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Unit 4 · Topic 4.9

4.9 The Development of an American Culture

In the early 1800s Americans tried to create a culture of their own, blending European influences with American settings and themes. Romantic writers and painters celebrated nature, emotion and the individual, transcendentalists urged self-reliance, and African Americans created a culture of their own, including powerful slave narratives.

Key terms

  • Romanticism
  • transcendentalism
  • Ralph Waldo Emerson
  • Henry David Thoreau
  • Hudson River School
  • slave narratives

Romanticism, American style

Romanticism was a movement in art and literature, imported from Europe, that valued emotion, imagination, nature and the individual over the cool reason of the Enlightenment. American Romantics used it to celebrate what made their country distinct, especially its wilderness.

Washington Irving wrote tales set in the Hudson Valley, such as 'Rip Van Winkle' (1819) and 'The Legend of Sleepy Hollow' (1820). James Fenimore Cooper's frontier novels, including The Last of the Mohicans (1826), dramatized the wilderness and Native peoples, often in romanticized, stereotyped ways. Edgar Allan Poe and Nathaniel Hawthorne explored darker emotions; Hawthorne's The Scarlet Letter (1850) looked back critically at Puritan New England.

Transcendentalism

Transcendentalism was a philosophy, centered in Concord, Massachusetts, which held that people could find truth and God directly through intuition and nature, beyond ('transcending') what reason and the senses show. Transcendentalists distrusted organized religion, conformity and materialism.

Ralph Waldo Emerson spread these ideas in essays like 'Nature' (1836) and 'Self-Reliance' (1841), urging people to trust themselves rather than tradition. Henry David Thoreau lived simply in a cabin at Walden Pond (1845–1847) and wrote Walden (1854). After spending a night in jail in 1846 for refusing to pay a tax that he believed supported slavery and the Mexican War, he wrote the essay now called 'Civil Disobedience' (1849), which argued that people should refuse to obey unjust laws. It later influenced Gandhi and Martin Luther King Jr. Margaret Fuller, a transcendentalist editor, argued for women's equality in Woman in the Nineteenth Century (1845).

Painting the American landscape

The Hudson River School was a group of painters who made dramatic landscapes of American wilderness, especially the Hudson Valley and the Catskill Mountains. Its founder, Thomas Cole, painted works like The Oxbow (1836), which contrasts wild, stormy forest with neatly cleared farmland, raising questions about progress and the loss of wilderness. Asher Durand and later Frederic Church continued the style. These paintings presented American nature as grand and even sacred, a source of national pride equal to Europe's cathedrals and ruins.

African American culture and voices

Enslaved and free African Americans created a distinct culture that blended African traditions with American Christianity. Spirituals, religious songs sung by enslaved people, expressed faith, sorrow and hopes for freedom, sometimes with hidden messages about escape. Black churches became centers of community life (4.12).

Slave narratives were autobiographies of formerly enslaved people that exposed slavery's cruelty and argued for abolition. The most famous, Narrative of the Life of Frederick Douglass, an American Slave (1845), described Douglass's life in Maryland, how he secretly learned to read and his escape. Because it was written by an eyewitness, it was powerful evidence against Southern claims that slavery was benign.

Popular culture also reflected racism. Minstrel shows, in which white performers in blackface mocked African Americans, were one of the most popular forms of entertainment in the North by the 1840s.

Worked examples

Try each one yourself first, then open the solution.

  1. Example 1

    Analyzing a cultural source

    Short-answer practice: A landscape painting from 1836 shows a stormy, untouched wilderness on one side and orderly, cleared farmland on the other. Briefly explain ONE historical development reflected in this painting.

    Show the solution
    1. Step 1: Identify the artistic movement: the Hudson River School, likely Thomas Cole.
    2. Step 2: Name a broader development: Romanticism, national identity, or westward settlement and the market revolution.
    3. Step 3: Explain how the painting reflects it.

    Answer: Model answer: The painting reflects the Hudson River School's Romantic celebration of American wilderness as a source of national pride. By contrasting untouched forest with cleared farmland, it also reflects how settlement and the market revolution were rapidly transforming the American landscape in the 1830s, raising questions about whether progress was destroying the wild nature Americans valued.

Common mistakes

  • Confusing transcendentalism with the Second Great Awakening. Both stressed the individual, but transcendentalists rejected organized religion, while revivalists built churches.
  • Treating slave narratives as just literature. They were political tools of the abolition movement.
  • Forgetting minstrel shows when discussing popular culture. They show that racism shaped mass entertainment in the North too.

On the exam

  • Paintings and literary excerpts are common stimulus sources for this topic. Ask what ideas or values the work expresses and how it connects to its time.
  • Thoreau's 'Civil Disobedience' links to later periods: the civil rights movement drew on it (8.10).

Connected topics

Videos

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  • The development of an American culture | AP US History | Khan Academy

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Check yourself

4 questions on 4.9 The Development of an American Culture. Pick an answer to see if you got it, and why.

Question 1 of 4

Painters of the Hudson River School, such as Thomas Cole, often showed vast, dramatic American landscapes with tiny human figures. These paintings most directly reflected

Source 1: "I hold that in the present state of civilization, where two races of different origin, and distinguished by color, and other physical differences, as well as intellectual, are brought together, the relation now existing in the slaveholding States between the two, is, instead of an evil, a good—a positive good. . . . I hold then, that there never has yet existed a wealthy and civilized society in which one portion of the community did not, in point of fact, live on the labor of the other."

Source 2: "I have often been utterly astonished, since I came to the north, to find persons who could speak of the singing, among slaves, as evidence of their contentment and happiness. It is impossible to conceive of a greater mistake. Slaves sing most when they are most unhappy. The songs of the slave represent the sorrows of his heart; and he is relieved by them, only as an aching heart is relieved by its tears."

Source 1: John C. Calhoun, senator from South Carolina, speech in the U.S. Senate, February 6, 1837. Source 2: Frederick Douglass, Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself, published by the Anti-Slavery Office in Boston, 1845.

Question 2 of 4

Douglass's Narrative is best understood as an example of

"I heartily accept the motto,—'That government is best which governs least;' and I should like to see it acted up to more rapidly and systematically. . . . Witness the present Mexican war, the work of comparatively a few individuals using the standing government as their tool; for, in the outset, the people would not have consented to this measure."

"How does it become a man to behave toward the American government today? I answer that he cannot without disgrace be associated with it. I cannot for an instant recognize that political organization as my government which is the slave's government also. . . . Under a government which imprisons any unjustly, the true place for a just man is also a prison."

Source: Henry David Thoreau, "Resistance to Civil Government" (later known as "Civil Disobedience"), 1849. Thoreau first gave it as a lecture in 1848, after spending a night in jail in 1846 for refusing to pay a tax.

Question 3 of 4

Thoreau's argument most directly reflects which belief of the transcendentalists?

Question 4 of 4

Thoreau's ideas are most similar to those of

0 of 4 answered