawrence, Tarrant County College Wendy Maier-Sarti, Oakton Community College Jim McIntyre, Moraine Valley Community College Marianne McKnight, Salt Lake Community College Brandon Morgan, Central New Mexico Community College Caryn Neumann, Miami University of Ohio Michelle Novak, Houston Community College

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Lisa Ossian, Des Moines Area Community College Paul Ringel, High Point University Jason Ripper, Everett Community College Silvana Siddali, Saint Louis University Brooks Simpson, Arizona State University Steven Smith, California State University, Fullerton David Trowbridge, Marshall University Eugene Van Sickle, University of North Georgia Hubert van Tuyll, Augusta State University

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Preface

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CHAPTER 1

The Americas, Europe, and Africa Before 1492

Figure 1.1 In Europe supported by Africa and America (1796), artist William Blake, who was an abolitionist, depicts the interdependence of the three continents in the Atlantic World; however, he places gold armbands on the Indian and African women, symbolizing their subjugation. The strand binding the three women may represent tobacco.

Chapter Outline 1.1 The Americas 1.2 Europe on the Brink of Change 1.3 West Africa and the Role of Slavery

Introduction Globalization, the ever-increasing interconnectedness of the world, is not a new phenomenon, but it accelerated when western Europeans discovered the riches of the East. During the Crusades (1095–1291), Europeans developed an appetite for spices, silk, porcelain, sugar, and other luxury items from the East, for which they traded fur, timber, and Slavic people they captured and sold (hence the word slave). But when the Silk Road, the long overland trading route from China to the Mediterranean, became costlier and more dangerous to travel, Europeans searched for a more efficient and inexpensive trade route over water, initiating the development of what we now call the Atlantic World.

In pursuit of commerce in Asia, fifteenth-century traders unexpectedly encountered a “New World” populated by millions and home to sophisticated and numerous peoples. Mistakenly believing they had reached the East Indies, these early explorers called its inhabitants Indians. West Africa, a diverse and culturally rich area, soon entered the stage as other nations exploited its slave trade and brought its peoples to the New World in chains. Although Europeans would come to dominate the New World, they could not have done so without Africans and native peoples (Figure 1.1).

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1.1 The Americas

By the end of this section, you will be able to: • Locate on a map the major American civilizations before the arrival of the Spanish • Discuss the cultural achievements of these civilizations • Discuss the differences and similarities between lifestyles, religious practices, and

customs among the native peoples

Between nine and fifteen thousand years ago, some scholars believe that a land bridge existed between Asia and North America that we now call Beringia. The first inhabitants of what would be named the Americas migrated across this bridge in search of food. When the glaciers melted, water engulfed Beringia, and the Bering Strait was formed. Later settlers came by boat across the narrow strait. (The fact that Asians and American Indians share genetic markers on a Y chromosome lends credibility to this migration theory.) Continually moving southward, the settlers eventually populated both North and South America, creating unique cultures that ranged from the highly complex and urban Aztec civilization in what is now Mexico City to the woodland tribes of eastern North America. Recent research along the west coast of South America suggests that migrant populations may have traveled down this coast by water as well as by land.

Researchers believe that about ten thousand years ago, humans also began the domestication of plants and animals, adding agriculture as a means of sustenance to hunting and gathering techniques. With this agricultural revolution, and the more abundant and reliable food supplies it brought, populations grew and people were able to develop a more settled way of life, building permanent settlements. Nowhere in the Americas was this more obvious than in Mesoamerica (Figure 1.3).

Figure 1.2 (credit: modification of work by Architect of the Capitol)

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Figure 1.3 This map shows the extent of the major civilizations of the Western Hemisphere. In South America, early civilizations developed along the coast because the high Andes and the inhospitable Amazon Basin made the interior of the continent less favorable for settlement.

THE FIRST AMERICANS: THE OLMEC Mesoamerica is the geographic area stretching from north of Panama up to the desert of central Mexico. Although marked by great topographic, linguistic, and cultural diversity, this region cradled a number of civilizations with similar characteristics. Mesoamericans were polytheistic; their gods possessed both male and female traits and demanded blood sacrifices of enemies taken in battle or ritual bloodletting. Corn, or maize, domesticated by 5000 BCE, formed the basis of their diet. They developed a mathematical system, built huge edifices, and devised a calendar that accurately predicted eclipses and solstices and that priest-astronomers used to direct the planting and harvesting of crops. Most important for our knowledge of these peoples, they created the only known written language in the Western Hemisphere; researchers have made much progress in interpreting the inscriptions on their temples and pyramids. Though the area had no overarching political structure, trade over long distances helped diffuse culture. Weapons made of obsidian, jewelry crafted from jade, feathers woven into clothing and ornaments, and cacao beans that were whipped into a chocolate drink formed the basis of commerce. The mother of Mesoamerican cultures was the Olmec civilization.

Flourishing along the hot Gulf Coast of Mexico from about 1200 to about 400 BCE, the Olmec produced a number of major works of art, architecture, pottery, and sculpture. Most recognizable are their giant head sculptures (Figure 1.4) and the pyramid in La Venta. The Olmec built aqueducts to transport water into their cities and irrigate their fields. They grew maize, squash, beans, and tomatoes. They also bred small domesticated dogs which, along with fish, provided their protein. Although no one knows what happened to the Olmec after about 400 BCE, in part because the jungle reclaimed many of their cities, their culture was the base upon which the Maya and the Aztec built. It was the Olmec who worshipped a rain god, a maize god, and the feathered serpent so important in the future pantheons of the Aztecs (who called him Quetzalcoatl) and the Maya (to whom he was Kukulkan). The Olmec also developed a system of trade throughout Mesoamerica, giving rise to an elite class.

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Figure 1.4 The Olmec carved heads from giant boulders that ranged from four to eleven feet in height and could weigh up to fifty tons. All these figures have flat noses, slightly crossed eyes, and large lips. These physical features can be seen today in some of the peoples indigenous to the area.

THE MAYA After the decline of the Olmec, a city rose in the fertile central highlands of Mesoamerica. One of the largest population centers in pre-Columbian America and home to more than 100,000 people at its height in about 500 CE, Teotihuacan was located about thirty miles northeast of modern Mexico City. The ethnicity of this settlement’s inhabitants is debated; some scholars believe it was a multiethnic city. Large-scale agriculture and the resultant abundance of food allowed time for people to develop special trades and skills other than farming. Builders constructed over twenty-two hundred apartment compounds for multiple families, as well as more than a hundred temples. Among these were the Pyramid of the Sun (which is two hundred feet high) and the Pyramid of the Moon (one hundred and fifty feet high). Near the Temple of the Feathered Serpent, graves have been uncovered that suggest humans were sacrificed for religious purposes. The city was also the center for trade, which extended to settlements on Mesoamerica’s Gulf Coast.

The Maya were one Mesoamerican culture that had strong ties to Teotihuacan. The Maya’s architectural and mathematical contributions were significant. Flourishing from roughly 2000 BCE to 900 CE in what is now Mexico, Belize, Honduras, and Guatemala, the Maya perfected the calendar and written language the Olmec had begun. They devised a written mathematical system to record crop yields and the size of the population, and to assist in trade. Surrounded by farms relying on primitive agriculture, they built the city-states of Copan, Tikal, and Chichen Itza along their major trade routes, as well as temples, statues of gods, pyramids, and astronomical observatories (Figure 1.5). However, because of poor soil and a drought that lasted nearly two centuries, their civilization declined by about 900 CE and they abandoned their large population centers.

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Figure 1.5 El Castillo, located at Chichen Itza in the eastern Yucatán peninsula, served as a temple for the god Kukulkan. Each side contains ninety-one steps to the top. When counting the top platform, the total number of stairs is three hundred and sixty-five, the number of days in a year. (credit: Ken Thomas)

The Spanish found little organized resistance among the weakened Maya upon their arrival in the 1520s. However, they did find Mayan history, in the form of glyphs, or pictures representing words, recorded in folding books called codices (the singular is codex). In 1562, Bishop Diego de Landa, who feared the converted natives had reverted to their traditional religious practices, collected and burned every codex he could find. Today only a few survive.

Visit the University of Arizona Library Special Collections (http://openstaxcollege.org/l/mayancodex) to view facsimiles and descriptions of two of the four surviving Mayan codices.

THE AZTEC When the Spaniard Hernán Cortés arrived on the coast of Mexico in the sixteenth century, at the site of present-day Veracruz, he soon heard of a great city ruled by an emperor named Moctezuma. This city was tremendously wealthy—filled with gold—and took in tribute from surrounding tribes. The riches and complexity Cortés found when he arrived at that city, known as Tenochtitlán, were far beyond anything he or his men had ever seen.

According to legend, a warlike people called the Aztec (also known as the Mexica) had left a city called Aztlán and traveled south to the site of present-day Mexico City. In 1325, they began construction of Tenochtitlán on an island in Lake Texcoco. By 1519, when Cortés arrived, this settlement contained upwards of 200,000 inhabitants and was certainly the largest city in the Western Hemisphere at that time and probably larger than any European city (Figure 1.6). One of Cortés’s soldiers, Bernal Díaz del Castillo, recorded his impressions upon first seeing it: “When we saw so many cities and villages built in the water and other great towns on dry land we were amazed and said it was like the enchantments . . . on account of the great towers and cues and buildings rising from the water, and all built of masonry. And some of our

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soldiers even asked whether the things that we saw were not a dream? . . . I do not know how to describe it, seeing things as we did that had never been heard of or seen before, not even dreamed about.”

Figure 1.6 This rendering of the Aztec island city of Tenochtitlán depicts the causeways that connected the central city to the surrounding land. Envoys from surrounding tribes brought tribute to the Emperor.

Unlike the dirty, fetid cities of Europe at the time, Tenochtitlán was well planned, clean, and orderly. The city had neighborhoods for specific occupations, a trash collection system, markets, two aqueducts bringing in fresh water, and public buildings and temples. Unlike the Spanish, Aztecs bathed daily, and wealthy homes might even contain a steam bath. A labor force of slaves from subjugated neighboring tribes had built the fabulous city and the three causeways that connected it to the mainland. To farm, the Aztec constructed barges made of reeds and filled them with fertile soil. Lake water constantly irrigated these chinampas, or “floating gardens,” which are still in use and can be seen today in Xochimilco, a district of Mexico City.

Each god in the Aztec pantheon represented and ruled an aspect of the natural world, such as the heavens, farming, rain, fertility, sacrifice, and combat. A ruling class of warrior nobles and priests performed ritual human sacrifice daily to sustain the sun on its long journey across the sky, to appease or feed the gods, and to stimulate agricultural production. The sacrificial ceremony included cutting open the chest of a criminal or captured warrior with an obsidian knife and removing the still-beating heart (Figure 1.7).

Figure 1.7 In this illustration, an Aztec priest cuts out the beating heart of a sacrificial victim before throwing the body down from the temple. Aztec belief centered on supplying the gods with human blood—the ultimate sacrifice—to keep them strong and well.

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Explore Aztec-History.com (http://openstaxcollege.org/l/azteccreation) to learn more about the Aztec creation story.

MY STORY

The Aztec Predict the Coming of the Spanish The following is an excerpt from the sixteenth-century Florentine Codex of the writings of Fray Bernardino de Sahagun, a priest and early chronicler of Aztec history. When an old man from Xochimilco first saw the Spanish in Veracruz, he recounted an earlier dream to Moctezuma, the ruler of the Aztecs.

Said Quzatli to the sovereign, “Oh mighty lord, if because I tell you the truth I am to die, nevertheless I am here in your presence and you may do what you wish to me!” He narrated that mounted men would come to this land in a great wooden house [ships] this structure was to lodge many men, serving them as a home; within they would eat and sleep. On the surface of this house they would cook their food, walk and play as if they were on firm land. They were to be white, bearded men, dressed in different colors and on their heads they would wear round coverings.

Ten years before the arrival of the Spanish, Moctezuma received several omens which at the time he could not interpret. A fiery object appeared in the night sky, a spontaneous fire broke out in a religious temple and could not be extinguished with water, a water spout appeared in Lake Texcoco, and a woman could be heard wailing, “O my children we are about to go forever.” Moctezuma also had dreams and premonitions of impending disaster. These foretellings were recorded after the Aztecs’ destruction. They do, however, give us insight into the importance placed upon signs and omens in the pre-Columbian world.

THE INCA In South America, the most highly developed and complex society was that of the Inca, whose name means “lord” or “ruler” in the Andean language called Quechua. At its height in the fifteenth and sixteenth centuries, the Inca Empire, located on the Pacific coast and straddling the Andes Mountains, extended some twenty-five hundred miles. It stretched from modern-day Colombia in the north to Chile in the south and included cities built at an altitude of 14,000 feet above sea level. Its road system, kept free of debris and repaired by workers stationed at varying intervals, rivaled that of the Romans and efficiently connected the sprawling empire. The Inca, like all other pre-Columbian societies, did not use axle-mounted wheels for transportation. They built stepped roads to ascend and descend the steep slopes of the Andes; these would have been impractical for wheeled vehicles but worked well for pedestrians. These roads enabled the rapid movement of the highly trained Incan army. Also like the Romans, the Inca were effective administrators. Runners called chasquis traversed the roads in a continuous relay system, ensuring quick communication over long distances. The Inca had no system of writing, however. They communicated and kept records using a system of colored strings and knots called the quipu (Figure 1.8).

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Figure 1.8 The Inca had no written language. Instead, they communicated and kept records by means of a system of knots and colored strings called the quipu. Each of these knots and strings possessed a distinct meaning intelligible to those educated in their significance.

The Inca people worshipped their lord who, as a member of an elite ruling class, had absolute authority over every aspect of life. Much like feudal lords in Europe at the time, the ruling class lived off the labor of the peasants, collecting vast wealth that accompanied them as they went, mummified, into the next life. The Inca farmed corn, beans, squash, quinoa (a grain cultivated for its seeds), and the indigenous potato on terraced land they hacked from the steep mountains. Peasants received only one-third of their crops for themselves. The Inca ruler required a third, and a third was set aside in a kind of welfare system for those unable to work. Huge storehouses were filled with food for times of need. Each peasant also worked for the Inca ruler a number of days per month on public works projects, a requirement known as the mita. For example, peasants constructed rope bridges made of grass to span the mountains above fast-flowing icy rivers. In return, the lord provided laws, protection, and relief in times of famine.

The Inca worshipped the sun god Inti and called gold the “sweat” of the sun. Unlike the Maya and the Aztecs, they rarely practiced human sacrifice and usually offered the gods food, clothing, and coca leaves. In times of dire emergency, however, such as in the aftermath of earthquakes, volcanoes, or crop failure, they resorted to sacrificing prisoners. The ultimate sacrifice was children, who were specially selected and well fed. The Inca believed these children would immediately go to a much better afterlife.

In 1911, the American historian Hiram Bingham uncovered the lost Incan city of Machu Picchu (Figure 1.9). Located about fifty miles northwest of Cusco, Peru, at an altitude of about 8,000 feet, the city had been built in 1450 and inexplicably abandoned roughly a hundred years later. Scholars believe the city was used for religious ceremonial purposes and housed the priesthood. The architectural beauty of this city is unrivaled. Using only the strength of human labor and no machines, the Inca constructed walls and buildings of polished stones, some weighing over fifty tons, that were fitted together perfectly without the use of mortar. In 1983, UNESCO designated the ruined city a World Heritage Site.

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Figure 1.9 Located in today’s Peru at an altitude of nearly 8,000 feet, Machu Picchu was a ceremonial Incan city built about 1450 CE.

Browse the British Museum’s World Cultures collection (http://openstaxcollege.org/l/inca) to see more examples and descriptions of Incan (as well as Aztec, Mayan, and North American Indian) art.

NORTH AMERICAN INDIANS With few exceptions, the North American native cultures were much more widely dispersed than the Mayan, Aztec, and Incan societies, and did not have their population size or organized social structures. Although the cultivation of corn had made its way north, many Indians still practiced hunting and gathering. Horses, first introduced by the Spanish, allowed the Plains Indians to more easily follow and hunt the huge herds of bison. A few societies had evolved into relatively complex forms, but they were already in decline at the time of Christopher Columbus’s arrival.

In the southwestern part of today’s United States dwelled several groups we collectively call the Pueblo. The Spanish first gave them this name, which means “town” or “village,” because they lived in towns or villages of permanent stone-and-mud buildings with thatched roofs. Like present-day apartment houses, these buildings had multiple stories, each with multiple rooms. The three main groups of the Pueblo people were the Mogollon, Hohokam, and Anasazi.

The Mogollon thrived in the Mimbres Valley (New Mexico) from about 150 BCE to 1450 CE. They developed a distinctive artistic style for painting bowls with finely drawn geometric figures and wildlife, especially birds, in black on a white background. Beginning about 600 CE, the Hohokam built an extensive irrigation system of canals to irrigate the desert and grow fields of corn, beans, and squash. By 1300, their crop yields were supporting the most highly populated settlements in the southwest. The Hohokam decorated pottery with a red-on-buff design and made jewelry of turquoise. In the high desert of New Mexico, the Anasazi, whose name means “ancient enemy” or “ancient ones,” carved homes from steep cliffs accessed by ladders or ropes that could be pulled in at night or in case of enemy attack (Figure 1.10).

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Chapter 1 | The Americas, Europe, and Africa Before 1492 15

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Figure 1.10 To access their homes, the cliff-dwelling Anasazi used ropes or ladders that could be pulled in at night for safety. These pueblos may be viewed today in Canyon de Chelly National Monument (above) in Arizona and Mesa Verde National Park in Colorado.

Roads extending some 180 miles connected the Pueblos’ smaller urban centers to each other and to Chaco Canyon, which by 1050 CE had become the administrative, religious, and cultural center of their civilization. A century later, however, probably because of drought, the Pueblo peoples abandoned their cities. Their present-day descendants include the Hopi and Zuni tribes.

The Indian groups who lived in the present-day Ohio River Valley and achieved their cultural apex from the first century CE to 400 CE are collectively known as the Hopewell culture. Their settlements, unlike those of the southwest, were small hamlets. They lived in wattle-and-daub houses (made from woven lattice branches “daubed” with wet mud, clay, or sand and straw) and practiced agriculture, which they supplemented by hunting and fishing. Utilizing waterways, they developed trade routes stretching from Canada to Louisiana, where they exchanged goods with other tribes and negotiated in many different languages. From the coast they received shells; from Canada, copper; and from the Rocky Mountains, obsidian. With these materials they created necklaces, woven mats, and exquisite carvings. What remains of their culture today are huge burial mounds and earthworks. Many of the mounds that were opened by archaeologists contained artworks and other goods that indicate their society was socially stratified.