Andrew Jackson Era of the Common Man

Jackson Test A Day – November 25th B Day – November 26th

APUSH OBJECTIVES JACKSON ERA REFORM

(Chapters 9 & 10) We will…

Investigate data on the economy of the United States in order to determine causes for Americaneconomic growth

Evaluate the role of Henry Clay’s American System in encouraging economic growth and fostering nationalism

Analyze the economic consequences of major transportation systems that developed from 1790 through 1860

Describe the movement and growth of America’s population

Evaluate the impact of new technology on American business and agriculture

Analyze the early American factory system

Investigate the political, social, and economic conditions of the north, south, and west in orderto form generalizations regarding their positions on key issues of the time

Compare and contrast the north, south, and west politically, socially, and economically

Predict responses to key sectional issues during the period 1820-1850

Analyze Jacksonian democracy in order to determine the extent to which it fostered politicaldemocracy, individual liberty, and equality of economic opportunity

Evaluate the impact of Jacksonian democracy on American political democracy

Evaluate the impact of Jacksonian democracy on equality of economic opportunity

Evaluate the impact of Jacksonian democracy on individual liberty

Compare and contrast the democratic ideas of Thomas Jefferson and Andrew Jackson

We will…

Analyze American social reform movements from 1820 to 1850 in order to determine degreesof success and failure of these movements

Describe major reform movements of the Age of Jackson

Determine the extent to which reforms improved American society

Analyze art & architecture in order to determine the extent to which American cultural andintellectual communities contributed to the development of a distinctive American character

Analyze American works of art & architecture from the Colonial Period to 1860

Determine the major emphasis of schools of American literature

APUSH: Chapter 9-10 Identifications & Short Answer Questions Briefly identify each of the following terms and short answer questions in order to make sure that you are familiar with each for focus writings, discussion, quizzes, and essay tests in class.

Identifications:

Zebulon Pike/John Jacob Astor/mountain men/Jedediah Smith Five Civilized Indian Tribes/Indian Removal Act/Trail of Tears/Black Hawk Agricultural boom land speculation/squatters/preemption rights Panic of 1819 Transportation Revolution Robert Fulton/Clermont/steamboats/Gibbons v. Ogden Erie Canal/Baltimore & Ohio Railroad/Chesapeake & Ohio Canal Francis C. Lowell/Eli Whitney/interchangeable parts Boston Manufacturing Company/Waltham and Lowell mills Artisans/trade unions “Rags to riches”/pauperism Free blacks/Richard Allen/African Methodist Episcopal (AME) Church Middling classes/spatial mobility Individualism/attack on the professions/challenge to family authority Doctrine of separate spheres/horizontal allegiances vs. vertical allegiances

Democrats/Whigs Election of 1824/corrupt bargain/John Quincy Adams Andrew Jackson Martin Van Buren/Albany Regency Election of 1828/National Republicans Spoils system Tariff of Abominations/John C. Calhoun/South Carolina Exposition and Protest Nullification Crisis/Tariff of 1833/Force Bill/Compromise of 1833 Second Bank of the United States/Nicholas Biddle “pet banks”/Deposit Act/soft money/hard money Anti-Masonry Panic of 1837/Specie Circular/Independent Treasury Act Election of 1840 Alexis de Tocqueville/Democracy in America Second Great Awakening/camp meetings/Charles G. Finney Unitarians/Mormons/Joseph Smith/Shakers/Mother Ann Lee American Temperance Society/Lyman Beecher/teetotalism Horace Mann/McGuffey readers/compulsory public education Abolition/American Colonization Society/William Lloyd Garrison/American Anti-Slavery Society Angelina and Sarah Grimke/Letters on the Condition of Women and the Equality of the Sexes Lucretia Mott/Elizabeth Cady Stanton/Seneca Falls Convention & Declaration Prison reform/Dorothea Dix/asylum reform Utopian communities/New Harmony/Brook Farm/Oneida community

Short Answer Questions:

What caused the upsurge of westward migration after the War of 1812?

Page 1

What changes were linked to the rise of the market economy in the early 1800s? Consider -Federal land policy-

The Panic of 1819-

The Transportation Revolution-

The growth of cities-

What factors inspired the religious and reform movements of the 1820s-1850s? Offer at least three specific examples to support your analysis.

What caused the rise of industrialization in America in the early 1800s?

How did the rise of the market economy and industrialization influence relationships within families and communities?

What was the Panic of 1837 and how did it lead to the re-emergence of a clear two-party system by 1840? Consider both causes and consequences of the panic in your answer.

What political changes contributed to the rise of Jacksonian democracy in the 1820s?

Consider the trend of political democratization-

Andrew Jackson’s presidential campaigns-

The rise of the Democratic Party-

Page 2

Name Date

JACKSON: The Rise of a Mass Democracy

Objective- SWBAT… Analyze Jacksonian democracy in order to determine the extent to which it fostered political democracy, individual liberty, and equality of economic opportunity.

Drill

1. How does Jackson’s quote above embody the “Jacksonian Era?”

2. What correlation does the quote above have to the Election of 1828?

3. What bias can you infer, from the quote, Jackson brought to his presidency?

4. Consider Jackson’s quote and identify characteristics he shared with Thomas Jefferson.

"It is to be regretted that the rich and powerful too often bend the acts of government to their own

selfish purposes.”

-President Andrew Jackson

Page 3

JACKSON: The Rise of a Mass Democracy

Directions- Refer to the quote and the cartoon above in order to support or refute the historic claim that the Jackson Presidency was the Age of the Common Man.

Source: loc.gov

“The great can protect themselves, but the poor and humble require the arm and the shield of the law”

-Andrew Jackson Letter to John Quincy Adams, 1821

CLOSURE CLOSURE

Page 4

Jacksonian Democracy

Interpreting Primary Sources

Reading 1:

The aristocracy of our country...continually contrive to change their party name. It was first Tory, then Federalist, then no party...then National Republican, now Whig....But by whatever name they reorganize themselves, the true democracy of the country, the producing classes, ought to be able to distinguish the enemy. Ye may know them by their fruit. Ye may know them by their deportment toward the people. Ye may know them by their disposition to club together, and constitute societies and incorporations for the enjoyment of exclusive privileges and for countenancing and protecting each other in their monopolies....They are those, with some honorable exceptions, who have contrived to live without labor...and must consequently live on the labor of others.

Frederick Robinson, a Democrat, 1834

Reading 2:

We believe, then in the principle of democratic republicanism, in its strongest and purest sense. We have an abiding confidence in the virtue, intelligence, and full capacity for self-government, of the great mass of our people--our industrious, honest manly, intelligent millions of freemen. We are opposed to all self-styled "wholesome restraints" on the free action of the popular opinion and will, other than those which have for their sole object the prevention of precipitate legislation.

Statement of Democratic principles

Reading 3:

Ours is a country, where men start from an humble origin, and from small beginnings rise gradually in the world, as the reward of merit and industry, and where they attain to the most elevated positions, or acquire a large amount of wealth, according to the pursuits they elect for themselves. No exclusive privileges of birth, no entailment of estates, no civil or political disqualifications, stand in their path; but one has as good a chance as another, according to his talents, prudence, and personal exertions. This is a country of self-made men, than which nothing better could be said of any state of society.

Calvin Colton, a Whig

Questions To Think About

1. What are the basic values and assumptions of Jacksonian democracy?

2. What should be the social goals of a democratic America?

Page 5

Indian Removal

Interpreting Primary Sources

Reading 1:

Toward the aborigines of this country no one can indulge a more friendly feeling than myself, or would go further in attempting to reclaim them from their wandering habits and make them a happy, prosperous people.

Humanity has often wept over the fate of the aborigines of this country, and philanthropy has been long busily employed in devising means to avert it, but its progress has never for a moment been arrested, and one by one have many powerful tribes disappeared from the earth. To follow to the tomb the last of his race and to tread on the graves of extinct nations excites melancholy reflections. But true philanthropy reconciles the mind to these vicissitudes as it does to the extinction of one generation to make room for another....Nor is there anything in this which, upon a comprehensive view of the general interests of the human race, is to be regretted. Philanthropy could not wish to see this continent restored to the condition in which it was found by our forebears. What good man would prefer a country covered with forests and ranged by a few thousand savages to our extensive Republic, studded with cities, towns, and prosperous farms?

Andrew Jackson defends the removal policy, 1830

Reading 2:

The Cherokees were happy and prosperous under a scrupulous observance of treaty stipulations by the government of the United States, and from the fostering hand extended over them, they made rapid advances in civilization, morals, and in the arts and sciences. Little did they anticipate, that when taught to think and feel as the American citizen, and to have with him a common interest, they were to be despoiled by their guardian, to become strangers and wanderers in the land of their fathers, forced to return to the savage life, and to seek a new home in the wilds of the far west, and that without their consent.

We wish to remain on the land of our fathers. We have a perfect and original right to remain without interruption or molestation. The treaties with us, and laws of the United States made in pursuance of treaties, guaranty our residence and our privileges, and secure us against intruders.

Memorial and Protest of the Cherokee Nation, 1836

Reading 3:

The Cherokee nation...is a distinct community, occupying its own territories, with boundaries accurately described, in which the laws of Georgia can have no force, and which the citizens of Georgia have no right to enter.

Chief Justice John Marshall

Reading 1:

The ingenuity of man might be challenged to show a single sentence of the Constitution of the United States giving power, either direct or implied, to the general government...to nullify the laws of a State...or coerce obedience, by force, to the mandates of the judiciary of the Union.

Wilson Lumpkin, Governor of Georgia

Questions To Think About

1. Could Indians and white Americans peacefully coexist?

2. How does Andrew Jackson defend his removal policy?

3. Was John Marshall's Supreme Court decision realistic? Can a president and states disregard a high court decision?

4. Was Jackson's policy unjust? What policy might have been better?

Page 6

The Bank War Interpreting Primary Sources

Reading 1: It is to be regretted that the rich and powerful too often bend the acts of government to their selfish purposes. Distinctions in society will always exist under every just government. Equality of talents, of education, or of wealth cannot be produced by human institutions. In the full enjoyment of the gifts of Heaven and the fruits of superior industry, economy, and virtue, every man is equally entitled to protection by law; but when the laws undertake to add to these natural and just advantages artificial distinctions, to grant titles, gratuities, and exclusive privileges, to make the rich richer and the potent more powerful, the humble members of society--the farmers, mechanics, and laborers--who have neither the time nor the means of securing like favors to themselves, have a right to complain of the injustice of their government. There are no necessary evils in government. Its evils exist only in its abuses. If it would confine itself to equal protection, and, as Heaven does its rains, shower its favors alike on the high and the low, the rich and the poor, it would be an unqualified blessing.

Jackson's Veto Message

This message...denies to the judiciary the interpretation of law, and claims to divide with Congress the power of originating statutes. It extends the grasp of executive pretension over every power of the government. But this is not all....It manifestly seeks to inflame the poor against the rich; it wantonly attacks whole classes of the people, for the purpose of turning against them the prejudices and the resentments of other classes.

Daniel Webster's Reply

Reading 3: The Bank Veto.--This is the most wholly radical and basely Jesuitical document that ever emanated from any Administration, in any country....It impudently asserts that Congress have acted prematurely, blindly, and without sufficient examination. It falsely and wickedly alleges that the rich and powerful throughout the country are waging a war of oppression against the poor and the weak; and attempts to justify the President on the ground of its being his duty thus to protect the humble when so assailed. Finally, it unblushingly denied that the Supreme Court is the proper tribunal to decide upon the constitutionality of the laws!!

The whole paper is a most thoroughgoing electioneering missile, intended to secure the mad-caps of the South, and as such, deserves the execration of all who love their country or its welfare. Boston Daily Atlas editorial

Reading 4: The United States Bank, as at present constituted, ought never to be renewed. The reasons are obvious. The capital is too vast. In proportion to the wealth of the country, it is the largest moneyed monopoly in the world....Republican America, the Virgin of the New World, the Government which is especially charged by wholesome legislation to prevent all extreme inequalities of fortune, has surpassed every country in Europe in the lavish concession of influence and privileges to a moneyed corporation. Political influence is steadily tending to the summit level of property....When a life and trust company ask for privileges, which enable capital to consume the moderate profits of the farmer by tempting him to incur the hazards of debt, it is the clamor of capital, deafening the voice of benevolence and legislative wisdom.

When the creditor demands that the debtor may once more be allowed to pledge his body and his personal freedom, it is the clamor of capital. When "vested rights" claim a veto on legislation, and assert themselves as the law paramount in defiance of the constitution which makes the common good the supreme rule, it is the clamor of capital, desiring to renew one of the abuses of feudal institutions.

When the usurer invokes the aid of society to enforce the contracts, which he has wrung without mercy from the feverish hopes of pressing necessity, it is the clamor of capital, which like the grave never says, It is enough.

When employers combine to reduce the wages of labor, and at the same time threaten an indictment for conspiracy against the combinations of workmen, it is the clamor of capital

The feud between the capitalist and the laborer, the house of Have and the house of Want, is as old as social union, and can never be entirely quieted; but he who will act with moderation, prefer facts to theories, and remember that every thing in this world is relative and not absolute, will see that the violence of the contest may be stilled, if the unreasonable demands of personal interests are subjected to the decisions of even-handed justice....

George Bancroft, 1834

The Boston Daily Advertiser defends the second Bank of the United States, 1832

Questions To Think About 1. Why does Andrew Jackson oppose recharter of the second Bank of the United States?2. What positive functions were served by the bank? What were some of the bank's negative consequences?3. What should be the proper relationship between finance, business, and government?

Page 7

The committee have bestowed on the subjects referred to them the deliberate attention which their importance demands; and the result, on full investigation, is a unanimous opinion that the act of Congress of the

last session, with the whole system of legislation imposing duties on imports, not for revenue, but the protection of one branch of industry at the expense of others, is unconstitutional, unequal, and oppressive, and

calculated to corrupt the public virtue and destroy the liberty of the country; which propositions they propose to consider in the order stated, and then to conclude their report with the consideration of the important

question of the remedy.

President Andrew Jackson

Is there no danger to our liberty and independence in a bank that in its nature has so little to bind it

to our country? It is to be regretted that the rich and powerful too often bend the acts of

government to their selfish purposes.

Henry Clay

You are a den of vipers and thieves. I intend to rout you out, and by the eternal God, I will rout you out! Vice President John C. Calhoun

The Georgians have shown a grasping spirit lately;...I know the Indians have an older title than theirs....Yet they are strong and we are weak. We are few, they are many. We cannot remain here in safety and comfort. I

know we love the graves of our fathers....We can never forget these homes, I know, but an unbending, iron necessity tells us we must leave them...There is but one path of safety, one road to future existence as a Nation. That path is open before you. Make a treaty of cession. Give up

these lands and go over beyond the great Father of Waters

Chief Justice John Marshall

The power to establish a bank is deduced from that clause of the constitution which confers on Congress all powers necessary and proper to carry into effect the enumerated powers. In 1811, I believed a bank of the United States not necessary, and that a safe reliance might be placed

on the local banks, in the administration of the fiscal affairs of the Government. The war taught us many lessons; and, among

others, demonstrated the necessity of a Bank of the United States to the successful operations of the government

Daniel Webster

… words of delusion and folly, "Liberty first and Union afterwards"; buteverywhere, spread all over in characters of living light, blazing on all its

ample folds, as they float over the sea and over the land, and in every wind under the whole heavens, that other sentiment, dear to every true

American heart-Liberty and Union, now and forever, one and inseparable!

President Andrew Jackson

The forcible seizure and abduction of the plaintiff, who was residing in the nation with its permission, and by authority of the President of the United States, is also a violation of the acts which authorize the chief

magistrate to exercise this authority. . . .

Major Ridge (Sequoia)

Page 8

Antebellum Population

Read the overview or sectional framework and then read the vignettes of three typical individuals. You will need to explain how each of three men, James Watson, Richard Fitzhugh, and George Hicks, would react to each of eight sectional issues of antebellum period. Complete the chart by writing each man’s position and rationale on each issue. You will use your completed chart to help you in answering the concluding questions in the second part.

Sectional Framework for the Ante-bellum Period East Political- The region developed a broad-based democracy as property qualifications for voting were either reduced or eliminated for white males.

Economic- The area’s diversified economy included commerce, banking, manufacturing, forest and mining products and stable, family-sized farms.

Social- A wide class structure ranged from wealthy businessmen to a few remaining indentured servants. Public schools, as well as a number of universities, had developed, and urban centers with a cultural and intellectual base were emerging.

South Political- An aristocratic form of government, which had existed since colonial times, was well-established by the nineteenth century.

Economic- The planter aristocracy dominated the economy and produced a staple crop with slave labor. However, most whited lived in a marginal existence on small farms.

Social- Few centers of learning or urban centers existed in this agrarian setting. A small percentage of white planters ran the establishment. Yeoman farmers yearned to become planters and supported slavery to keep African Americans in a subordinate position.

West Political- A democratic society based on white suffrage developed, but African Americans and women were not granted the right to vote.

Economic- Farms, owned and operated by the family, used large-scale agriculture and the new machinery of the period to produce food for eastern markets.

Social- While a few cities developed as centers of commerce, most people lived a rural life. The Northwest Ordinance had placed an emphasis on education. In the early 1830’s, Oberlin College became the first college to admit women and African Americans.

These descriptions characterized the typical individuals shown on the chart:

James Watson A manufacturer of cotton textiles in Pawtucket, Rhode Island, Watson is the son of an early factory owner who recognized the value of cotton spinning machine for which Samuel Slater smuggled plans out of England. The elder Mr. Watson started a small mill in 1812 and, with the help of his son, James, expanded the mill threefold and began spinning, weaving and dying cloth. James Watson sees the possibility of further expansion as transportation makes markets more readily available.

George Hicks George Hicks recently moved t Indiana from Vermont where he had operated a small general farm. He purchased new farm machinery and two hundred acres on the Wabash River. With the help of his son, he grows wheat for sale in the East. He transports his produce via the Wabash and Erie Canal, the Great Lakes and the Erie Canal to eastern markets. With the influx of immigrants and the growth of cities in the East, Hicks is considering expanding his acreage in hopes of further increasing his profits.

Richard Fitzhugh In 1849, Richard Fitzhugh inherited a plantation from his father. The nearly three thousand acres are situated on the banks of the Savannah River in Georgia. Fitzhugh has two hundred slaves, including 150 field hands. Mr. Fitzhugh is descended from an old line of southern plantation owners whose ancestors originally worked plantations in the tobacco lands of Virginia. He is a well-educated gentleman, having graduated from the College of William and Mary where he learned the values and practices of the southern code of Chivalry.

Page 9

Issue Watson (North) Hicks (West) Fitzhugh (South)

The national government should pass high tariffs

The national government should encourage

settlement of small western farms

The national government should acquire new

territories to the Pacific Ocean (Manifest Destiny)

& prepare them for statehood

The national government should promote and fund

internal improvements including roads, canals, &

railroads

The national government should abolish slavery

The national government should promote unlimited immigration to America

The national government should promote universal

education

Page 10

1. How did Henry Clay’s American System help promote national unity and a national market economy?

2. Change-over-time: Identify, using at least 3 specific historic examples, how the United States changed from 1800 to 1840 ineach of the following ways:

a. Democracy

b. Transportation

c. Technology and communication

d. Economic growth

e. Social reforms

f. American foreign policy

g. Immigration patterns

h. Labor systems

3. Given your evidence from #2, which national change had the most significant impact on the U.S. from 1800-1840? Why?

4. Change-over-time: Identify, using at least 3 specific historic examples, how each region of the United States changed from1800 to 1840. For each region, consider economic, social, and political changes.

a. The North

b. The South

c. The West

5. Given your evidence from #4, which region of the U.S. experienced the most profound changes from 1800 to 1840?

6. Which region of the United States (North, South, or West) was more vital to the American market economy by 1840? Why?

7. How might the increasing regionalization of the U.S. create difficulties for the national government by the 1850s?

Page 11

Understanding Relationships in History:

Economic/Transportation Developments 1810-1850

Directions:

1. Examine the following list of specific factual information and write the general subject.2. After identifying similarities that various pieces of the information share, place each piece of information in a

general category in the column at the left.3. Each bit of information might fit into more than one category, but, for this purpose, it may be used only once.4. Name each category.5. Write a topic sentence for each category which clearly and directly generalizes the similarity that each individual

piece of information has in common with the other pieces of information in that category.6. When the information has been categorized and a generalization has been made in a topic sentence, choose the 5

pieces of specific factual information which best support the topic sentence and evaluate them by rank orderingthem in descending order of importance in supporting the topic sentence.

7. Write a thesis statement that directly links the categories to some common theme.8. Rank order the categories in decreasing order of importance to support your thesis statement.

Samuel Slater pet banks

Textiles paternalism

Eli Whitney corporations

Lowell/Waltham System Robert Fulton

Interchangeable parts Panic of 1819

Era of Good Feelings Gibbons v. Ogden

Sectionalism Dartmouth College v. Woodward

Tariff of 1816 Missouri Compromise

Second Bank of the United States immigration

Henry Clay Commonwealth v. Hunt

The American System slavery

Nationalism Maysville Road Bill

Specialization Specie Circular

Cotton gin Bonus Bill veto

Reaper internal improvements

National Road Tariff of Abominations

McCulloch v. Maryland Samuel F. B. Morse

Implied powers Workingmen’s Party

Irish steel plow

Erie Canal Bessemer Process

Steamboat War of 1812

Page 12

UNDERSTANDING RELATIONSHIPS IN HISTORY

General Subject _______________________________________

I. Category Name: _________________________________ Rank _____

Topic Sentence:

_______________________________________________________________________________

_______________________________________________________________________________ Specific Information List: Rank Order of Specific Information

1. ____________________2. ____________________3. ____________________4. ____________________5. ____________________

II. Category Name: _________________________________ Rank _____

Topic Sentence:

_______________________________________________________________________________

_______________________________________________________________________________ Specific Information List: Rank Order of Specific Information

1. ____________________2. ____________________3. ____________________4. ____________________5. ____________________

III. Category Name: _________________________________ Rank _____

Topic Sentence:

_______________________________________________________________________________

_______________________________________________________________________________ Specific Information List: Rank Order of Specific Information

1. ____________________2. ____________________3. ____________________4. ____________________5. ____________________

IV. Category Name: _________________________________ Rank _____

Topic Sentence:

_______________________________________________________________________________

_______________________________________________________________________________ Specific Information List: Rank Order of Specific Information

1. ____________________2. ____________________3. ____________________4. ____________________5. ____________________

****Write a thesis statement on a separate sheet of paper that directly links the 4 categories to a common theme.

Page 13

Cultural Identity and Reform The US from 1820-1850

From 1820 until 1850, the United States was engaged in a struggle to define itself and its people. During this period, many people became involved in reform movements seeking to redefine what it meant to be an American and what America stood for as a nation. At the same time, others were trying to glorify the United States through art, music and literature. Because there are so many movements that played a part in the American landscape, I could not possibly do justice to them all. Therefore, each of you will have the responsibility of presenting one of these groups of people to the rest of us.

Grouping: pairs or trios -- depending on class size -- Each group will sign up for one of the movements listed below

Procedure: Using your textbook as well as outside resources, research your assigned movement in the years prior to the Civil War. Prepare a brief, creative lesson to be presented to the class -- no more than 4 minutes.

Material to be discussed: • Define your movement• Who were the leaders? Who were the followers?• Where was the movement located geographically?• Important beliefs and ideas of your movements• Contemporary criticism of or opposition to the movement• One document (either primary or secondary) that relates to your topic Why was this movement important to the development of the United States as a nation?

Products: • A presentation to the class covering the information.• One 8 ½ by 11 handout highlighting the important information for the rest of the class• One document concerning your topic – analyzed (Who, what, why, when, where, for what purpose and the importance of your

document)• Three really good multiple choice questions on your topic, with the correct answers indicated

Grading --Presentation: 50% -- Handout: 20 % -- Document: 20 % -- Questions: 10 %

Topics: Educational Reform Religion/Revivalism Utopian Experiments: Oneida Utopian Experiments: Mormons

Transcendentalists National Literature National Art & Architecture Feminism/Women’s Rights

Abolition Temperance Treatment of Criminals Treatment of the Insane

Rubric:

Presentation: Define the Movement _____/6 Leaders/Followers _____/6 Geographic location _____/6 Main beliefs and Ideas _____/6 Criticism/opposition _____/6 Why Important? _____/6 Use of Document _____/4 Presentation/Style _____/10

Total _____/50

Handout: Appearance _____/5 Quality of Information _____/15

Document: Document is for correct topic _____/3 Document analyzed/explained _____/17

Total _____/20

Questions: 3 questions – 5 answers _____/10

Total _____/100

Total _____/20

Page 14

Name:_____________________________ Date:_____________ Pd:_______ The Impeachment of a President

Welcome to the “Trial of the Century”. Today, we will analyze the actions of Andrew Jackson during his presidency in order to determine whether the Jackson administration violated the Constitution and is guilty of “High crimes and misdemeanors.”

Directions: During the testimony, take notes regarding the information provided by the witnesses and attorneys in the trial. Be sure to pay close attention during class in order to make a wise decision about the guilt or innocence of the President.

The trial will be conducted in the order of the charges against the President. Each side will have the opportunity to make opening arguments and then call witnesses on their behalf regarding each charge.

Opening Arguments: Prosecution Major Points of Case:

Defense Major Points of Case:

Character Major Points Cross Examination Guilt or Innocence?

Impeachment Charge A: Destroying the government service system by appointing people to public jobs without any consideration of merit.

Page 15

Character Major Points Cross Examination Guilt or Innocence?

Character Major Points Cross Examination Guilt or Innocence?

Impeachment Charge B: Destroying separation of powers by illegally expanding the powers of the Executive Branch

Impeachment Charge C: Undermining the United States economy by making ill-advised and politically motivated decisions

Page 16

Character Major Points Cross Examination Guilt or Innocence?

Character Major Points Cross Examination Guilt or Innocence?

Impeachment Charge D: Destroying the Fedral system of government by eroding the power of state governments

Impeachment Charge E: Causing sectional strains by mishandling matters in Texas

Page 17

Character Major Points Cross Examination Guilt or Innocence?

Evidence Summary and Cast a Vote!

Charge Swaying Evidence Guilty or Not Guilty?

A

B

C

D

E

F

Impeachment Charge F: Failing to carry out the principles of the Declaration of Independence regarding African-Americans, Native Americans, women, laborers, Mormons, Catholics, and others similarly without power

Page 18

Territorial Growth of the United States to 1853

Name of Territory (Color each territorial acquisition a

different color, use boxes as key)

Year Acquired by

United States

Prior Owner of Territory

How we got it (Treaty, bought, etc.) States created from it

The Thirteen Colonies �United States After the

Revolution �

Louisiana Purchase �

Florida �

Texas Annexation �

Oregon Territory �

Mexican Cession �

Gadsden Purchase �

Label the following political and geographic features: 1. The Great Lakes (5)2. Atlantic Ocean3. Pacific Ocean4. Gulf of Mexico5. Mississippi River

6. Ohio River7. Missouri River8. Appalachian Mountains9. Rocky Mountains10. Sierra Nevada Mountains

Page 19

Page 20

The Growth of Democracy: I. Growth of Democracy—Universal White Manhood Suffrage A. From 1824 to 1840, democracy was extended to more Americans

1. Before 1800, voting was limited to property owners

2. By 1840, property restrictions were removed or relaxed to allow more white men to vote

3. Democracy in America was more widespread than in any other country in the world

4. The new surge in democracy did not fit Jefferson’s vision of an American republic

B. By 1830, a “democracy of commoners” was seen as more acceptable than a “republic of aristocrats” 1. America promoted equal opportunities for white men under the law & in the professions

2. But, America was not equal: ownership of land, low-paid industrial workers, rich vs. poor farmers

C. Reasons for universal manhood suffrage 1. Westward expansion & statehood increased demands for suffrage among “common men”

2. Western states lacked natural aristocrats serve as republican leaders

3. The extension of suffrage in the West pressured eastern politicians to do the same

4. By 1840, the U.S. experienced near universal white manhood suffrage (but not for blacks or women)

D. Impacts of universal manhood suffrage 1. Political parties developed new forms of politicking

a. Entertaining parades, campaigns, slogans were used

b. Organized state “political machines” were formed & demanded loyalty from politicians

c. Partisan newspapers increased in number & in readers

2. Increased democracy in the 1830s & 1840s led toa. Massive voter turnout in elections

b. direct methods of selecting presidential electors, state governors & judges, & county officials

II. The Elections of 1824 & 1828A. The Election of 1824

1. The election was a 4-man race among JQ Adams (NE), Crawford (South), Clay & Jackson (West)

2. Jackson got the most electoral & popular votes but did not earn a majority in the Electoral College

3. The House of Reps chose Adams & Jacksonians claimed a “corrupt bargain” had been made with Clay

B. The JQ Adams presidency was difficult & he failed to continue the nationalist policies of the Monroe era

C. The Election of 1828 1. “Jacksonians” allied themselves with Calhoun (SC), Van Buren (NY), & western newspapers

2. These “Jacksonian Democrats” are today’s Democratic Party

3. The election of 1828 showed the effectiveness of political parties & propaganda in elections

4. Jackson was popular & won in a landslide but no one knew what kind of president he would be

Page 21

The Presidency of Andrew Jackson I. Jacksonian Democracy B. Jackson’s election as president in 1828 was a new era in American history

1. Represented the “common man” & the Democrats took advantage of extension suffrage to white men

2. Jackson extended the power of the president via “negative activism” & using the veto

C. Jackson advocated the spoils system to reward loyal supporters & reduce gov’t corruption

II. Jackson’s First Terma. Peggy Eaton Affair (“Petticoat Affair”) led Jackson to rely on the “Kitchen Cabinet”

b. Jackson’s veto of the Maysville Road project signaled the division of the National Republicans & Democrats

D. Nullification Crisis 1. Southerners, led by VP Calhoun, affirmed nullification in response to the Tariff of Abominations (1828)

2. Jackson saw nullification as treason & supported the Force Bill of 1833 to make SC collect tariff taxes

3. Significance of the Nullification Crisis

E. Webster-Hayne Debate revealed sectional divisions: Daniel Webster (MA) declared the U.S. more than just states

F. Indian Removal 1. Jackson promised to help remove the Cherokee & called for the Indian Removal Act of 1830

2. John Marshall upheld Cherokee rights in Cherokee Nation v. GA (1831) & Worcester vs. GA (1832)

3. The U.S. army forced the Cherokee west in the Trail of Tears in 1838

II. Bank War & the Second Party SystemA. The role & controversy of the Second Bank of the US

1. The BUS held gov’t money, made loans, & helped regulate loans by state-chartered private banks

2. The BUS was controversial by ever extending credit & gave power to the elite (like manager Nicolas Biddle)

B. The Bank War 1. Clay, Webster, & Biddle wanted to re-charter the bank in 1832 but Jackson vetoed it (“dangerous to liberty”)

2. Jackson vetoed the charter claiming it was unconstitutional & dangerous to liberty

3. Jackson’s veto was popular in South & West so the BUS became a key issue in the 1832 election against Clay

4. Jackson saw his victory over Clay as a mandate from the people to continue his war against the bank

5. Jackson killed the BUS before its charter expired by withdrawing federal money in favor of state “pet banks”

C. Criticism of Jackson 1. Killing the BUS led to increased attacks on Jackson who was seen as overstepping his constitutional powers

2. Jackson hoped to move the U.S. from paper money to hard currency by issuing the Specie Circular

3. The U.S. led to the Panic of 1837 & a six-year recession

D. The Whigs formed in 1834 as a coalition of anti-Jackson critics in North, West, and South

III. Conclusions

Page 22

The Pursuit of Perfection: Social Changes & Reforms from 1820s to 1850s I. The Rise of Evangelicalism A. The end of established churches led to competition for converts & evangelicalism based on self-improvement

B. Second Great Awakening (1800-1830s) 1. Era of religious revivalism that preached saving souls through conversion & repentance

2. Charles G. Finney used dramatic “soul-shaking” revivals emotionalism, & week-long tent meetings

3. The impact of the Second Great Awakeninga. The burned-over district of New York state became a center for new religious ideas & social reformers

b. New churches were formed in the North & South (Mormons, Millerites, Onedia community, Shakers)

c. Revivalism focused on combating sin & led to an era of social reform in the 1830s

II. Moderate Social ReformsA. Northern revivals inspired social reforms to save lost souls through conversion, morality, & temperance

B. Evangelism brought new changes to white, middle-class families by emphasizing “Cult of Domesticity”

C. Growth of free public schools from 1820-1850 to promote moral training 1. Means of social advancement, teaching the “3 R’s”, & the protestant work ethic

2. Horace Mann saw schools as means to teach virtue to immigrant & poor children

D. Reformers built new prisons & poorhouses; Dorothea Dix was the most important advocate for mental asylum reform

III. Radical Social ReformA. Radical reformers split from moderates in the 1830s

B. Abolitionism 1. William Lloyd Garrison & his American Anti-Slave Society demanded immediate emancipation (The Liberator)

2. Black abolitionists like Frederick Douglass & Sojourner Truth related the realities of slavery & helped runaways

3. Not all Northerners wanted to end slavery, especially in urban areas & near Mason-Dixon line

4. Radical abolitionists were hurt by in-fighting & many left Garrison to form the Liberty Party in 1840

C. Women’s Rights 1. Abolitionism raised awareness of women’s inequality

2. At Seneca Falls in 1848, Mott & Stanton rejected cult of domesticity & advocated gender equality & suffrage

D. Utopian communities were formed by reformers tired of trying to change society 1. Utopian Socialism

2. Shakers & Oneida Community were religious utopian communities based on the second coming of Christ

E. Transcendentalism was a philosophic movement, led by Emerson, that connected individuals to universal spiritual forces

IV. Conclusions

Page 23

American Antebellum Changes: The Transportation & Market Revolutions

I. The Transportation Revolution A. Henry Clay’s American System promoted internal improvements

1. The National Road & private turnpikes were built to connect east and west, but did not meet demand

2. Steamboats & state built canals helped reduce costs, increase speed, & move goods to and from the West

B. The railroad proved to be the greatest advance in transportation 1. Spurred American industrial & agricultural growth

2. Led to new forms of business & gov’t financing that would later influence corporations

C. By 1840, the USA had an intricate network of rivers, roads, canals, & railroads that connected the country

II. The Market RevolutionA. The Beginning of Commercial Agriculture

1. Farmers in the West and South specialized in staple cash crops, especially Southern cotton

2. Lower transportation costs & new inventions (McCormick reaper & Deere plow) helped farmers make money

3. Farmers benefited from new forms of credit (especially under the 2nd BUS) & long-distance marketing

B. Early Industrialism 1. In 1815, most textiles were produced in the “putting out” system

2. By 1840, textile factories were growing, especially in New Englanda. Due to Slater’s factory designs, Whitney’s interchangeable parts, & inventions (power loom & sewing machine

b. Case study: the Lowell Factory in Boston was America’s 1st dual purpose textile factory

C. By 1840, the USA developed a self-sustaining national economy that was driven by regional specialization 1. The Deep South was divided between rich cotton plantations with slaves & poor yeoman farms

2. The West had cheap land for farmers & were connected to eastern markets via improved transportation

3. The North shifted to commercial farming & industry to supply the West & South with manufactured goods

D. By 1840, the market revolution connected all 3 regions but America was not yet an industrial society

III. Mass Immigration BeginsA. From 1840 to 1860, 4 million Irish & German immigrants came to America

1. Due to desire for industrial jobs or western lands, access to cheap transportation, & to escape potato blight

2. Many immigrants stayed in Eastern urban factories & helped fuel the early American Industrial Revolution

B. The increase in industrialization, urbanization & immigration led to slums, poverty, & crime 1. Urban reformers attempted to clean up cities via police forces & improved sanitation, sewage, & housing

2. Increased immigration brought Nativism due to suspicions of ethnic cultures, especially Catholics

IV. Conclusions

Page 24