Terms: Hartford Convention, Nationalism, War of 1812, Monroe Doctrine, American System

Transcription

1 Period

2 Essential Questions from PERIOD 4: (10%) The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes. The United States developed the world s first modern mass democracy and celebrated a new national culture, while Americans sought to define the nation s democratic ideals and to reform its institutions to match them. I. The nation s transformation to a more participatory democracy was accompanied by continued de- bates over federal power, the relationship between the federal government and the states, the authority of different branches of the federal government, and the rights and responsibilities of individual citizens. a. As various constituencies and interest groups coalesced and defined their agendas, various political parties, most significantly the Federalists and Democratic-Republicans in the 1790s and the Demo- crats and Whigs in the 1830s, were created or transformed to reflect and/or promote those agendas. b. Supreme Court decisions sought to assert federal power over state laws and the primacy of the judiciary in determining the meaning of the Constitution. c. With the acceleration of a national and international market economy, Americans debated the scope of government s role in the economy, while diverging economic systems meant that regional political and economic loyalties often continued to overshadow national concerns. d. Many white Americans in the South asserted their regional identity through pride in the institution of slavery, insisting that the federal government should defend that institution. II. [L]arger numbers of Americans began struggling with how to match democratic political ideals to political institutions and social realities. a. The Second Great Awakening, liberal social ideas from abroad, and Romantic beliefs in human perfectibility fostered the rise of voluntary organizations to promote religious and secular reforms, including abolition and women s rights. b. Despite the outlawing of the international slave trade, the rise in the number of free African Americans in both the North and the South, and widespread discussion of various emancipation plans, the U.S. and many state governments continued to restrict African Americans citizenship possibilities. III. While Americans celebrated their nation s progress toward a unified new national culture, various groups of the nation s inhabitants developed distinctive cultures of their own. a. Enslaved and free African Americans, isolated at the bottom of the social hierarchy, created communities and strategies to protect their dignity and their family structures, even as some launched abolitionist and reform movements aimed at changing their status. II. Regional economic specialization, especially the demands of cultivating southern cotton, shaped settlement patterns and the national and international economy. a. Southern cotton furnished the raw material for manufacturing in the Northeast, while the growth in the cotton trade promoted the development of national economic ties and fueled the internal slave trade. b. Despite some governmental and private efforts to create a unified national economy, most notably the American System, the shift to market production linked the North and the Midwest more closely than either was linked to the South. III. The economic changes caused by the market revolution had significant effects on migration patterns, gender and family relations, and the distribution of political power. a. The South remained politically, culturally, and ideologically distinct from the other sections, while continuing to rely on its exports to Europe for economic growth. b. The market revolution helped to widen a gap between rich and poor and caused an increasing separation between home and workplace, which led to dramatic transformations in gender and in family roles and expectations. c. Regional interests continued to trump national concerns as the basis for many political leaders positions on economic issues including slavery, the national bank, tariffs, and internal improvements. I. Struggling to create an independent global presence, U.S. policymakers sought to dominate the North American continent and to promote its foreign trade. a. Following the Louisiana Purchase, the drive to acquire, survey, and open new lands and markets led Americans into numerous economic, diplomatic, and military initiatives in the Western Hemi- sphere and Asia. b. The U.S. sought dominance over the North American continent through a variety of means, including military actions, judicial decisions, and diplomatic efforts. III. The American acquisition of lands in the West gave rise to a contest over the extension of slavery into the western territories as well as a series of attempts at national compromise. a. The 1820 Missouri Compromise created a truce over the issue of slavery that gradually broke down as confrontations over slavery became increasingly bitter. b. As overcultivation depleted arable land in the Southeast, slaveholders relocated their agricultural enterprises to the new Southwest, increasing sectional tensions over the institution of slavery and sparking a broad scale debate about how to set national goals, priorities, and strategies.

3 Understanding Relationships in History: Economic/Transportation Developments Directions: Examine the following list of vocab terms from Period 4. The following terms can be put together to identify certain themes that we will learn in Period 4. Your task for this unit is to find the connections between different terms. You need to identify five terms that relate in some fashion and you will combine those terms to write a paragraph describe the connection between them. There are some terms that may relate to more than one theme, however for this exercise please use each term only once. You must put together eight themes, including a minimum of 40 terms. You will need to list the terms you used, name the theme that they connect to and then write a paragraph explaining both what the terms mean and how they connect to the overall theme. You may find additional terms from your textbook if needed. Example (follow this example for formatting purposes): Terms: Hartford Convention, Nationalism, War of 1812, Monroe Doctrine, American System Theme: President Monroe s tenure in office was known as the Era of Good Feelings Paragraph: Following America s victory in the War of 1812 over the British, the Treaty of Ghent was signed eliminating the remaining British influence in the United States and ending the practice of impressment. This Nationalism created a new sense of pride in the United States because of its 2 nd victory over England and the perceived superiority of America. The lack of a Federalist Party, because of their failed attempts to get out of the war at the Hartford Convention, allowed for the Republicans to control both the presidency and congress. This lack of an opposition party led to the Republicans being able to pass many new pieces of legislation. Hoping to prevent involvement in foreign conflicts Monroe issued the Monroe Doctrine, which established America s isolationist foreign policy. This Era of Good Feelings ushered in new found economic success with Henry Clay s American System, which established a sort of economic cooperation between northern industry, southern agriculture and western markets. 1. American Colonization Society 2. Battle of New Orleans 3. Bonus Bill veto 4. Brook Farm 5. Burned over district 6. Civil Disobedience 7. Commonwealth v. Hunt 8. corporations 9. Corrupt Bargain 10. Cotton gin 11. Dartmouth College v. Woodward 12. Denmark Vesey 13. Eli Whitney 14. Elizabeth Cady Stanton 15. Embargo Act of Era of Good Feelings 17. Erie Canal 18. Fletcher v. Peck 19. Frederick Douglass 20. Gabriel Prosser 21. Gag rule 22. Gibbons v. Ogden 23. Grimke Sisters 24. Hartford Convention 25. Henry Clay 26. Implied powers 27. Impressment 28. Indian Removal Act of Interchangeable parts 30. internal improvements 31. John C. Calhoun 32. King Cotton 33. Lewis and Clark 34. Lowell/Waltham System 35. Lucretia Mott 36. Macon s Bill #2 37. Maysville Road Bill 38. Mechanical Reaper 39. McCulloch v. Maryland 40. Missouri Compromise 41. Monroe Doctrine 42. Nat Turner 43. National Road 44. New Harmony 45. Non-Intercourse Act 46. Nullification 47. Panic of paternalism 49. Peculiar Institution 50. pet banks 51. Ralph Waldo Emerson 52. Rush-Bagot Treaty 53. Samuel F. B. Morse 54. Samuel Slater 55. Second Bank of the US 56. Second Great Awakening 57. Sectionalism 58. Seneca Falls Convention 59. South Carolina Exposition and Protest 60. Specialization 61. Specie Circular 62. Spoils system 63. Steamboat 64. steel plow 65. Tariff of Tariff of Abominations 67. Tecumseh and the Prophet 68. The American System 69. Trail of Tears 70. Transcendentalism 71. Treaty of Ghent 72. Underground Railroad 73. War Hawks 74. War of Webster-Ashburton Treaty 76. Webster-Hayne Debate 77. Whigs 78. William Henry Harrison 79. William Lloyd Garrison 80. Worcester v. Georgia

4 US History Period 4 Presidents Young Republic Name: Directions: Using your book, find information and events that fit in the appropriate boxes. Be sure to give specific details on each individual event that you use and fill in at least one per box for each president. Be thorough and be sure to include details. You ll need them. Have a wonderful weekend and be sure to eat your vegetables. Years in office President Domestic Policies/Events Foreign Policies/Events Political Economic Social Thomas Jefferson Political Party: Vice-President(s): James Madison Political Party: Vice-President(s): James Monroe Political Party: Vice-President(s): Andrew Jackson Political Party: Vice-President(s): James Polk Political Party: Vice-President(s):

5 The aspect of our politics has wonderfully [astonishingly] changed since you left us. In place of that noble love of liberty and republican government which carried us triumphantly thro' the war, an Anglican, monarchical and aristocratically party has sprung up, whose avowed object is to draw over us the substance as they have already done the forms of the British government. The main body of our citizens however remain true to their republican principles, the whole landed interest is with them, and so is a great mass of talents. Against us are the Executive, the Judiciary, two out of three branches of the legislature, all of the officers of the government, all who want to be officers, all timid men who prefer the calm of despotism to the boisterous sea of liberty, British merchants and Americans trading on British capitals, speculators and holders in the banks and public funds a contrivance invented for the purposes of corruption and for assimilating us in all things, to the rotten as well as the sound parts of the British model. It would give you a fever were I to name to you the apostates* who have gone over to these heresies, men who were Samsons in the field and Solomons in the council, but who have had their heads shorn by the harlot England. In short we are likely to preserve the liberty we have obtained only by unremitting labors and perils. But we shall preserve them, and our mass of weight and wealth on the good side is so great as to leave no danger that force will ever be attempted against us. We have only to awake and snap the Lilliputian cords with which they have been entangling us during the first sleep which succeeded our labors. -Thomas Jefferson to Philip Mazzei, 1796

6 1. Identify the groups that Jefferson cautions are becoming an increasing threat. o o o 2. Jefferson is describing a change in his rapport with what individuals? 3. What underlying problems or issues within the national government are revealed by Jefferson s letter? 4. Make a prediction regarding national politics at the turn of the century. 5. What political, social, or economic issue of the Early National Period does the cartoon above illustrate? Did the artist present a legitimate threat in the illustration? Explain. The Providential Detection ( ). In this lithograph Thomas Jefferson kneels at the altar of despotism as an American eagle tries to prevent him from burning the Constitution in a fire fueled by radical writings. Jefferson's letter to Philip Mazzei, in which he allegedly criticized John Adams and George Washington, falls from his right hand. COURTESY, AMERICAN ANTIQUARIAN SOCIETY. *apostates-one who has abandoned one's religious faith, a political party, one's principles, or a cause.

7 Thomas Jefferson s First Inaugural Address (1801) Friends and Fellow-Citizens, During the contest of opinion through which we have passed the animation of discussions and of exertions has sometimes worn an aspect which might impose on strangers unused to think freely and to speak and to write what they think; but this being now decided by the voice of the nation, announced according to the rules of the Constitution, all will, of course, arrange themselves under the will of the law, and unite in common efforts for the common good. All, too, will bear in mind this sacred principle, that though the will of the majority is in all cases to prevail, that will to be rightful must be reasonable; that the minority possess their equal rights, which equal law must protect, and to violate would be oppression. Let us, then, fellowcitizens, unite with one heart and one mind. Let us restore to social intercourse that harmony and affection without which liberty and even life itself are but dreary things. And let us reflect that, having banished from our land that religious intolerance under which mankind so long bled and suffered, we have yet gained little if we countenance a political intolerance as despotic, as wicked, and capable of as bitter and bloody persecutions We are all Republicans, we are all Federalists. If there be any among us who would wish to dissolve this Union or to change its republican form, let them stand undisturbed as monuments of the safety with which error of opinion may be tolerated where reason is left free to combat it. I know, indeed, that some honest men fear that a republican government can not be strong, that this Government is not strong enough; but would the honest patriot, in the full tide of successful experiment, abandon a government which has so far kept us free and firm on the theoretic and visionary fear that this Government, the world's best hope, may by possibility want energy to preserve itself? I trust not. I believe this, on the contrary, the strongest Government on earth. I believe it the only one where every man, at the call of the law, would fly to the standard of the law, and would meet invasions of the public order as his own personal concern. Sometimes it is said that man can not be trusted with the government of himself. Can he, then, be trusted with the government of others? Or have we found angels in the forms of kings to govern him? Let history answer this question About to enter, fellow-citizens, on the exercise of duties which comprehend everything dear and valuable to you, it is proper you should understand what I deem the essential principles of our Government, and consequently those which ought to shape its Administration. I will compress them within the narrowest compass they will bear, stating the general principle, but not all its limitations. Equal and exact justice to all men, of whatever state or persuasion, religious or political; peace, commerce, and honest friendship with all nations, entangling alliances with none; the support of the State governments in all their rights, as the most competent administrations for our domestic concerns and the surest bulwarks against antirepublican tendencies; the preservation of the General Government in its whole constitutional vigor, as the sheet anchor of our peace at home and safety abroad; a jealous care of the right of election by the people -- a mild and safe corrective of abuses which are lopped by the sword of revolution where peaceable remedies are unprovided; absolute acquiescence in the decisions of the majority, the vital principle of republics, from which is no appeal but to force, the vital principle and immediate parent of despotism; a well-disciplined militia, our best reliance in peace and for the first moments of war till regulars may relieve them; the supremacy of the civil over the military authority; economy in the public expense, that labor may be lightly burthened; the honest payment of our debts and sacred preservation of the public faith; encouragement of agriculture, and of commerce as its handmaid; the diffusion of information and arraignment of all abuses at the bar of the public reason; freedom of religion; freedom of the press, and freedom of person under the protection of the habeas corpus, and trial by juries impartially selected.

8 These principles form the bright constellation which has gone before us and guided our steps through an age of revolution and reformation. The wisdom of our sages and blood of our heroes have been devoted to their attainment. They should be the creed of our political faith, the text of civic instruction, the touchstone by which to try the services of those we trust; and should we wander from them in moments of error or of alarm, let us hasten to retrace our steps and to regain the road which alone leads to peace, liberty, and safety Relying, then, on the patronage of your good will, I advance with obedience to the work, ready to retire from it whenever you become sensible how much better choice it is in your power to make. And may that Infinite Power which rules the destinies of the universe lead our councils to what is best, and give them a favorable issue for your peace and prosperity. Questions 1) Paragraph one: Jefferson speaks of minority and majority opinion. Which party had become the majority party? What had made the other party unpopular? 2) Paragraph one: What does Jefferson mean when he says, We are all Republicans, we are all Federalists? 3) Paragraph one: According to Jefferson, what weaknesses do critics of democracies/republics point out? 4) Paragraph one: According to Jefferson, what strengths do democracies/republics have? 5) Paragraph two: What events from had caused Americans to consider issues of peace, commerce, and honest friendship with all nations, entangling alliances with none? 6) Paragraph two: In this paragraph, Jefferson explains his philosophy of government in great detail. Which three principles do you believe are most important in a democracy? Why? 7) What do you think was the purpose of Jefferson s speech? Was it successful? 8) Compare this speech to Washington s Farewell Address. Was Washington correct in his warnings about the dangers of political parties and foreign entanglements? Why or why not?

9 The American Revolution & the War of 1812 American Revolution The War of 1812 Long-Term Causes Long-Term Causes Causes of the War Spark Spark British British Strategy American American British British Advantages/ Disadvantages American American Turning Point Battles & Their Impact Treaty & the Terms of the Treaty Impact/Effects of the War Essential Question: To what degree was the War of 1812 a second American Revolution?

10 Era of Good Feelings Teaching Details: Key People Chart The chart below includes the key details and contributions of key people in the development of The Era of Good Feelings Person Image Details Contributions James Madison Henry Clay John C. Calhoun Daniel Webster James Monroe John Quincy Adams

11 Period 4 Era of Good Feelings Ewald Group Members: In small groups, create a historical contextualization web of the time period on large poster paper. Be sure that you include specific details and evidence from your textbook/notes as well as descriptive phrases/categories that summarize the pattern you see for each circle. Be sure to incorporate the Political, Economic, Social and International impacts that occurred during this time. You need to use specific details (this means terms) from your notes and your textbook to fully incorporate the all of the trends, events and ideas that took place during this time. During your research keep the following questions in mind. 1. Political: What political factions are there? What political ideologies exist? What major political/legal issues occur? 2. Economic: What economic events occur? What economic philosophies are developed? What impact do these economic policies have on the country? 3. Social: What social groups dominate the era? What new groups emerge? What social/religious movements develop? How are other groups treated? 4. International: What international conflicts occur? What impact does foreign policy have on the era? What previous conflicts are exacerbated/resolved during this era?

12 AP U.S. History Ewald Name: Second Quarter MARSHALL COURT CASE SUMMARIES As American nationalism grew in the early 1800s, the Supreme Court helped to encourage national unity by engaging in "judicial nationalism." Under the leadership of Chief Justice John Marshall, the Court set numerous precedents that established the federal judiciary as a strong and independent branch of the national government. To understand the scope of the Marshall Court's influence, you will work with a team of students to investigate and analyze one of four significant decisions made by the Supreme Court during Marshall's tenure from 1801 to After being assigned to your team, research the cases and read through the text of the court's decision. 2. As you read, make sure to keep the following questions in mind: What was the basis of the dispute in the case and who were the parties involved? What were the constitutional issues at stake? What was the Supreme Court s decision in the case? What was the rationale for the decision? Why was/is the Court s decision significant? Think in terms of the impact on American politics and economics at the time and later on in U.S. history. Also think in terms of constitutional precedents. 3. Work together as a study group to answer the questions above. Your goal should be to have clear answers to the questions by the end of class so that you can complete the case summary at home. Note that the textbook also contains information on all of the cases listed above. This information can be found on the following pages in the Boyer text: Marbury v. Madison (1803): McCulloch v. Maryland (1819): Dartmouth College v. Woodward (1819): Gibbons v. Ogden (1824): 4. Complete a typed, single-spaced case summary of no more than one page in length using the following format: AP U.S. History Student Name Ewald Period # Background CASE SUMMARY FOR TITLE OF CASE (YEAR) Include a paragraph describing the origins of the case and the parties involved. Constitutional Issue(s) Include a two-three sentence summary of the constitutional issue(s) at stake in the case. Make reference to specific sections of the Constitution as appropriate. Decision in the Case Include a paragraph that describes the Court s decision and the rationale for that decision. Note that there may be more than one important decision in any given case. Significance Include a paragraph that describes the short-term and long-term significance of the case to the American political and economic systems. Be sure to also consider the constitutional precedent(s) established and the subsequent impact on American history.

13 Washington/Jefferson/Madison Administrations 1. Summarize the treatment of and attitudes toward Native Americans by the federal government. a. Why must tribal territory be respected? b. What consequences are provided if whites encroach upon tribal land? c. How did they view tribes? d. Why was that viewpoint prevalent? Monroe Administration 1. Summarize the shift in treatment of and attitudes toward Native Americans by the federal govt. a. What action had southern states taken, in particular Georgia? Why? b. How did this action lead to changes in policy? Why? c. How did it view tribes? d. Why was that viewpoint prevalent? Tribal Groups 1. Summarize the reactions by Native Americans toward white encroachment on their land. a. Why were the Shawnee and the Cherokee upset with the federal government? b. How did the Cherokee adopt white culture? Why? c. How did the Shawnee seek to redress their grievances? Why? What was the result? d. How did the Cherokee seek to redress of their grievances? Why? What was the result? Jackson Administration 1. Summarize the treatment of and attitudes toward Native Americans by the federal government. a. Why must tribal territory be seized? b. What consequences will occur if tribes resist? c. What was the reaction to the ruling in the court case? d. What happened to the Cherokee tribe? How did some whites feel about their status?

14 William Lloyd Garrison, First Editorial of the Liberator (1831) Question to answer: How is abolition different from other antislavery movements? Frederick Douglass, Independence Day Speech (1841) Questions to answer: Discuss the role of former slaves in abolition. What factors encouraged/challenged slaves/former slaves in participating in the movement? Angelina Grimke, Speech at Philadelphia Hall (1838) Question to answer: How did the abolitionist movement inspire women to fight for their own suffrage rights? Sojourner Truth, The Injustice of Slavery (1856) Question to answer: What was the role of black women in abolition? Response by Catherine Beecher to Angelina Grimke. Questions to answer: Discuss the role of women in the abolitionist movement and the personal nature of antislavery work. Were Southerners active in this movement? Why or why not? What opposition did Grimke experience and why? Defense of slavery by George Fitzhugh Questions to answer: What was the response to abolition on the part of slaveholders? What role did newspapers play in affecting public opinion? Essential Questions: 1. What was abolitionism? 2. What social economic political conditions were abolitionists responding to? 3. How does a social change movement develop and change over time?

15 Speed Dating Information Table Name Main Philosophy/Outlook Main Accomplishment Is this person a match for me? Why or why not? Angela Grimke Brook Farm Charles Finney David Walker Dorothea Dix Elizabeth Cady Stanton Frederick Douglass Henry David Thoreau Horace Mann Lucretia Mott Lyman Beecher Margret Fuller Mary Lyon Mormon

16 Speed Dating Information Table New Harmony Oneida Ralph Waldo Emerson Richard Allen Shakers Sojourner Truth Susan B Anthony Sylvester Graham Theodore Weld William Lloyd Garrison Elizabeth Blackwell* Emma Willard* Neal Dow* Amelia Bloomer*

17 ESSENTIAL QUESTIONS: CONTEXT, PERIODIZATION, CAUSATION, CCOT, ARGUMENTATION 1. How does the Louisiana Purchase illustrate political conflicts over federal power? How does it reflect Jefferson s agrarian vision? 2. Explain how the decisions of the Marshall Court increased the power of the federal government. 3. Explain how the rise of the Second Party System (Democrats and Whigs) led to regional and ideological divisions over the power of the federal government, tariffs, the national bank, and internal improvements. 4. Trace the continuities and changes in government policies towards Native Americans between In what ways did natives resist this treatment? 5. Compare the attitudes of the working class, minorities, middle class, and politicians in regards to increased immigration. Explain the connection between increased immigration and the rise of nativism. 6. How did government, banks, and merchants expand American commerce in the first half of the 19th century? 7. How are the inventions of the era reflective of industrialization as a whole? How did they increase efficiency and productivity? 8. What role did Eli Whitney play in America's Industrial Revolution? What impact did his inventions have on the South? on the North? 9. How did the power of the planter elite shape the economy and society of the South? Why did plain folk still protect the ideal of slavery? 10. Explain how the American System and the transportation revolution impacted the Market Revolution and industrialization as a whole. 11. Explain the philosophy of "Manifest Destiny." Give examples of both military and diplomatic actions that helped America exert influence and control over the Western Hemisphere.

18 123. Describe the pattern of internal migration in the United States and how it was impacted by the expansion of slavery, industrialization, and Manifest Destiny. 13. Explain the correlation between westward expansion and the issue of slavery. Why was compromise common, but ineffective? 14. Compare the effects of industrialization on different socioeconomic groups: lower, middle, and upper classes. 15. In what ways did women s private and public lives change during the first half of the 19thcentury? What were the forces behind those changes? 16. Explain how liberal social ideas and Romanticism influenced literature, art, and philosophy during this era. 17. Explain the events and conditions that led to the rise of the Second Great Awakening. How did the movement inspire other social reforms? 18. How was the Second Great Awakening similar to and different from the First Great Awakening of the 1730s? 19. In what ways were Mormons similar to, and different from, other communal or utopian movements of the era? 20. Describe the various organizations and reform movements that aimed to change individual behaviors and improve society. 21. Compare the ways in which African Americans fought to protect their dignity and rights on and off the plantation. 22. Explain the causes of the rise of abolitionism during the first half of the nineteenth century. How was the movement influenced by politics, religion, and geography? How was it limited? 23. How are the arguments made in the Declaration of Sentiments both a continuation of past developments regarding women and liberty, as well as the product of new ones?

19 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 Ocean 3. Pacific Ocean 4. Gulf of Mexico 5. Mississippi River 6. Ohio River 7. Missouri River 8. Appalachian Mountains 9. Rocky Mountains 10. Sierra Nevada Mountains

20

21 Manifest Destiny Arguments for American Expansion Arguments against American Expansion

22 There are 4 SAQ s and you have 25 minutes. Plenty of time!!!! Don t Rush, Relax, Take a deep Breath and Enjoy. The Format of the SAQ s: Each of the four questions will be divided into 2-3 tasks labeled a, b, and c (sometimes it might just be a and b). Each one is graded separately, so make sure you answer each one independently, be sure to keep the big picture in mind. Make sure that you see that you have answer each one and provided information to support your answer. ACE the SAQ: A - Clearly ANSWER the question. C - CITE a specific piece of evidence to support your answer. The more specific, the better. E - EXPAND your answer by providing further analysis or historical context. Helpful Hints: Answer what the questions ASK. Don t beat around the bush, be DIRECT.. Be sure to read the questions and provided the detail necessary. If it asks for one piece of evidence, provide one piece of evidence. Each task is graded separately. Answer the ones you know. If you don t know B, but you know A and C, answer them, you ll get two out of three. Remember this is about providing evidence to support your answer. There is no right and wrong answer, use historical evidence to support your claim. Only the information in the provided box will be graded, do not write your answers in the margins, if it s not in the box it won t be graded. In the words of Brad Pitt, What s in the box? will be what you are graded on. Sample SAQ: (take a few minutes to write down a few ideas of how you would attempt to answer this question) A. Select one of the following developments and argue why it best represents a turning point in British-colonial relations from French-Indian War Stamp Act Intolerable Acts B. Explain one specific piece of evidence which illustrates your choice in A). C. Make an argument why one of the other options is not as persuasive as the one you chose.

23 Period 4 Review: Name: Themes: Impact of the Supreme Court decisions of the early 1800s Impact of the Second Great Awakening How did the Market Revolution change the production of goods? How does the Monroe Doctrine impact foreign policy? How did Missouri Compromise lead to greater sectionalism? Questions: 1. What were reasons for the growth of the Second Party System? (Democrats and Whigs). 2. Complete the chart below based on the Democrats and Whigs. Role and Power of Federal Government Democrats Whigs View of the National Bank (2 nd BUS) View of Tariffs View of Federally funded Internal Improvements 3. Identify and briefly explain three impacts of the Second Great Awakening? 4. What is nativism? What are examples of this during Antebellum America? 5. Identify and briefly explain two new technological innovations ruing the Market Revolution. 6. What was the goal of Henry Clay s American System? Was it successful? 7. How were Native Americans impacted as a result of westward expansion?

24 8. What were the three parts of the Missouri Compromise? Why was it important for both the North and South to have the balance of states equal? 9. Identify and describe three different abolitionists. Document 1 Questions: 1. How does Garrison justify his approach towards slavery? 2. Would the following support or oppose Garrison s message? Why? American Colonization Society: Southern Plantation Owners: Those that supported the Women s Rights Movement: 3. What were arguments used by the South to counter Garrison s message? Document 2 Questions: 1. What is the Historical Context of this document? 2. What is the Purpose of this document? Document 3 Questions: 1. What is the point of view of the cartoon? (Positive? Negative? How do you know?) 2. What political party would support the image above? Why? 3. What political party would oppose the image above? Why? 4. Would the following people/groups agree or disagree with the depiction of Andrew Jackson in the image? Why? Native Americans such as the Cherokees: Individuals that opposed the BUS: John C. Calhoun and his supporters: Document 4 Questions: 1. What issue does the South Carolina legislature have with Congress? 2. What region(s) of the country would agree with the message? 3. What region(s) of the country would disagree with the message? 4. Does this document support the American System? How do you know?