AMSCO Reading Guides for Period 4, 1800-1848 Chapters 7-8-9-10-11 2014-2015 Editions of Richardson Reading Guide Collection These reading guides were written in 2014 to support student reading and comprehension of the 2015 edition of AMSCO s United States History Preparing for the Advanced Placement Examination by John J. Newman and John M. Schmalbach. It was aligned with the APUSH framework implemented for the redesigned course in 2014. Since then, College Board has revised the redesigned framework. Throughout the 2015-2016 school year, reading guides will be amended and updated to better align with the 2015 College Board revisions of the APUSH framework. As these guides are amended, they will be posted on ffapush.com. A Note to Teachers: Utilizing reading guides has been one of my most successful strategies in APUSH. This 2014-2015 edition reading guide was utilized by many teachers across the country last year, and their feedback along with my own data supports the value of this strategy. Although my students have a college level textbook and other supplements for this course, I strongly encourage my students to use the AMSCO guide regularly throughout the year. It is an optional purchase, and approximately 60-70% of my students will rely on it more than their textbook. It is more manageable than a long, detailed textbook; this is important as many of my students are in multiple advanced classes and extracurricular activities. More information about this recommended resource can be found here. Many of my colleagues require all students to complete reading guides, and that may be a choice you make as well; however, I would like to share my rationale for making them optional. In my experience, many students who enroll in APUSH have strong reading comprehension skills. This means that a percentage of students do not need reading guides to help them take notes and/or process content. By making reading guides mandatory, in my opinion, the teacher is creating busy work for higher level students. Also, making them mandatory increases the likelihood that students will simply do the activity, often accompanied by increased rates of copying others work. In addition, this strategy does not match with all learning styles; for example, students who are audio-visual may learn and progress better by relying more on video lectures or podcasts rather than reading a book. I incentivize the guides by making them worth bonus points and/or recovery points. I also inform my students that over the years, this strategy has helped students maintain high averages, earn high test scores, and prepare for the AP exam. Each year, 90% (or higher) of students who complete them regularly maintain high grades and pass the exam. Below are my basic purpose and directions included for each guide, but of course feel free to use this guide in whatever way serves your students needs best. In this copy, I have removed my personal directions in order to make it simpler for other teachers to utilize. Purpose: This guide is not only a place to record notes as you read, but also to provide a place and structure for reflections and analysis using higher level thinking skills with new knowledge gained from the reading. This guide, if completed in its entirety BOP (Beginning of Period) by the due date will earn up to 10 bonus points. The benefits, however, go far beyond bonus points. Mastery of the course and AP exam await all who choose to process the information as they read/receive. This is an optional assignment, but remember that 92% of students who completed reading guides regularly last year maintained an A average and passed the AP exam! Directions: Pre-Read: Skim: Read/Analyze: Write Read the prompts/questions within this guide before you read the chapter. Flip through the chapter and note the titles and subtitles. Look at images and their read captions. Get a feel for the content you are about to read. Read the chapter. Highlight key events and people as you read. Remember, the goal is not to fish for a specific answer(s) to reading guide questions, but to consider questions in order to critically understand what you read! Write your notes and analysis in the spaces provided. Print the guide and complete in INK or use pdfescape or similar program to create your own digital guide which will be saved in your course online notebook. The average student will require 60-90 minutes to read and complete each guide effectively. Students who process information more slowly or struggle to comprehend what they read are encouraged to create a study group where discussion of the text accompanies reading, note taking, and analyzing. These students will likely spent 90-120 minutes per chapter. If you have students who struggle in this way, I suggest having students read and complete the note taking portion on their own (center column of the guide in most cases), then meet with other students the next morning to discuss and complete the analysis questions. Students often completed this step in morning tutoring where I can help coach them in thinking more critically about what they read. I also recommend that you provide your students with a copy of the newly revised framework to accompany their reading. Remind them that the framework is the skeleton of the course, providing many basic concepts as well as explicit terms they must know for success in the course. The new framework can also be used as a simpler guide for note taking and review or for those relying on audio visual resources. You can access this new framework here.
Name: Class Period: Due Date: / / Guided Reading & Analysis: Jefferson Era, 1800-1816 Chapter 7- The Age of Jefferson, pp 130-143 Reading Assignment: Ch. 7 AMSCO or other resource for content corresponding to Period 4. Purpose: This guide is not only a place to record notes as you read, but also to provide a place and structure for reflections and analysis using higher level thinking skills with new knowledge gained from the reading. Basic Directions: Pre-Read: Read the prompts/questions within this guide before you read the chapter. Skim: Flip through the chapter and note the titles and subtitles. Look at images and their read captions. Get a feel for the content you are about to read. Read/Analyze: Read the chapter. Remember, the goal is not to fish for a specific answer(s) to reading guide questions, but to consider questions in order to critically understand what you read! Write Write your notes and analysis in the spaces provided. (Image captured from wikipedia.org) Key Concepts FOR PERIOD 4: Main Idea: The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes. Key Concept 4.1: 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. Key Concept 4.2: Developments in technology, agriculture, and commerce precipitated profound changes in U.S. settlement patterns, regional identities, gender and family relations, political power, and distribution of consumer goods. Key Concept 4.3: U.S. interest in increasing foreign trade, expanding its national borders, and isolating itself from European conflicts shaped the nation s foreign policy and spurred government and private initiatives. Section 1: The era begins with the Revolution of 1800! The Election of 1800 aka The Revolution of 1800 Thomas Jefferson 3 rd President of the United States Election of 1800 Political Party Federalists Democratic-Republican Candidate John Adams Thomas Jefferson From Massachusetts Virginia Electoral Votes 65 73 Lost Outcome & bitter President with Aaron Burr as Vice President Aaron Burr and Thomas Jefferson received identical electoral votes, so the election was sent to the House of Representatives, which selected T.J. To solve the problem revealed by this, the 12 th Amendment was passed in 1804. Read the quote from Jefferson s inaugural Address and the first two paragraphs on page 13 Explain the historical significance of the election and of his call to lead the nation into the next century?
Political/Defensive Mudslinging Jefferson is sleeping with his slave! Sally Hemmings Jefferson was under fire by the federalists. He was accused of having illegitimate mulatto children with his one of his slaves, Sally Hemings; His wife had died and he had promised her he would never remarry. (Sally was the half-sister of his wife) He did have a long relationship with Sally (proven with DNA and oral histories), but at the time it was more of a salacious story/rumor. The historical analysis of their relationship varies from true love to abusive master. Significance in the development of American politics How damaging do you think this sort of negative campaign was at the time? Do you think the 2012 presidential campaign mudslinging between Obama and Romney was more or less intense? If you are not familiar with some of the mudslinging, check out the brief article at: http://www.usnews.com/debate-club/has-the-dishonesty-in-the-2012- campaign-reached-unprecedented-lows Ross Perot once said, "War has rules, mud wrestling has rules politics has no rules." What does this reality reveal about American liberty? Caption: A Philosophic Cock Most of the political attacks concerning Hemmings came after the election, but Adams did try to capitalize on the rumors by supporting whispering campaigns to further spread them. In the image at left, Jefferson is portrayed as a rooster (cock) and Hemmings as a hen. The rooster was a symbol of revolutionary France. What is the significance of France in the election campaign? Jefferson is an ATHIEST! Virginia Statute of Religious Freedom Jefferson attempted to separate church and state in Virginia in 1777 and then later the Constitution established that separation for the entire nation. Many devout Christians (mainly in New England where most Federalists were from mostly Congregationalists / Puritans) saw Jefferson as dangerous. Why was Jefferson accused of being an atheist, and what does that reveal about politics and culture of the time? When Jefferson won the election, many fearful Congregationalists hid their Bibles. Why would they do that? How did the political mudslinging create such a fear? Jefferson was a deist, but that wasn t publicly known at the time; otherwise he likely would not have been elected.
What did America look like in 1800? Highlight British territory yellow, Highlight Spanish Territory green, Highlight French Territory blue, Label the remaining states, Label Atlantic Ocean & Gulf of Mexico, Label Ohio River and Mississippi River. France lost all of its Louisiana Territory in 1763. Why did they lose it? Why did Spain gain it? Why did possession of Louisiana transfer back to France? (Hint: Google Treaty of Ildefonso) What did America Look Like in 1803? Label the Pacific and Atlantic Oceans. Label the Gulf of Mexico. Label the Louisiana Territory and the remaining states, then highlight the United States[ in 1803] yellow. How did the Haitian Revolution impact this purchase? This accession of territory affirms forever the power of the United States, and I have given England a maritime rival who sooner or later will humble her pride. Napoleon Bonaparte, 1804
Section 2 Guided Reading, pp 130-143 As you read the chapter, jot down your notes in the middle column. Consider your notes to be elaborations on the Objectives and Main Ideas presented in the left column. When you finish the section, analyze what you read by answering the question in the right hand column. Overview and Alternate View p. 130 The New Republic Overview In what ways did the new republic grow and change? 3. 4. 5. 6. The Alternate View In what ways did the new republic experience increased conflict? 3. 4. To what extent were the changes in this era positive? 7. 8. The Age of Jefferson, 1800-1816, Jefferson s Presidency, pp131-136 U.S. interest in increasing foreign trade, expanding its national borders, and isolating itself from European conflicts shaped the nation s foreign policy and spurred government and private initiatives. Struggling to create an independent global presence, U.S. policymakers sought to dominate the North American continent and to promote its foreign trade Jefferson s Presidency The Louisiana Purchase U.S. interest in the Mississippi River Negotiations Explain the significance of Jefferson s repeal of the whiskey tax. Was the Louisiana Purchase Jeffersonian or Hamiltonian? Strict or Loose? Federalist or Democratic- Republican? Constitutional Predicament How did this purchase impact migration?
Jefferson s Presidency Continued Following the Louisiana Purchase, the drive to acquire, survey, and open up new lands and markets led Americans into numerous economic, diplomatic, and military initiatives in the Western Hemisphere and Asia Supreme Court decisions sought to assert federal power over state laws and the primacy of the judiciary in determining the meaning of the Constitution. Consequences Lewis and Clark Expedition John Marshall and the Supreme Court John Marshall Case of Marbury v. Madison, 1803 How did this purchase impact the multi-ethnic and multi-racial make-up of the United States? After being elected, what did Thomas Jefferson do to reduce the influence of big government Federalists? 3. Who won the battle of political ideology, Jefferson and Madison (Democratic-Republicans) or John Marshall (Federalist)? Explain your reasoning. Judicial Impeachments Read Historical Perspectives: What Caused Political Parties? on pages 142-143. What are the two prevailing views on why parties formed in the early republic? Jefferson s Reelection What evidence from Jefferson s first term supports the Quids assertion that he had abandoned the Democratic-Republican Party? 3.
Jefferson s Presidency Continued Key Concepts & Main Ideas 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. Supreme Court decisions sought to assert federal power over state laws and the primacy of the judiciary in determining the meaning of the Constitution. U.S. interest in increasing foreign trade, expanding its national borders, and isolating itself from European conflicts shaped the nation s foreign policy and spurred government and private initiatives. Notes Aaron Burr Federalist Conspiracy Duel with Alexander Hamilton Trial for Treason Difficulties Abroad Barbary Pirates Challenges to U.S. Neutrality Chesapeake-Leopard Affair Embargo Act of 1807 Analysis To what extent does the Burr controversy illustrate the impact of territorial expansion? To what extent does it illustrate conflict over politics? To what extent does it illustrate insanity? From the Constitution: Article III, section 3, of the Constitution provides that Treason against the United States, shall consist only in levying War against them, or in adhering to their Enemies, giving them Aid and Comfort. No Person shall be convicted of Treason unless on the Testimony of two Witnesses to the same overt Act, or on Confession in open Court. Explain why Burr was not guilty of treason in Marshall s view. To what extent was Jefferson s foreign policies similar to those of Washington? Explain. To what extent was Jefferson s foreign policy successful in keeping the United States neutral? What does the graph show on page 137? Does the graph support your answer?
3. Madison s Presidency, pp 137-142 U.S. interest in increasing foreign trade, expanding its national borders, and isolating itself from European conflicts shaped the nation s foreign policy and spurred government and private initiatives Madison s Presidency The Election of 1808 Commercial Warfare Nonintercourse Act of 1809 Macon t Bill No. 2 Was Madison s foreign policy more successful than Jefferson s? Why or why not? Explain the British and French viewpoint that neutrality does not guarantee freedom of the seas. Whites living on the frontier tended to champion expansion efforts, while resistance by American Indians led to a sequence of wars and federal efforts to control American Indian populations. Napoleon s Deception The War of 1812 Causes of War Free Seas and Trade Frontier Pressures Of the 3 main causes of the War of 1812, which was the most significant? Explain your answer. Was the United States justified in declaring war against Great Britain? Why or why not? War Hawks Declaration of War
Madison s Presidency Continued Struggling to create an independent global presence, U.S. policymakers sought to dominate the North American continent and to promote its foreign trade. Following the Louisiana Purchase, the drive to acquire, survey, and open up new lands and markets led Americans into numerous economic, diplomatic, and military initiatives in the Western Hemisphere and Asia. A Divided Nation Election of 1812 Opposition to the War Military Defeats and Naval Victories Invasion of Canada What does the map on page 139 reveal about who supported the war? Which point of opposition to Mr. Madison s War was the most significant to growing sectionalism? Why did so many Americans, going back to the Declaration of Independence and Revolution, believe annexing Canada was a natural expectation? Naval Battles Chesapeake Campaign What impact did battles and heroes and song lyrics have on national identity? Explain. Southern Campaign
Madison s Presidency Continued U.S. interest in increasing foreign trade, expanding its national borders, and isolating itself from European conflicts shaped the nation s foreign policy and spurred government and private initiatives. The Treaty of Ghent The Hartford Convention The War s Legacy Who won the war? Give three specific pieced of evidence that support your view: 3. Give one specific piece of evidence to support the opposing view: Why is the War of 1812 sometimes called The Second War for Independence? 3. 4. 5. 6. 7. 8. Reading Guide written by Rebecca Richardson, Allen High School Sources include but are not limited to: 2015 edition of AMSCO s United States History Preparing for the Advanced Placement Examination, College Board Advanced Placement United States History Framework, UShistory.org, Wkipedia.org, 12 th edition of American Pageant, and other sources as cited in document and collected/adapted over 20 years of teaching and collaborating..
Name: Class Period: Due Date: / / Guided Reading & Analysis: Nationalism and Economic Development, 1816-1848 Chapter 8- Nationalism and Economic Development, pp 150-166 Reading Assignment: Ch. 8 AMSCO or other resource for content corresponding to Period 4. Purpose: This guide is not only a place to record notes as you read, but also to provide a place and structure for reflections and analysis using higher level thinking skills with new knowledge gained from the reading. It is emphatically the Province and Duty of the Judicial Department to Say what the Law is. Basic Directions: Pre-Read: Read the prompts/questions within this guide before you read the chapter. Skim: Flip through the chapter and note the titles and subtitles. Look at images and their read captions. Get a feel for the content you are about to read. Read/Analyze: Read the chapter. Remember, the goal is not to fish for a specific answer(s) to reading guide questions, but to consider questions in order to critically understand what you read! Write Write your notes and analysis in the spaces provided. (Image captured from ushistory.org) Key Concepts FOR PERIOD 4: Main Idea: The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes. Key Concept 4.1: 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. Key Concept 4.2: Developments in technology, agriculture, and commerce precipitated profound changes in U.S. settlement patterns, regional identities, gender and family relations, political power, and distribution of consumer goods. Key Concept 4.3: U.S. interest in increasing foreign trade, expanding its national borders, and isolating itself from European conflicts shaped the nation s foreign policy and spurred government and private initiatives. Section 1: The era begins with the end of the War of 1812 (1815) & the election of James Monroe (1816) Remember the most significant thing to know about a war is the cause and effect THE WAR OF 1812 (1812-1814) A. Causes Impressment of American sailors Problems with Indians in the Ohio River Valley 3. England continued to maintain forts on frontier 4. Agricultural depression 5. War Hawks (Calhoun and Clay) wanted to expand to Canada and were anti-british B. Results The status quo was maintained in the Treaty of Ghent (1815) Increased nationalism 3. Increased manufacturing 4. Freedom of the seas restored 5. Andrew Jackson and William Henry Harrison became war heroes Read the quote from Hezekiah Niles on page 150. Based on this quote, what is a defining characteristic of the Era of Good Feelings?
Section 2 Guided Reading, pp 150-166 As you read the chapter, jot down your notes in the middle column. Consider your notes to be elaborations on the Objectives and Main Ideas presented in the left column. When you finish the section, analyze what you read by answering the question in the right hand column. The Era of Good Feelings pp 155-153 While Americans celebrated their nation s progress toward a unified new national culture that blended Old World forms with New World ideas, various groups of the nation s inhabitants developed distinctive cultures of their own. A new national culture emerged, with various Americans creating art, architecture, and literature that combined European forms with local and regional cultural sensibilities. Regional economic specialization, especially the demands of cultivating southern cotton, shaped settlement patterns and the national and international economy 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. The Era of Good Feelings James Monroe Cultural Nationalism Economic Nationalism Tariff of 1816 Henry Clay s American System To what extent was this era good? James Monroe was the last of the Virginia Dynasty. Who else was a member of this group? Explain how Parson Mason Weems fictional story of a young George Washington chopping down a cherry tree and then not being able to tell his father a lie when confronted about it illustrates a cultural trend of the time. How did the tariff of 1816 differ from the tariff in Hamilton s Plan during the early 1790s? Was Henry Clay more Hamiltonian or Jeffersonian? Explain your answer. Why did Monroe veto road and canal projects? The Panic of 1819 How did the panic of 1819 impact American voters?
Era of Good Feelings Continued Main Ideas Notes Analysis The nation s transformation to a more participatory democracy was accompanied by continued debates 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. Political Changes Changes in the Democratic-Republican Party Although the nation was united under a single political party, division emerged resulting in the eventual development of new parties. Compare the causes of these divisions to the causes of the Hamilton and Jefferson division leading to the first two party system in the 1790s. To what extent were these forces similar? Marshall s Supreme Court and Central Government Powers pp 153-154 Key Concepts & Main Ideas Supreme Court decisions sought to assert federal power over state laws and the primacy of the judiciary in determining the meaning of the Constitution. Notes Marshall s Supreme Court and Central Government Powers identify the cases by writing the names in the circles 1816 1803 1810 Appointment of midnight justices by John Adams rejected by Jefferson. Supreme Court decided constitutionality of Judiciary Act. Court ruled delivery of appointments not duty of court and declares Judiciary Act unconstitutional. Significance of Ruling: gave the Court the power of judicial review Georgia legislature canceled contract that granted land to speculators as part of bribe. S. Court ruled deal was legal and the state couldn t nullify it even if it was gained with bribe. Significance of Ruling: established the principle that state laws are invalid when in conflict with the Constitution Loyalist, Fairfax, had his land seized after Revolutionary War. He left land to relative following his death but Virginia seized it. Court overturned state court ruling. Jay s Treaty and Treaty of Paris both stated loyalist land would be returned. Significance of ruling: confirmed the Supreme Court's right to overrule a state court. 1819 Maryland wanted to tax branch of national bank. Court ruled against state. Significance of Ruling: upheld the right of Congress to charter a national bank, thus putting into national law the doctrine of implied powers. 1819 1821 State wanted to make Dartmouth public school; charter was from King George III for private. Court rules charter cannot be changed by state. Significance of Ruling: by forbidding the state legislature to alter the college charter, established the principle that charters were contracts which could not be impaired. The state had tried and imprisoned people for illegally selling lottery tickets. Court ruled the state had the right to enforce the law which had not conflicted with the Constitution. Significance of Ruling: State courts must submit to federal jurisdiction and the federal court has the right to judicial review of state supreme court decisions 1824 State had given navigation monopoly which controlled waterways in NY. Court ruled monopoly unconstitutional because states cannot control trade. Significance of Ruling: gave the national government undisputed control over interstate commerce This freed internal transportation from state restraint. (year in AMSCO is typo, it s 1824) Explain why these decisions are landmark.
3. Western Settlement and the Missouri Compromise, pp 154-157 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 Whites living on the frontier tended to champion expansion efforts, while resistance by American Indians led to a sequence of wars and federal efforts to control American Indian populations. The 1820 Missouri Compromise created a truce over the issue of slavery that gradually broke down as confrontations over slavery became increasingly bitter. 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. Western Settlement and the Missouri Compromise Reasons for Westward Movement Acquisition of American Indians Lands Economic Pressures Improved Transportation Immigrants New Questions and Issues 3. Missouri Compromise Tallmadge Amendment Clay s Proposals 3. Aftermath To what extent was westward expansion responsible for increasing sectional conflict? Explain your answer. Explain how a 19 th century America pioneer would view acquiring American Indian land as justifiable. Consider the culture clash of Americans and American-Indians. Support, refute, or modify the following statement: Henry Clay was the Great Pacificator and the Great Compromiser. Thomas Jefferson s reaction to the Missouri Compromise included, "But, as it is, we have the wolf by the ear, and we can neither hold him, nor safely let him go. Justice is in one scale, and self-preservation in the other." (recorded at his home, Monticello, Virginia, 22 April 1820) Explain the point Jefferson is making. Did he see the Missouri Compromise as a success?
Map Break! Label Mexico (independent in 1821), Oregon Territory, British North America (Canada), Unorganized Territory, Arkansas Territory, Florida Territory, Michigan Territory, and the individual United States in 182 Label Pacific Ocean, Atlantic Ocean, and Gulf of Mexico. 3. Color free states in 1821 one color. 4. Color slave states in 1821 another color. 5. Use a yellow highlighter to mark the Missouri Compromise line of 1820. 6. Use a green highlighter to mark the Adams-Onis Treaty Line of 1819. 7. Color the territories where slavery was prohibited according to the Missouri Compromise a third color. 8. Color the territories where slavery was allowed according to the Missouri Compromise a fourth color. 9. Create a key using the box provided. Missouri Compromise Line Adams-Onis Treaty Line Free States Slave States Free Territories (U.S. Only) Slave Territories (U.S. Only)
4. Foreign Affairs, pp 157-159 Struggling to create an independent global presence, U.S. policymakers sought to dominate the North American continent and to promote its foreign trade. Following the Louisiana Purchase, the drive to acquire, survey, and open up new lands and markets led Americans into numerous economic, diplomatic, and military initiatives in the Western Hemisphere and Asia. Foreign Affairs Canada Rush-Bagot Agreement (1817) Treaty of 1818 3. Florida Explain why President Monroe and Secretary of State John Quincy Adams pursued a more aggressive foreign policy. To what extent were relations between the United States and Great Britain more positive in the Era of Good Feelings than they were during the 1780s and 1790s. Provide evidence to back up your assertion. Jackson s Military Campaign What was more significant to the growth and development of the United States, John Quincy Adams s accomplishments as Secretary of State or the military accomplishments of General Andrew Jackson? Explain your answer. Florida Purchase Treaty (1819)
Foreign Policy Continued U.S. interest in increasing foreign trade, expanding its national borders, and isolating itself from European conflicts shaped the nation s foreign policy and spurred government and private initiatives. The U.S. sought dominance over the North American continent through a variety of means, including military actions, judicial decisions, and diplomatic efforts. The Monroe Doctrine British Initiatives American Response The Doctrine Impact With the issuance of the Monroe Doctrine, was America a world power? Explain your reasoning. 5. A National Economy, pp 159-164 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 National Economy Population Growth Look at the graph on page 160. Compare the population in 1840 to the population in 1790. Go beyond the numbers.
A National Economy Continued The economic changes caused by the market revolution had significant effects on migration patterns, gender and family relations, and the distribution of political power. With the opening of canals and new roads into the western territories, native-born white citizens relocated westward, relying on new community systems to replace their old family and local relationships. The market revolution helped to widen a gap between rich and poor, shaped emerging middle and working classes, and caused an increasing separation between home and workplace, which led to dramatic transformations in gender and in family roles and expectations. Transportation Roads Canals Steamboats Railroads Growth of Industry Mechanical Inventions Corporations for Raising Capital Factory System What is one key difference between the Lancaster Turnpike and the Cumberland Road? Defend the following statement: The Canal System had a negative impact on the South. Which innovation in transportation had the greatest impact on economic growth? Defend your answer. Who had a greater impact on industrial development, Samuel Slater or Eli Whitney? Defend your answer. Labor Thomas Jefferson and John Adams both died on July 4th 1826. Had they lived to see the growth of northern factories including the Lowell System, how might they have responded? Unions
A National Economy Continued The economic changes caused by the market revolution had significant effects on migration patterns, gender and family relations, and the distribution of political power. The South remained politically, culturally, and ideologically distinct from the other sections, while continuing to rely on its exports to Europe for economic growth. The market revolution helped to widen a gap between rich and poor, shaped emerging middle and working classes, and caused an increasing separation between home and workplace, which led to dramatic transformations in gender and in family roles and expectations. 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. Commercial Agriculture Cheap Land and Easy Credit Markets Cotton and the South Effects of the Market Revolution Women Economic and Social Mobility Slavery Population of Enslaved African Americans chart Alexis de Tocqueville's theory of Democracy as communicated in Democracy in America (written in the 1830s) included the principle that democracy (and its success in terms of the nation) required equality of conditions and potential for mobility. To what extent did America have equality of conditions? Explain your answer. Explain why the Founders prediction that slavery would peter out and die failed to happen during the early 1800s. Had they known the future, would they have fought harder to end slavery in the 1770s and 1780s? Explain your rationale. Read Historical Perspectives on pp 165-166. Support or Refute the viewpoint that Thomas Jefferson inspired the Monroe Doctrine. Reading Guide written by Rebecca Richardson, Allen High School Sources include but are not limited to: 2015 edition of AMSCO s United States History Preparing for the Advanced Placement Examination, College Board Advanced Placement United States History Framework, and other sources as cited in document and collected/adapted over 20 years of teaching and collaborating..
Name: Class Period: Due Date: / / Guided Reading & Analysis: Sectionalism 1820-1860 Chapter 9- Sectionalism, pp 173-183 Reading Assignment: Ch. 9 AMSCO or other resource for content corresponding to Periods 4 [and 5]. Purpose: This guide is not only a place to record notes as you read, but also to provide a place and structure for reflections and analysis using higher level thinking skills with new knowledge gained from the reading. Basic Directions: Pre-Read: Read the prompts/questions within this guide before you read the chapter. Skim: Flip through the chapter and note the titles and subtitles. Look at images and their read captions. Get a feel for the content you are about to read. Read/Analyze: Read the chapter. Remember, the goal is not to fish for a specific answer(s) to reading guide questions, but to consider questions in order to critically understand what you read! Write Write your notes and analysis in the spaces provided. (Image captured from theguardian.com) Key Concepts FOR PERIOD 4: Main Idea: The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes. Key Concept 4.1: 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. Key Concept 4.2: Developments in technology, agriculture, and commerce precipitated profound changes in U.S. settlement patterns, regional identities, gender and family relations, political power, and distribution of consumer goods. Key Concept 4.3: U.S. interest in increasing foreign trade, expanding its national borders, and isolating itself from European conflicts shaped the nation s foreign policy and spurred government and private initiatives. Section 1 Guided Reading, pp 173-183 As you read the chapter, jot down your notes in the middle column. Consider your notes to be elaborations on the Objectives and Main Ideas presented in the left column. When you finish the section, analyze what you read by answering the question in the right hand column. The North pp 173-176 Regional economic specialization, especially the demands of cultivating southern cotton, shaped settlement patterns and the national and international economy 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. Read the first two paragraphs on page 173. Why was the nation fragile? What does Daniel Webster refer to in his quote at the top of the page? The North The Industrial Northeast What is the key difference between the Northeast and the Northwest? Explain the historical significance of Commonwealth v. Hunt. Consider broad context.
The North Continued Main Ideas Developments in technology, agriculture, and commerce precipitated profound changes in U.S. settlement patterns, regional identities, gender and family relations, political power, and distribution of consumer goods. Global market and communications revolution, influencing and influenced by technological innovations, led to dramatic shifts in the nature of agriculture and manufacturing. Innovations including textile machinery, steam engines, interchangeable parts, canals, railroads, and the telegraph, as well as agricultural inventions, both extended markets and brought efficiency to production for those markets. Increasing numbers of Americans, especially women in factories and low-skilled male workers, no longer relied on semi-subsistence agriculture but made their livelihoods producing goods for distant markets, even as some urban entrepreneurs went into finance rather than manufacturing. The economic changes caused by the market revolution had significant effects on migration patterns, gender and family relations, and the distribution of political power. Migrants from Europe increased the population in the East and the Midwest, forging strong bonds of interdependence between the Northeast and the Old Northwest. The market revolution helped to widen a gap between rich and poor, shaped emerging middle and working classes, and caused an increasing separation between home and workplace, which led to dramatic transformations in gender and in family roles and expectations. Notes Organized Labor Urban Life African Americans The Agricultural Northwest Agriculture New Cities Immigration Analysis Identify three reasons why improving working conditions was difficult. 1) 2) 3) Look at the chart on page 174. By 1860, how had economic development worsened sectionalism? The two main reasons the Old Northwest (Ohio Valley) became closely connected to the Northeast were: 1) 2) How did innovations impact agriculture and market connections? List the causes of the surge in immigration. 1) 2) 3)
The North Continued The economic changes caused by the market revolution had significant effects on migration patterns, gender and family relations, and the distribution of political power. Migrants from Europe increased the population in the East and the Midwest, forging strong bonds of interdependence between the Northeast and the Old Northwest. Irish Germans Nativists Compare and contrast the Irish and German immigrants. Similarities: Differences: How did immigration impact northern, free blacks? (see the top of page 175) How is this wave of immigrants in the 1840s and 1850s similar to or different from our modern wave of immigrants? (Other Context) The south, pp 177-181 As over-cultivation 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. 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. The South Agriculture and King Cotton Slavery, the Peculiar Institution Look at the maps on page 177. What do these maps reveal about the growth of agriculture and industry in the first half of the 19 th century? What was the chief economic connection between south and north?
The South Continued As over-cultivation 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. 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. Population Economics Slave Life Resistance Look at the map on page 179. How was slavery increasing despite importation being banned in 1809? What do Denmark Vessey and Nat Turner have in common with the leaders of the colonial era Stono Rebellion? Motivation Impact of rebellions The South remained politically, culturally, and ideologically distinct from the other sections, while continuing to rely on its exports to Europe for economic growth. 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. Free African Americans White Society Aristocracy Farmers Poor Whites Why did approximately half of free blacks choose to remain in the south when many northern states had outlawed slavery? To what extent did Southern society constitute a social hierarchy? Using the illustration of a pyramid, explain how society was organized in the South. Include free blacks as well as the groups outlined on page 180. Mountain People Cities.. How much social mobility was there?
The South Continued 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. 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. Southern Thought Code of Chivalry Education Religion Food for thought: Colonel is still a badge of honor in the South. Colonel Sanders, for example, proudly embraced his title given to him in Kentucky (a southern state, although border state in the war). He was named Colonel in the 1930s, so the romance lives on.(no he never served in the military) Another Kentucky Colonel? Muhammad Ali. Times change! Sir Walter Scott was a favorite author of many elite southerners. He wrote many books of chivalry and feudal society that plantation elite identified with. Accused by Mark Twain of having a hand in the Civil War, Scott supposedly aroused southerners to fight for a deteriorating social structure. It was Sir Walter that made every gentleman in the South a Major or a Colonel, or a General or a Judge, before the war; and it was he, also, that made those gentlemen value their bogus decorations. For it was he that created rank and caste down there, and also reverence for rank and caste, and pride and pleasure in them. Enough is laid on slavery, without fathering upon it these creations and contributions of Sir Walter. Sir Walter had so large a hand in making Southern character, as it existed before the war, which he is in great measure responsible for the war. Mark Twain - Life on the Mississippi. What does this reveal about Southern culture? Local Context: Broad Context: Other Context: (images captured from kfc.com and wallart.com) How did religion impact sectional tensions? 3. The West, pp 181-182 Main Ideas Following the Louisiana Purchase, the drive to acquire, survey, and open up new lands and markets led Americans into numerous economic, diplomatic, and military initiatives in the Western Hemisphere and Asia. Notes The West In Colonial Era: In the Revolutionary Era: In 1803: After the Civil War:
The West Continued Main Ideas Notes Analysis The economic changes caused by the market revolution had significant effects on migration patterns, gender and family relations, and the distribution of political power. With expanding borders came public debates about whether to expand and how to define and use the new territories. Whites living on the frontier tended to champion expansion efforts, while resistance by American Indians led to a sequence of wars and federal efforts to control American Indian populations. Various groups of American Indians, women, and religious followers developed cultures reflecting their interests and experiences, as did regional groups and an emerging urban middle class. American Indians Exodus Life on the Plains The Frontier Mountain Men White Settlers on the Western Frontier Women How did the Columbian Exchange impact American Indians living on the plains? Compare and contrast the mountain men and pioneers of the 19 th century to the French fur traders of the 17 th and 18 th centuries. Motivations: Interaction with Natives: Impact on environment: Were they more alike or different? Environmental Damage 4. Historical Perspectives, pp 183-184 What was the nature of slavery? Then (before 1950s) What was the nature of slavery? Now (modern view) Reading Guide written by Rebecca Richardson, Allen High School Sources include but are not limited to: 2015 edition of AMSCO s United States History Preparing for the Advanced Placement Examination, College Board Advanced Placement United States History Framework, and other sources as cited in document and collected/adapted over 20 years of teaching and collaborating..
Name: Class Period: Due Date: / / Guided Reading & Analysis: The Age of Jackson, 1824-1844 Chapter 10- Era of the Common Man pp 191-200 Reading Assignment: Ch. 10 AMSCO or other resource for content corresponding to Period 4. Purpose: This guide is not only a place to record notes as you read, but also to provide a place and structure for reflections and analysis using higher level thinking skills with new knowledge gained from the reading. Basic Directions: Pre-Read: Read the prompts/questions within this guide before you read the chapter. Skim: Flip through the chapter and note the titles and subtitles. Look at images and their read captions. Get a feel for the content you are about to read. Read/Analyze: Read the chapter. Remember, the goal is not to fish for a specific answer(s) to reading guide questions, but to consider questions in order to critically understand what you read! Write Write your notes and analysis in the spaces provided. (image capturerd from motherjones.com) Key Concepts FOR PERIOD 4: Main Idea: The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes. Key Concept 4.1: 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. Key Concept 4.2: Developments in technology, agriculture, and commerce precipitated profound changes in U.S. settlement patterns, regional identities, gender and family relations, political power, and distribution of consumer goods. Key Concept 4.3: U.S. interest in increasing foreign trade, expanding its national borders, and isolating itself from European conflicts shaped the nation s foreign policy and spurred government and private initiatives. Section 1 Connecting the Era of Good Feelings to the Age of Jackson Read the summary below. Highlight main ideas. The War of 1812 ended many of the problems that had plagued the United States since the Revolution. The nation s independence was confirmed. The long war between Britain and France was over, and with it the need for America to maintain difficult neutrality. The war had convinced Democratic-Republicans that, for the nation s security, they must protect American industry through tariffs taxes on imported goods. The Democratic (or Jeffersonian) Republicans even chartered a new national bank to control the nation s supply of money, something they had vigorously opposed only twenty years before. The Federalist Party, meanwhile, had discredited itself through its opposition to the war (Hartford Convention & Resolutions). As the Jeffersonian Republicans co-opted Federalist positions, the Federalist Party withered away and became essentially extinct outside of New England. James Monroe presided over the so-called Era of Good Feelings, but one-party rule masked serious differences of opinion. In the elections of 1816, the first after the war s end, the Republicans took complete control of the federal government. James Monroe succeeded James Madison as President, and the Jeffersonian Republicans won 146 of 185 seats (78%) in the House of Representatives. By Monroe s second term in office which he won almost unanimously the Federalists were reduced to only 4 seats in the U.S. Senate. Monroe s administration became known as the Era of Good Feelings because there was so little opposition to him or to his policies. Election of 1824 But this one-party system masked real differences in opinion. In 1824, four candidates were nominated to succeed Monroe as President, all calling themselves Democratic-Republicans: the war hero Andrew Jackson, Speaker of the House Henry Clay, Secretary of State John Quincy Adams (pictured), and Secretary of the Treasury William Crawford. None of the candidates won a majority of the electoral vote, and so election was decided by the House of Representatives. Clay had great influence as Speaker of the House, and he threw his support to Adams some said, in exchange for Adams promise to make Clay his Secretary of State. Jackson had won the most electoral votes and the greatest share of the popular vote, and his supporters, who had expected him to be confirmed by the House as President, called this partnership between Adams and Clay a corrupt bargain. During Adams administration, his supporters, who included many former Federalists, began to call themselves National Republicans to show their support for a strong national government that would promote commerce, support education, and fund roads and canals. But Adams was not particularly popular. In contrast, Jackson was extremely popular, having won national fame as hero of the Battle of New Orleans in the War of 1812 and later in wars against American Indians in Florida. He was also backed by a well-orchestrated political organization. Jackson s followers formed the Democratic Party, claiming to be the true successors of Jefferson s Democratic-Republican Party. Like their predecessors, the Democrats believed in small, decentralized government.
Section 2 Guided Reading, pp 191-200 As you read the chapter, jot down your notes in the middle column. Consider your notes to be elaborations on the Objectives and Main Ideas presented in the left column. When you finish the section, analyze what you read by answering the question in the right hand column. Jacksonian Democracy pp 191-194 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. The nation s transformation to a more participatory democracy was accompanied by continued debates 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. Jacksonian Democracy The Rise of a Democratic Society Politics of the Common Man Universal Male Suffrage Party Nominating Conventions Popular Election of the President Two-Party System Read the first paragraph on page 19 List the three competing viewpoints of Jackson and the emergence of popular politics. 3. In what ways did Jacksonian Democracy differ from the original republicanism of the Framer s generation? Rise of Third Parties 3. More Elected Offices To what extent were these differences signs of improving American democracy? Popular Campaigning One piece of evidence supporting your answer: Spoils System and Rotation of Officeholders One piece of evidence supporting the opposing view:
Jackson Versus Adams, pp193-194 The nation s transformation to a more participatory democracy was accompanied by continued debates 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. Jackson Versus Adams The Election of 1824 President John Quincy Adams Before answering the questions for this section, turn to page 199-200 and read Historical Perspectives. To what extent was the election of 1828 a revolution? Traditional View Opposing Whig View Arthur M. Schlesinger Jr. s view Contemporary historians Recent historians Which election was a more significant revolution in American politics, 1800 or 1828? Explain your view. The Revolution of 1828 Defend your answer with three pieces of specific historical evidence. 3. 3. The Presidency of Andrew Jackson, pp 195-197 The nation s transformation to a more participatory democracy was accompanied by continued debates 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. The Presidency of Andrew Jackson Presidential Power Peggy Eaton Affair Support or refute Andrew Jackson s claim that Indian removal was done in the best interest of American Indians. One piece of evidence supporting your answer: One piece of evidence supporting the opposing view: How did the death of Rachel Jackson impact the President?
The Presidency of Andrew Jackson Continued Key Concepts & Resistance to initiatives for democracy and inclusion included restrictive anti- Indian policies. Supreme Court decisions sought to assert federal power over state laws and the primacy of the judiciary in determining the meaning of the Constitution. The nation s transformation to a more participatory democracy was accompanied by continued debates 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. 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. Indian Removal Act (1830) Trial of Tears Nullification Crisis 1828 1830 1832 1833 Compromise Tariff passed after collaboration between John C. Calhoun and Henry Clay, ending Nullification Crisis What impact did John Marshall and the Supreme Court have on Indian policy? Explain. Who had greater power in this era, the Supreme Court or the Executive Branch? Explain. What other accomplishment in compromise did Henry Clay have (in addition to the Compromise Tariff of 1833) during this Antebellum Era? Have you figured it out yet?.. The first major problem Jackson faced as President Nullification Crisis Before you continue, make sure you thoroughly understand this conflict. Continued on next page
To what extent did each of the following serve as precedents for the Ordinance of Nullification? Prior Events Definition/Description of Event/Document Extent to which it served as precedent to Ordinance of Nullification Articles of Confederation extent, because (list two reasons) (large or small) Whiskey Rebellion extent, because (list two reasons) (large or small) Virginia and Kentucky Resolutions extent, because (list two reasons) (large or small) Hartford Resolutions extent, because (list two reasons) (large or small) The second major problem Jackson faced as President the Second BUS BACKGROUND: Today, the federal government has such power and influence over the nation s economy that it may be difficult to understand why people were so strongly opposed to a national bank. The first Bank of the United States had been chartered in 1791, under the leadership of Alexander Hamilton. It was a private corporation, only partially owned by the government, and its profits went to stockholders. But the bank had three important and unique privileges. First, the federal government deposited all tax receipts into the bank. Second, the bank made short-term loans to the government. Third, and most important, the national bank refused to accept notes from other banks in individual states unless those banks had enough gold and silver to back up their paper. At that time, all official U.S. money was in coin, but banks issued bank notes pieces of paper with a promise to pay a stated value in gold or silver when they were redeemed or brought back to the bank. These notes could be traded for goods and services, and so they functioned as paper money. If banks issued too much paper money, though, inflation would result prices would rise, and the dollar would be worth less and if the banks did not have the assets to back up their promises, people would be left holding worthless paper, the financial system could crash. To Republicans, though, the bank seemed elitist. Private stockholders earned interest on government deposits. And in the South and West, money had always been in short supply (remember the protests of the Regulators). Southerners and westerners believed that the development of their regions depended on access to money and credit which the national bank did not give them. The bank s charter expired in 1811, and the Republican Congress did not renew it. But the result was just what Hamilton had feared inflation and confusion over the value of bank notes. To provide for a sound national currency, Congress chartered a second bank of the United States in 1816, again for twenty years. And again, it was resented as elitist by state and local bankers who resented its privileges, and by people in new states and territories who needed access to money and credit. When Congress voted to renew the bank s charter early, President Jackson vetoed the bill with a speech railing against monopoly and privilege. Until that time, presidents had rarely used the veto to override the wishes of Congress. But his veto was popular, and after his re-election in 1832, he issued an executive order ending the deposit of government funds into the Bank of the United States. By issuing an executive order, he was essentially refusing to enforce the act of Congress that had chartered the bank. Jackson s acts served as precedents that would concentrate power in the executive branch. This began the Bank War. (In the political cartoon, The cartoon shows Jackson as a king trampling on both the U.S. Bank and the Constitution. He olds a veto in his hand.)
The Presidency of Andrew Jackson Continued 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. Bank Veto Was Andrew Jackson more Jeffersonian or Hamiltonian? Explain. One specific piece of evidence to support your answer: One specific piece of evidence to refute your answer: 4. The Two Party System, pp 197-199 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 Democrats and Whigs in the 1830s, were created or transformed to reflect and/or promote those agendas. The Two-Party System Support or refute the assertion that the Second Two Party System was created by those who supported Jackson versus those who opposed Jackson. Democrats SECOND TWO-PARTY SYSTEM OVERVIEW Democrats v. Whigs, 1836-1850 Whigs The party of tradition. Looked backward to the past. 3. Spoke to the fears of Americans 4. Opposed banks and corporations as. state-legislated economic privilege. 5. Opposed state-legislated reforms and preferred individual freedom of choice. 6. Were Jeffersonian agrarians who favored farms and rural independence and the right to own slaves. 7. Favored rapid territorial expansion over space by purchase or war. 8. Believed in progress through external growth. 9. Democratic ideology of agrarianism, slavery, states rights, territorial expansion was favored in the South. The party of modernization. Looked forward to the future. 3. Spoke to the hopes of Americans. 4. Wanted to use federal and state government to promote economic growth, especially transportation and banks. 5. Advocated reforms such as temperance and public schools and prison reform. 6. Were entrepreneurs who favored industry and urban growth and free labor. 7. Favored gradual territorial expansion over time and opposed the Mexican War. 8. Believed in progress through internal growth 9. Whig ideology of urbanization, industrialization, federal rights, commercial expansion was favored in the North. Look at the chart on page 198. Who supported the Democratic Party? Who supported the Whig Party? What was the most significant point of conflict between these parties?
MID-19TH CENTURY POLITICAL CRISIS Disputes over slavery in the territories first erode, then destroy what had become America's second two-party system. The erosion began in the 1840s as various factions opposed to the post-jackson Democratic political coalition begin to form. Third parties reveal conflicts. The third two-party system will solidify in the 1850s. THIRD PARTIES Anti-Masonic Party Fear of cults, fear of freemasons, fear of secret societies and fraternities The first third party in America 3. Introduced nominating parties and conventions which were embraced by the main parties 4. More regional, starting in NY, in New England, most blended into American Party The Anti-Masonic Party first appeared in the 1832 presidential elections. This party opposed the influence and secrecy of the Masonic order, a private group renowned for its many famous members. The ideals of the Anti-Masonics were similar to those of the Jacksonians, but since Jackson was himself a member of the Masonic order, the Anti-Masonic party was essentially an anti-jackson party. Liberty Party Run abolitionist candidate James Birney, for president in 1844. Won only 2% of the vote but drew votes from the Whigs, especially in New York. Whigs Split over slavery into: Southern, "Cotton" Whigs who eventually drifted into the Democratic Party. Northern, "Conscience" Whigs who moved to new parties, i.e. Free Soil and, later, into the Republican Party. Free Soil Party Not abolitionist but opposed to expansion of slavery in the territories. Won 10% of the popular vote with Martin Van Buren as their candidate in 1848. 3. Lost 50% of their support in 1852 when their candidate repudiated the Compromise of 1850 American Party Popularly known as the "Know Nothing" Party. Nativist party based on opposition to immigration and on temperance. 3. Run Millard Fillmore in 1856 and win 21% of the popular vote. 4. Absorbed into the Republican Party after 1856. What were the three main issues that led to the creation of third parties during this Antebellum Era? 3. The Two Party System Continued 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 Democrats and Whigs in the 1830s, were created or transformed to reflect and/or promote those agendas. Jackson s Second Term Pet Banks Specie Circular The Election of 1836 Explain the economic impact of Jackson s Bank Veto, Bank War, and Specie Circular. In what way does the election of 1836 illustrate the spoils system?
The nation s transformation to a more participatory democracy was accompanied by continued debates 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. 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. President Van Buren and the Panic of 1837 The Log Cabin and Hard Cider Campaign of 1840 Define laissez-faire economics: Explain how the election of 1840 illustrates the changing politics of the Era of the Common Man. How did the death of President Harrison impact the Whig Party? Reading Guide written by Rebecca Richardson, Allen High School Sources include but are not limited to: 2015 edition of AMSCO s United States History Preparing for the Advanced Placement Examination, College Board Advanced Placement United States History Framework, and other sources as cited in document and collected/adapted over 20 years of teaching and collaborating..
Name: Class Period: Due Date: / / Guided Reading & Analysis: Society, Culture, and Reform 1820-1860 Chapter 11- Social Changes in Antebellum America pp 207-217 Reading Assignment: Ch. 11 AMSCO or other resource for content corresponding to Periods 4 [and 5]. Purpose: This guide is not only a place to record notes as you read, but also to provide a place and structure for reflections and analysis using higher level thinking skills with new knowledge gained from the reading. Basic Directions: Pre-Read: Read the prompts/questions within this guide before you read the chapter. Skim: Flip through the chapter and note the titles and subtitles. Look at images and their read captions. Get a feel for the content you are about to read. Read/Analyze: Read the chapter. Remember, the goal is not to fish for a specific answer(s) to reading guide questions, but to consider questions in order to critically understand what you read! Write Write your notes and analysis in the spaces provided. (image captured from http://www.librarycompany.org) Key Concepts FOR PERIOD 4: Main Idea: The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes. Key Concept 4.1: 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. Key Concept 4.2: Developments in technology, agriculture, and commerce precipitated profound changes in U.S. settlement patterns, regional identities, gender and family relations, political power, and distribution of consumer goods. Key Concept 4.3: U.S. interest in increasing foreign trade, expanding its national borders, and isolating itself from European conflicts shaped the nation s foreign policy and spurred government and private initiatives. Section 1 Guided Reading, pp207-217 As you read the chapter, jot down your notes in the middle column. Consider your notes to be elaborations on the Objectives and Main Ideas presented in the left column. When you finish the section, analyze what you read by answering the question in the right hand column. Religion: The Second Great Awakening pp 207-208 Concurrent with an increasing international exchange of goods and ideas, larger numbers of Americans began struggling with how to match democratic political ideals to political institutions and social realities. 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. Read the first paragraph on page 207. List the four causes for the Antebellum Era reform movements. Highlight the cause that is most significant. 3. 4. Religion: The Second Great Awakening How did the Second Great Awakening illustrate the democratization of American society?