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120 pages 4 hours read

Howard Zinn

A Young People's History of the United States

Nonfiction | Book | YA | Published in 2007

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Part 1, Chapters 6-9Chapter Summaries & Analyses

Part 1: “Columbus to the American Empire”

Part 1, Chapter 6 Summary: “The Women of Early America”

Women were severely oppressed in early America; Zinn writes that “they could not control their own lives” (89). Men legally and socially controlled women in several ways, though women resisted their mistreatment and exercised independence (sometimes with great consequences).

The opening subsection reports that women led dangerous and controlled lives in the colonial era and beyond. Many women came to the colonies as indentured servants and were treated cruelly by the rich families that housed them. Many endured sexual abuse. Childbirth was often fatal. Zinn notes that “Black women suffered doubly” (90) because of the intersection of their oppressed gender and their oppressed race. Even as a Women’s Movement gained some momentum throughout the first half of the 19th century, few advocated for the equal treatment of Black and white women.

Throughout the 19th century, increasingly greater numbers of women joined the workforce, even though the domestic sphere (the home) was considered the “proper” place for women (as wives and mothers). Women found work in factories, particularly textile mills. While jobs could bring in independent spending money, employers paid women far less than men for the same jobs. Occasionally, women led strikes to protest this inequality and advocate for better working conditions.

Outside of labor, too, women and allies increasingly advocated for women’s rights. In the first half of the 19th century, women started pursuing education and writing within the parameters afforded by society (they typically would be excluded from colleges, for example). In addition, women played leading roles in certain social movements, particularly the antislavery (abolition) movement before the Civil War. In 1848, a group of women “signed a Declaration of Principles that used some of the language of Thomas Jefferson’s Declaration of Independence—but changed to include women” (102). Women demanded equality; however, basic legal rights, such as voting, were still more than 50 years away.

Part 1, Chapter 7 Summary: “As Long as Grass Grows or Water Runs”

Here, Zinn begins to examine the large subject of 19th-century westward expansion. Settlers continued to push the “frontier” of settlement further West as wealthy Americans “bought up huge pieces of land […] to sell it later for great profits” (105). This process—called speculation—and the continued movement of people settling into new territories encroached on Native lands.

Andrew Jackson is a major historical actor in this chapter. Zinn provides some detail about his military and political careers: He “became famous during the War of 1812,” which Zinn describes as “a war for territory” (105). Jackson’s major victories came against Native nations in the American South, most notably the Creeks. As a military leader and later as American president, Jackson seized land from many Native peoples by force, purchase, and bad-faith treaties. Defeating and drawing up a treaty with the Creeks gave white people land in modern-day Georgia, Alabama, and Mississippi. A long war against the Seminoles in Florida transferred that territory from Spanish-held Native lands to land open for American settlement. Taking Florida was allegedly a necessity in national defense, according to Jackson. Zinn reminds the reader that this defense argument is “just what modern nations often say before starting a war of conquest in some other country’s territory” (107). The “Indian Wars” of the Southeast foretold what was to come across the continent in subsequent decades.

As president, Jackson initiated the main era of “Indian Removal,” during which the government and Army forced Native people to relocate from their homelands to lands further west designated as “Indian Territory.” Jackson’s successor, Martin Van Buren, continued this practice. During these administrations, the government removed 70,000 Native people, killing many in the process. White people wanted land not only for speculation and family settlements but also for new cities, businesses, and railroad lines to accommodate a growing nation. The removal process started with the government making promises to Native people, whom men like Jackson regarded as uncivilized children in need of his protection and command. To entice people to agree to move, the government “bribed [them] with money and land” (114), although much of “Indian Territory” was already inhabited by other Native people or was difficult to cultivate and live on. In the end, the government did not offer the protections and rewards it promised. Native commentators articulated the awful treatment they received and the recurring pattern of broken promises.

The most high-profile example of Indian removal was the Cherokee “Trail of Tears,” though it is just one of many examples of what Native nations endured. The Cherokee had made efforts to adopt some Euro-American ways of life, like taking up farming, converting to Christianity, and creating “a written form of their language” (117). “The whites,” however, “still wanted their land,” and Georgia’s government facilitated the removal of the Cherokees—which largely became a death march. In the initial westward march of 17,000 people, 4,000 died.

Part 1, Chapter 8 Summary: “War with Mexico”

Zinn continues to cover the various avenues of US expansion in the mid-19th century. By the late 1840s, Americans had embraced the concept of “Manifest Destiny,” which described a God-given right for Americans to expand across the continent and own the lands they reached. People who subscribed to this thinking were called “expansionists,” and it was an immensely popular ideology—particularly among men in politics, like President James K. Polk.

Polk and notable generals basically invited war in the Southwest so that the US could make a move to seize land from Mexico. Their desire came to fruition. War with Mexico in 1848 exposed a new generation of soldiers to the horrors of war, all to acquire more land by any means necessary. Texas had broken away from Mexico to become the “Lone Star Republic” in 1836 but was annexed by the US in 1845. During the Mexican War, the US gained a territory that included “New Mexico, Utah, Nevada, Arizona, California, and parts of Colorado and Wyoming” (122). The Treaty of Guadalupe Hidalgo made this land transfer official.

This war received wide support, at least initially, in the name of Manifest Destiny. Many men enlisted in the Army and went away to fight only to become disillusioned and at risk of disease and hazardous conditions. They were also “shocked by the bloody horror of war” (129). Some committed atrocities like rape and looting. One theater of the war was California, where an American officer threatened a gathering of Native tribes to be “faithful to your new rulers” (130). Of course, Mexicans living in these territories as well as Indigenous tribes resisted US conquest. In Los Angeles, for example, Mexicans staved off US military occupation for months. Ultimately, however, the war resulted in a massive land transfer. The new Southern border became the Rio Grande River. The US government paid the Mexican government $15 million which “let people say that the nation’s new territories were bought, not seized by force” (134). Sidestepping the brutality of conquest was, by this point, a burgeoning theme in US history.

Part 1, Chapter 9 Summary: “Slavery and Emancipation”

Zinn reviews the American Civil War. In the first half of the 19th century, the American economy and the system of slavery that made it possible grew exponentially. In a 70-year period, the number of enslaved people increased from 500,000 to four million: “Slavery was so well established,” the author writes, “that only something enormous—something like a full-scale war—could end it” (135).

The war erupted when President Abraham Lincoln was elected, and Southern plantation owners, fearing “that Lincoln and the Republicans would make their own pleasant, prosperous way of life impossible” (143), persuaded their states to secede (leave) the Union. Lincoln made it clear that he pursued war to preserve the Union, not to emancipate enslaved people, although the war itself ruminated on the future of the US economic structure and increasingly centered on the issue of Black liberation.

An “abolitionist” movement, mainly in the North, was growing long before Lincoln’s elections. Though many whites supported an end to slavery, “black abolitionists were the backbone of the movement against” it (139). Historical figures such as Frederick Douglass, David Walker, and Harriet Tubman took different paths to bring about slavery’s demise. Douglass, formerly enslaved, toured and spoke to crowds and politicians about the evils of the system. Walker published a pamphlet that “[urged] blacks to fight for their freedom” (140) and was killed for doing so. Tubman orchestrated the escape of hundreds of enslaved people out of the South via the “Underground Railroad,” a system of safe houses that hid people running away from bondage until they reached lands in which slavery was illegal.

Before the Civil War, however, the government still upheld slavery. As the US expanded through the events described in previous chapters, it added “nonslave” states to the Union—territories and states where slavery was illegal. These additions made the government feel like it “had to do something for the slave states” to maintain some type of balance, and so in 1850, the government passed the Fugitive Slave Act to force Americans into capturing and returning people who ran away from bondage. This Act also led to the capture of many free Black people whose captors merely claimed had run away from Southern plantations. The 1857 Dred Scott Decision, now regarded as perhaps the worst Supreme Court decision in US history, formally defined those held in slavery as property, not people.

Union victory in the Civil War (which broke out in April 1861) reintegrated the split country and ended slavery. New Constitutional Amendments gave Black people full citizenship and Black men the right to vote. For a brief period after the war, Black people elected members of their own community to political positions and set up post-war institutions for community betterment, but white supremacist backlash was swift—and by the end of the 1870s, the federal government lacked the political will to enforce protections for Black people facing disenfranchisement and horrific, racist violence.

Part 1, Chapters 6-9 Analysis

This section covers the history from the immediately post-Revolution era through the Civil War. In that period, which spanned a little over a half-century, the US expanded enormously, engaged in nearly constant warfare with various nations, and started to take shape as a nation modern readers will recognize (although capitalism and other defining systems are discussed in later chapters).

A big theme in this section—and in US history—is the concept of freedom. Revolutionaries at the end of the 18th century talked a lot about liberty and freedom—and fought a war for independence wrapped up in related rhetoric. Zinn examines the political and social position of women, a demographic plagued by prejudiced expectations (e.g., to be a warm and inviting home keeper, a child rearer, a family’s moral compass, and an uncomplaining wife) and sexist assumptions (that women were not as intelligent as men and could not be worthy property holders, for example). He then discusses Native peoples, Mexicans, and enslaved people in turn. All these groups experienced significant setbacks at the hands of the US government and the steady wave of white American expansion that drove settlers further and further west across the continent.

The US government comes under scrutiny for the way it directly supported the brutality that enabled expansion. Zinn notes, “The government immediately broke its promise” (114) to Native nations in treaty negotiations during the era of Removal. It failed to provide “things like food, shelter, and blankets” (116) during the forced marches. It also instigated war with Mexico and “supported slavery” (135) for nearly 100 years. Women did not have full political rights until the 20th century. A Young People’s History casts the government as a powerful and formidable power rather than a unilaterally just and reliable entity. Essentially all leading modern historical scholars whose work is peer reviewed and published by academic presses support Zinn’s view.

Related to the mistreatment by the government are the ever-present themes of resistance and survival. Those targeted by the inequalities of the country did not accept their second-class status without complaint and challenge. For example, efforts from the Black community among people both in and out of bondage were integral to growing support for abolition, winning the Civil War, and prompting emancipation. Women did not achieve liberation during the period that this section covers, but they took the first steps to organizing and demanding things like increased economic autonomy and political participation. People who lost land to an expanding nation resisted via warfare and, even when forced to cede their lands and yield to American authority in official capacities, survived as persistent members of their cultures and nations. For example, Indigenous people did not cease to be Indigenous and give up all their cultural traditions just because the US wanted their nations to dissolve. Mexicans who lived on land that became part of the US did not denounce their cultural practices either. The diversity that came to define the modern US existed throughout this era of history as the US collected and consolidated new lands.

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