5 Step Protocol

SSUSH6 The student will analyze the nature of territorial and population growth and the impact of this growth in the early decades of the new nation. SSUSH6a Explain the Northwest Ordinance of 1787 and its importance in the westward migration of Americans, slavery, public education, and the addition of new states

SSUSH6b Describe Jefferson’s diplomacy in obtaining the Louisiana Purchase (1803) from France and the territory’s exploration by Lewis and Clark .

SSUSH6c Explain major reasons for the War of 1812 and the war’s significance on the development of a national identity.

SSUSH6d Describe the construction of the Erie Canal, the rise of New York City, and the development of the nation’s infrastructure.

SSUSH6e Describe the reasons for and the importance of the Monroe Doctrine (1823).

SSUSH7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19th century, and the different responses to it.

a. Explain the impact of the Industrial Revolution as seen in Eli Whitney’s invention of the cotton gin and his development of interchangeable parts for muskets.

b. Describe the westward growth of the United States; include the emerging concept of Manifest Destiny.

c. Describe reform movements, specifically temperance, abolitionism, and public school.

d. Explain women’s efforts to gain suffrage; include Elizabeth Cady Stanton and the Seneca Falls Conference.

e. Explain Jacksonian Democracy, expanding suffrage, the rise of popular political culture, and the development of American nationalism.

SSUSH6 The student will analyze the nature of territorial and population growth and the impact of this growth in the early decades of the new nation. SSUSH6a Explain the Northwest Ordinance of 1787 and its importance in the westward migration of Americans, slavery, public education, and the addition of new states.

Northwest Ordinance 17871. Gave money for ______________________ in NW2. Freedom of religion in NW3. Outlawed _______________________ in NW4. Outlined process for adding ____________________________________

Process for becoming a STATE:1. ___________________________ TERRITORY2. ORGANIZED TERRITORY

• Congress appoints a _________________________.• When population reached ___________________ adult male landowners elect territorial legislature.

3. ______________________________• When population reached __________________________ people write constitution & ask CONGRESS to

admit them as a state

Important because new states were added fully equal to the original 13. All additional 37 states were added using this process.

SSUSH6b Describe Jefferson’s diplomacy in obtaining the Louisiana Purchase (1803) from France and the territory’s exploration by Lewis and Clark .Louisiana Purchase - 1803

• __________________________________ was president• US bought LA from _____________________________• ___________ million• _________________________ the size of the US• Jefferson questioned if he had the power to buy it

Why did France sell it?Napoleon was gearing up for war with Great Britain and the territory wasn’t worth the money or the trouble.

Lewis & Clark Expedition• Lewis & Clark were sent by Jefferson to explore and meet with the natives• Their expedition lasted __________________________________.• Jefferson stated the goal was to find a "_________________________________________________________

________________________________________________“• They mapped the Northwest, gathered scientific info. about unknown plants & animals, and learned about the Native

American tribes in the area. • _______________________________ – acted as their guide

SSUSH6c Explain major reasons for the War of 1812 and the war’s significance on the development of a national identity.The War of 1812 (1812-1814)Causes of the War1. ____________________________________________________

• Because of British war with France, they were trying to stop Am. trade with FranceEMBARGO ACT (1807)

• stopped ALL ___________________ trade• especially hated by New England

2. _____________________________________________________• Taking American sailors off Am. Ships and forcing them to serve in the ______________________________

3. _____________________________________________________• Indian leader Tecumseh organized tribes to defend their land from US control.• His brother fought US forces at the Battle of Tippecanoe (and lost). • US blames Britain for encouraging the Indians• General William Henry Harrison led the US troops and defeated the Indians at Tippecanoe.

4. _____________________________________________________• Could we take ___________________ from Britain??• Could we take ___________________ from Spain??

War Hawks• young Congressmen from the West• felt strongly about standing up for our rights against Britain

Overview of the War• most fighting in Canada and Great Lakes area• Britain preoccupied with war in Europe until 1814• 1814-British attack ____________________________________ - Burned the Capitol and the White House

Battle of New Orleans (Jan. 1815)• Great American victory• ________________________________________ becomes a famous war hero - “Old Hickory”• Happened ___________________ the peace treaty

Opposition to the War• New England Federalists• Hartford Convention-made list of demands• threatened to secede• end of the _____________________________ party

Treaty of Ghent• Dec. 1814 “status quo ante bellum” - ____________________________________________________________

Results of the War of 1812 Increase in _____________________________

1. pride and patriotism after War of 18122. development of ___________________________ culture

history, art, literature, spelling (honour—honor; centre—center)3. growth of Am industry and manufacturing

SSUSH6d Describe the construction of the Erie Canal, the rise of New York City, and the development of the nation’s infrastructure.American System – developed by ______________________________ to create diversified, self-sufficient economy

a. Protective ____________________ encourage Am. manufacturingb. New ______________________________ systems builtc. A new national ______________________

Canals - Man made waterways (ditches) connecting rivers and lakes Erie Canal

• linked Atlantic Ocean to Great Lakes

• cost of transporting good drastically cut (from $100 a ton to $10 a ton)• makes _________________ a major economic center

Rise of New York City• Until 1790, New York City was the capital of the United States. • In the early 1800s, civic development turned this colonial town into a great economic center established on a grid of

city blocks.• By 1835, the population had grown so large that New York City outpaced Philadelphia as the largest U.S. city. • Trade grew when the _____________________________ made the city’s harbors the link between European

merchants & the great agricultural markets across the Appalachians from New York City. • The city was home to the biggest gathering of artisans & crafts workers in the United States, & its banking &

commercial activities would soon make it the leading city in all of North America.

National Road• Begun in 1811, paid for by the ___________________________________________________• Connected the Northeast and Northwest

Locomotives• Railroads were fast & could go over any terrain• 1825: First _____________________ locomotive in US• ____________________________ labor built the Northern RRs• ________________________ labor built the Southern RRs

Steamboats• _______________________________ develops the first successful steamboat• Major advantage: could travel __________________________ & carried freight and passengers

SSUSH6e Describe the reasons for and the importance of the Monroe Doctrine (1823).Monroe Doctrine

a. Europe cannot create new colonies in __________________________________b. U.S. will not interfere with existing colonies in the Western Hemispherec. ________________________ cannot interfere with existing nationsd. US will not interfere in ________________________

Louisiana Purchase Map – SSUSH 6Instructions: Examine the description and map below. Then, answer the questions that follow on a separate sheet of paper.

During Thomas Jefferson’s presidency, the United States purchased the Louisiana Territory from France at a price of $15 million, or approximately 4 cents per acre. The ratification of the Louisiana Purchase treaty by the Senate on October 20, 1803, doubled the size of the United States and opened up the continent to its westward expansion.

SUMMARY ( ushistory.org): Jefferson's plans for the nation depended upon western expansion and access to international markets for American farm products. This vision was threatened, however, when France regained control of Louisiana. NAPOLEON, who had now risen to power in the French Revolution, threatened to block American access to the important port of New Orleans on the Mississippi River. New American settlements west of the Appalachian Mountains depended upon river transport to get their goods to market since overland trade to the east was expensive and impractical.

Blocking American access to New Orleans was such a grave threat to American interests that President Jefferson considered changing his traditional foreign policy stance to an anti-French alliance with the British. At the same time that he sent diplomats to France to bargain for continued trade access along the Mississippi, he also sent diplomats to Britain to pursue other policy options. James Monroe, the top person negotiating in Paris, was empowered to purchase New Orleans and West Florida for between two and ten million dollars.

Surprisingly, however, Napoleon offered much more. He was militarily overextended and needing money to continue his war against Britain. Knowing full well that he could not force Americans out of the land France possessed in North America, Napoleon offered all of LOUISIANA to the U.S. for 15 million dollars. The massive territory stretched from the Mississippi River to the Rocky Mountains and more than doubled the size of the United States.

Napoleon's asking price worked out to be about four cents an acre.

The deal was struck in April 1803, but it brought a good deal of controversy. While American development in the 19th century depended on WESTERN EXPANSION, it also raised controversial issues that might lead to the disunion of the United States. Some New England Federalists, for example, began to talk of seceding from the U.S. since their political power was dramatically reduced by the purchase.

Further, Jefferson had clearly not followed his own strict interpretation of the Constitution. Federalist critics howled that the Constitution nowhere permitted the federal government to purchase new land. Jefferson was troubled by the inconsistency, but in the end decided that the Constitution's treaty-making provisions allowed him room to act.

Questions: Answer on your own paper, in complete sentences, label your paper “Louisiana Purchase Map Activity SSUSH 6”

1. Name 3 current states that were fully acquired by the Louisiana Purchase. Then, name 3 states that were partially acquired by the Louisiana Purchase (Knowledge).

2. Which state was admitted to the Union the same year that the US bought the Louisiana Territory (Knowledge)?

3. Federalists in the northeast did not approve of the Louisiana Purchase. Why do you think they felt it threatened their political power (Analysis)?

4. In 3-5 sentences, predict how the United States will continue to expand to the Pacific Ocean. What tactics will they use to gain the Spanish and Oregon country? (Synthesis/Evaluation).

5. Assess whether the Louisiana Purchase was a good deal for the United States or not. Use at least 2 pieces of evidence from this worksheet. (Problem Solving/Opinion/Evaluation/Application of Knowledge)

6. How did the Louisiana Purchase conflict with Thomas Jefferson’s views on the government and Constitution? (3-5 Sentences - Evaluation/Application of Knowledge)

Name ______________ Date ____________US History --- The War of 1812

After reading about the War of 1812, complete the graphic organizer below. Afterwards, consider this question – was the United States' entry into the war justified? Or should the US have remained neutral?

Causes of the War

Effects of the War

End of the War

SSUSH7 The student will explain the process of economic growth, its regional and national impact in the first half of the 19th century, and the different responses to it. SSUSH7a Explain the impact of the Industrial Revolution as seen in Eli Whitney’s invention of the cotton gin and his development of interchangeable parts for muskets.

Industrial Revolution

Began in _________________ in the 1750s and marked the beginning of the “industrial age.”

The “revolution” occurred as ___________________ replaced man-made goods by mass production.

Began in the United States in the __________________.

Inventors & Inventions

_______________________________- New England inventor whose cotton gin and use of interchangeable parts revolutionized United States industry in the 1790s.

Interchangeable Parts- The use of replacing parts with replicas of original pieces (e.g. ___________________).

Cotton Gin- Machine which allowed the cotton to be pulled apart from the _______________.

Revolutionized the cotton industry by ________________________ the cost of cotton production.

Created “____________________________” in the South. _____________________ slavery.

SSUSH7b Describe the westward growth of the United States; include the emerging concept of Manifest Destiny.

Threats to Nationalism (Division over Slavery)

The Missouri Compromise

• 1819: Missouri asks to be admitted as a _________________ state - huge controversy !!

• 1820 compromise—Henry Clay “______________________________________”

Missouri-slave state

___________________-free state

___________________ line divides the LA Terr.

Manifest Destiny

• 1840’s ________________ fever gripped the country. Americans began to believe their movement westward and southward was destined and ordained by _______________.

• “Manifest Destiny” – John L. O’Sullivan - “the belief that the U.S.’ destiny was to expand to the ____________________ Ocean and into Mexican territory”

Motivations for Expansion

• The desire of most Americans to own ______________. The discovery of _____________ and other valuable resources.

• The belief that the _______________ ______________ was destined to stretch across North America.

1. _______________________ motivations

2. __________________ beliefs about Native Americans and Mexican people.

SSUSH7c Describe reform movements, specifically temperance, abolitionism, and public school.

Temperance Movement - ______________________________________________________

ISSUE: People should drink less alcohol or it should be completely ________________________

IMPACT:

• per capita consumption cut in half between 1820 and 1840

• Protest church organizations gain influence

• _____________________ played a key role, leads to the women’s movement

Education Reform

ISSUE: Many areas didn’t have _________ public schools, School year was short, Teachers were untrained

IMPACT:

• Established the __________________ of all children to an education

• More _____________ supported public schools

• Improved education by required teachers to be _____________________

Reforms were still limited

1. no mandatory _________________________

2. improvements only for ______________________________

3. South far behind Northern advances

Abolition

ISSUE: Abolitionists wanted to outlaw _____________________.

IMPACT:

• Created a very controversial political issue over the future of slavery in the ____________________

• Made Southerners __________________ slavery more strongly.

SSUSH8 The student will explain the relationship between growing north-south divisions and westward expansion. a. Explain how slavery became a significant issue in American politics; include the slave rebellion of Nat Turner and the rise

of abolitionism (William Lloyd Garrison, Frederick Douglas, and the Grimke sisters).

Slavery and the Southern Economy

• The South was mainly _________________________ with very little manufacturing

• The main crops during the mid 1800s were rice and _____________, both which required extensive labor to produce

• Though slavery was prevalent in the South, the vast majority of Southerners _____________________ own slaves

Nat Turner’s Revolt

• _______________________________ put restrictions on slaves, preventing them from learning to read and write and restricting their rights

• ______________________________, a Virginia slave, believed ______________ had chosen him to lead a revolt

• Turner and his followers killed more than _____________ people before being caught

• Turner’s Revolt led to states passing even stricter codes and restrictions on both slaves and ______________ African

Americans

Abolitionist

• _____________________________: South Carolina sisters who moved north to promote the abolitionist movement

• William Lloyd Garrison became one of the country’s leading abolitionists, publishing the pro-abolitionist newspaper the ______________________________. He believed in complete emancipation

• _____________________________________, a former slave from Maryland, published the abolitionist newspaper the ______________________________ and an autobiography

SSUSH7d Explain women’s efforts to gain suffrage; include Elizabeth Cady Stanton and the Seneca Falls Conference.

Women’s Rights

Situation that existed:

1. lacked legal & social ________________ - could not vote (suffrage) sit on juries, own property, earn her own ___________________, no legal protection from abuse, not guardian of the children

2. “cult of domesticity”--women were valued as the moral guardians of the home, family, & society

WHAT WOMEN WANTED: Full citizenship, ________________ rights, Parental and custody rights

KEY LEADERS: _________________________________ & Lucretia Mott

Seneca Falls Convention (Seneca Falls, NY) - Led by: Lucretia Mott & Elizabeth Cady Stanton

• Adopted a “Declaration of Sentiments”, Declaration of Women’s Rights, including the right to vote

• Modeled after the ____________________________________________

IMPACT:

• very few small changes & overshadowed by the bigger issue of ___________________

SSUSH7e Explain Jacksonian Democracy, expanding suffrage, the rise of popular political culture, and the development of American nationalism.

Presidential Election of 1824-

The rise of sectionalism began with the election candidates: John Quincy Adams (MA), William Crawford (GA), Henry Clay (KY), & Andrew Jackson (TN)

The Election was a tie and was decided by the ______________________________________.

“Corrupt Bargain”-

Only the top ________ candidates of the race were voted on by the House of Representatives. Crawford dropped out due to health reasons.

Henry Clay (Speaker) backed John Quincy Adams because of personal feelings toward _______________________________.

Clay became the _____________________________ under Adams & Jackson supporters labeled the move a “_________________________________.”

President John Quincy Adams - 6 th President - Party: National-Republican

Adams’ Unpopularity

Unpopular Presidency-

Adams’ presidency was very disappointing as Andrew Jackson’s supporters in Congress made life ________________________ for the new president. Led to a very contested race in 1828.

Rise of Democracy

Rise of the Jacksonians- Jackson’s supporters generally were southerners and westerners who favored “_______________________________” who favored the right to vote for all white males, not just land owners.

Caucus- A closed meeting of party members for the purpose of choosing a candidate.

Presidential Election of 1828-

The race was heated as both Jacksonians and supporters of Adams traded negative ads in newspapers.

The challenger, Jackson carried the South and the West, while the incumbent Adams carried New England. ______________________ easily won the presidency.

President Andrew Jackson - 7 th President - Party: Democratic

Jacksonian Democracy

______________________- The policy of rewarding political supporters with positions within the government.

__________________________________- Jackson’s supporters broke with the Democratic-Republicans and formed the modern-day Democratic Party.

War on Native Americans

Indian Removal Act of 1830-

Under the Act, the United States forced Native Americans off its traditional lands in support of white settlement. Native Americans were forced west of the ________________________ River.

Fighting broke out, but many nations peaceably migrated.

Worcester v. Georgia (1832)-

Supreme Court case which supported the _____________________Nation to remain in Georgia, but Jackson _______________________ the decision. Chief Justice John Marshall battled Jackson in a war of words over the decision.

Trail of Tears (1837—38)-

Forced relocation of Georgia’s _______________________________ to Oklahoma. During the forced migration, nearly ___________ died due to disease and starvation.

***REFORM MOVEMENTS G.O. – needs to be attached

Understanding Manifest Destiny"(It is) ..our manifest destiny to over spread and to possess the whole of the continent which

Providence has given us for the development of the great experiment of liberty"In 1845 these words were written by John O'Sullivan, a democrat leader and editor of the New York newspaper 'The Morning

Post'.

What is Manifest Destiny?

O'Sullivan was expressing the long held belief that white Americans had a God-given right to occupy the entire North American continent. It was not a new idea, nor was it historically confined to America. Manifest Destiny as a concept was exercised in 1492

by Christopher Columbus and the Spanish monarchs who initially sanctioned the colonisation of South America. It was also exercised by the Pilgrim Fathers when they landed at Plymouth Rock in 1620, by the British when they colonised Australia and

India. Indeed, any act of colonisation and settlement at the expense of another race can be said to be an expression of Manifest Destiny.

Manifest Destiny in 1840s AmericaOnce the concept had been given the name 'Manifest Destiny' it became widely used, appearing in newspapers, debates, paintings

and advertisements. It became the leading light for westward expansion.

Throughout the 1840s westward expansion gained pace. People living in the crowded east were lured west with promises of inexpensive land and open spaces.

The discovery of gold at Sutter's Mill in 1848 prompted thousands to leave their homes in the east and make the journey west to California.

The Homestead ActIn 1841 the government of America passed an act that allowed people to purchase 160 acres of Plains land for a very small price. A further act passed in 1862 divided 2.5 million acres of Plains land into sections or homesteads of 160 acres. People could now claim 160 acres of

land. The only requirement on their part was that they paid a small administration charge and built a house and lived on the land for at least 5 years.

Advertising and PaintingsIn a bid to encourage people onto the Plains advertisements told success stories of those who had claimed land under the terms of the Homestead Act and had become successful. Artists

painted pictures to encourage people to fulfil Manifest Destiny

Manifest Destiny

A painting by John Gast 1872

Activity

This picture is entitled ‘Manifest Destiny’. Explain how the artist uses the objects and people in the picture to encourage people to fulfil their Manifest Destiny.

Grimke Sisters:

Sojourner Truth:

Frederick Douglass:

William Lloyd Garrison:

The Liberator:

Underground Railroad (__________)

Led By:

What:

Nat Turner’s Rebellion (__________)

Where:

What:

Consequence:

Ways of Resisting:

Slave ResistanceKey People

SSUSH 7 – ANTICIPATION GUIDE Name:

Directions: Read the following bullets for each presidential candidate.

Decide which candidate you would vote for if you were an average American citizen.

After the War of 1812 and the “Era of Good Feelings”, which candidate do you think more Americans would vote for?

Presidential Candidate #1 ___________________________________

• Champion of the Common Man – relates to the people, self-made success.

• Fought for the rights of the “working man.”

• Defined and created a strong political party that values democracy and freedom.

• Spreads democratic values and rights to more citizens.

• Against big business and the rich.

• For a limited government.

• Fights against corruption.

• A National War hero.

• Argued that all white men have the right to liberty.

• Destroyed an economic institution of greed and corruption.

Explain why or why not you would vote for this person:

• Presidential Candidate #2: ___________________________________

• Enemies called him a “king and a tyrant.”

• Used more veto power than any other president.

• Went against Supreme Court’s decision.

• Fired over 200 experienced government employees.

• Abused the constitution and used it to fit his aims.

• Accused of spreading corruption in the government.

• Defied the power and authority of other branches of government.

• Slaughtered Native Americans in a series of wars.

• Stripped Native Americans of their land, rights and their dignity.

• “Killed” an important economic institution, later creating an economic recession.

Explain why or why not you would vote for this person:

Jacksonian Democracy Student Worksheet – PRIMARY DOCUMENTS ACTIVITYIntroduction:

Jackson’s victory over John Quincy Adams in the election of 1828 represented for many a victory for the “common man” over the Northeastern “aristocracy.” In this lesson, you’ll read two documents from right around the time of Jackson’s inauguration.

Directions:An Eyewitness Account of Jackson’s Inauguration: Margaret Bayard Smith, 1829http://www.socialstudies.com/article.html?article@smith_jacksoninauguration

A letter of Margaret Bayard Smith to Mrs. Kirkpatrick.

[Washington] March 11th, Sunday [1829.]...Thursday morning. I left the rest of this sheet for an account of the inauguration. It was not a thing of detail of a succession of small incidents. No, it was one grand whole, an imposing and majestic spectacle and to a reflective mind one of moral sublimity. Thousands and thousands of people, without distinction of rank, collected in an immense mass round the Capitol, silent, orderly and tranquil, with their eyes fixed on the front of that edifice, waiting the appearance of the President in the portico. The door from the Rotunda opens, preceded by the marshals, surrounded by the Judges of the Supreme Court, the old man with his grey locks, that crown of glory, advances, bows to the people, who greet him with a shout that rends the air, the Cannons, from the heights around, from Alexandria and Fort Warburton proclaim the oath he has taken and all the hills reverberate the sound. It was grand,—it was sublime! An almost breathless silence, succeeded and the multitude was still,—listening to catch the sound of his voice, tho' it was so low, as to be heard only by those nearest to him. After reading his speech, the oath was administered to him by the Chief Justice. The Marshal presented the Bible. The President took it from his hands, pressed his lips to it, laid it reverently down, then bowed again to the people—Yes, to the people in all their majesty. And had the spectacle closed here, even Europeans must have acknowledged that a free people, collected in their might, silent and tranquil, restrained solely by a moral power, without a shadow around of military force, was majesty, rising to sublimity, and far surpassing the majesty of Kings and Princes, surrounded with armies and glittering in gold. But I will not anticipate, but will give you an account of the inauguration in mere detail. The whole of the preceding day, immense crowds were coming into the city from all parts, lodgings could not be obtained, and the newcomers had to go to George Town, which soon overflowed and others had to go to Alexandria. I was told the Avenue and adjoining streets were so crowded on Tuesday afternoon that it was difficult to pass...

We stood on the South steps of the [Capitol] terrace; when the appointed hour came saw the General and his company advancing up the Avenue, slow, very slow, so impeded was his march by the crowds thronging around him. Even from a distance, he could be discerned from those who accompanied him, for he only was uncovered, (the Servant in presence of his Sovereign, the People). The south side of the Capitol hill was literally alive with the multitude, who stood ready to receive the hero and the multitude who attended him. "There, there, that is he," exclaimed different voices. "Which?" asked others. "He with the white head," was the reply. "Ah," exclaimed others, "there is the old man and his gray hair, there is the old veteran, there is Jackson." At last he enters the gate at the foot of the hill and turns to the road that leads round to the front of the Capitol. In a moment every one who until then had stood like statues gazing on the scene below them, rushed onward, to right, to left, to be ready to receive him in the front. Our party, of course, were more deliberate, we waited until the multitude had rushed past us and then left the terrace and walked round to the furthest side of the square, where there were no carriages to impede us, and entered it by the gate fronting the Capitol...

At the moment the General entered the Portico and advanced to the table, the shout that rent the air, still resounds in my ears. When the speech was over, and the President made his parting bow, the barrier that had separated the people from him was broken down and they rushed up the steps all eager to shake hands with him. It was with difficulty he made his way through the Capitol and down the hill to the gateway that opens on the avenue. Here for a moment he was stopped. The living mass was impenetrable. After a while a passage was opened, and he mounted his horse which had been provided for his return (for he had walked to the Capitol) then such a cortege as followed him! Country men, farmers, gentlemen, mounted and dismounted, boys, women and children, black and white. Carriages, wagons and carts all pursuing him to the President's house...

[w]e set off to the President's House, but on a nearer approach found an entrance impossible, the yard and avenue was compact with living matter. The day was delightful, the scene animating, so we walked backward and forward at every turn meeting some new acquaintance and stopping to talk and shake hands. . . . We continued promenading here, until near three, returned home unable to stand and threw ourselves on the sopha. Some one came and informed us the crowd before the President's house, was so far lessen'd, that they thought we might enter. This time we effected our purpose. But what a scene did we witness! The Majesty of the People had disappeared, and a rabble, a mob, of boys, negros, women, children, scrambling fighting, romping. What a pity what a pity! No arrangements had been made no police officers placed on duty and the whole house had been

inundated by the rabble mob. We came too late. The President, after having been literally nearly pressed to death and almost suffocated and torn to pieces by the people in their eagerness to shake hands with Old Hickory, had retreated through the back way or south front and had escaped to his lodgings at Gadsby's. Cut glass and china to the amount of several thousand dollars had been broken in the struggle to get the refreshments, punch and other articles had been carried out in tubs and buckets, but had it been in hogsheads it would have been insufficient, ice-creams, and cake and lemonade, for 20,000 people, for it is said that number were there, tho' I think the estimate exaggerated. Ladies fainted, men were seen with bloody noses and such a scene of confusion took place as is impossible to describe,—those who got in could not get out by the door again, but had to scramble out of windows. At one time, the President who had retreated and retreated until he was pressed against the wall, could only be secured by a number of gentlemen forming round him and making a kind of barrier of their own bodies, and the pressure was so great that Col Bomford who was one said that at one time he was afraid they should have been pushed down, or on the President. It was then the windows were thrown open, and the torrent found an outlet, which otherwise might have proved fatal.

This concourse had not been anticipated and therefore not provided against. Ladies and gentlemen, only had been expected at this Levee, not the people en masse. But it was the People's day, and the People's President and the People would rule. God grant that one day or other, the People, do not put down all rule and rulers. I fear, enlightened Freemen as they are, they will be found, as they have been found in all ages and countries where they get the Power in their hands, that of all tyrants, they are the most ferocious, cruel and despotic. The noisy and disorderly rabble in the President's House brought to my mind descriptions I had read, of the mobs in the Tuileries and at Versailles, I expect to hear the carpets and furniture are ruined, the streets were muddy, and these guests all went thither on foot.

Read the document, then answer the following questions:

1. What does Smith mean when she describes the “thousands and thousands of people” at the inauguration as being “without distinction of rank”? How does she describe the crowd and its behavior while waiting for Jackson to appear and take the oath of office?

2. Why do you think she claimed that “…even Europeans must have acknowledged that…[the well-behaved crowd] was majesty”?

3. Go to the paragraph that begins “At the moment the General entered the Portico…”What happened when Jackson had finished his inaugural speech?

4. How does Smith describe the scene outside the President’s house immediately after the inauguration?

5. Smith returns home from the President’s house, then returns later. Why does she say that then “The Majesty of the People had disappeared”? Describe in your own words the scene that she witnessed.

6. Smith laments what happened at the President’s house, but says that “it was the People’s day, and the People’s President and the People would rule.” What does she mean by this? Is she optimistic or pessimistic about “the People” getting “the Power in their hands”? Use evidence from the document to support your answer.