Period Packet 4_Unit 3 and 4_APUS

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Period Packet – Period 4: 1800 – 1848

Unit 3 – Chapter 11-13 and Unit 4 – Chapter 14-17

Included in Each Period Packet:

- Key Concepts – an overview of what you need to know - Overview – a summary, the basics, and differing perspectives

- Main Themes – how the seven themes of the course apply to this period - Chapter Reading Questions – pretty straight forward…

- Crash Course Guide – video guide to watch (they will be amazingly helpful)

PERIOD 4: 1800-1848 - Key Concepts

Key Concept 4.1: The United States began to develop a modern democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and change their society and institutions to match them.

I The nation’s transition to a more participatory democracy was achieved by expanding suffrage from a system based on property ownership to one based on voting by all adult white men, and it was accompanied by the growth of political parties.

A In the early 1800s, national political parties continued to debate issues such as the tariff, powers of the federal government, and relations with European powers.

B Supreme Court decisions established the primacy of the judiciary in determining the meaning of the Constitution and asserted that federal laws took precedence over state laws.

C

By the 1820s and 1830s, new political parties arose — the Democrats, led, by Andrew Jackson, and the Whigs, led by Henry Clay — that disagreed about the role and powers of the federal government and issues such as the national bank, tariffs, and federally funded internal improvements.

D Regional interests often trumped national concerns as the basis for many political leaders’ positions on slavery and economic policy.

THEMATIC LEARNING OBJECTIVES

NAT-2 Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society.

NAT-4 Analyze relationships among different regional, social, ethnic, and racial groups, and explain how these groups’ experiences have related to U.S. national identity.

POL-1 Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed. WXT-2 Explain how patterns of exchange, markets, and private enterprise have developed, and analyze ways that governments

have responded to economic issues.

II While Americans embraced a new national culture, various groups developed distinctive cultures of their own.

A

The rise of democratic and individualistic beliefs, a response to rationalism, and changes to society caused by the market revolution, along with greater social and geographical mobility, contributed to a Second Great Awakening among Protestants that influenced moral and social reforms and inspired utopian and other religious movements.

B A new national culture emerged that combined American elements, European influences, and regional cultural sensibilities.

C Liberal social ideas from abroad and Romantic beliefs in human perfectibility influenced literature, art, philosophy, and architecture.

D Enslaved blacks and free African Americans created communities and strategies to protect their dignity and family structures, and they joined political efforts aimed at changing their status.

NAT-4 Analyze relationships among different regional, social, ethnic, and racial groups, and explain how these groups’ experiences have related to U.S. national identity.

CUL-1 Explain how religious groups and ideas have affected American society and political life.

CUL-2 Explain how artistic, philosophical, and scientific ideas have developed and shaped society and institutions.

CUL-4 Explain how different group identities, including racial, ethnic, class, and regional identities, have emerged and changed over time.

III Increasing numbers of Americans, many inspired by new religious and intellectual movements, worked primarily outside of government institutions to advance their ideals.

A Americans formed new voluntary organizations that aimed to change individual behaviors and improve society through temperance and other reform efforts.

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efforts in the South were largely limited to unsuccessful slave rebellions.

C A women’s rights movement sought to create greater equality and opportunities for women, expressing its ideals at the Seneca Falls Convention.

NAT-1 Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural values, political institutions, and American identity.

POL-2 Explain how popular movements, reform efforts, and activist groups have sought to change American society and institutions.

CUL-3 Explain how ideas about women’s rights and gender roles have affected society and politics.

Key Concept 4.2: Innovations in technology, agriculture, and commerce powerfully accelerated the American economy, precipitating profound changes to U.S. society and to national and regional identities.

I New transportation systems and technologies dramatically expanded manufacturing and agricultural production.

A Entrepreneurs helped to create a market revolution in production and commerce, in which market relationships between producers and consumers came to prevail as the manufacture of goods became more organized.

B Innovations including textile machinery, steam engines, interchangeable parts, the telegraph, and agricultural inventions increased the efficiency of production methods.

C

Legislation and judicial systems supported the development of roads, canals, and railroads, which extended and enlarged markets and helped foster regional interdependence. Transportation networks linked the North and Midwest more closely than either was linked to the South.

POL-3 Explain how different beliefs about the federal government’s role in U.S. social and economic life have affected political debates and policies.

WXT-2 Explain how patterns of exchange, markets, and private enterprise have developed, and analyze ways that governments have responded to economic issues.

WXT-3 Analyze how technological innovation has affected economic development and society.

II The changes caused by the market revolution had significant effects on U.S. society, workers’ lives, and gender and family relations.

A Increasing numbers of Americans, especially women and men working in factories, no longer relied on semi-subsistence agriculture; instead they supported themselves producing goods for distant markets.

B

The growth of manufacturing drove a significant increase in prosperity and standards of living for some; this led to the emergence of a larger middle class and a small but wealthy business elite but also to a large and growing population of laboring poor.

C Gender and family roles changed in response to the market revolution, particularly with the growth of definitions of domestic ideals that emphasized the separation of public and private spheres.

WXT-1 Explain how different labor systems developed in North America and the United States, and explain their effects on workers’ lives and U.S. society.

CUL-3 Explain how ideas about women’s rights and gender roles have affected society and politics.

III Economic development shaped settlement and trade patterns, helping to unify the nation while also encouraging the growth of different regions.

A Large numbers of international migrants moved to industrializing northern cities, while many Americans moved west of the Appalachians, developing thriving new communities along the Ohio and Mississippi rivers.

B Increasing Southern cotton production and the related growth of Northern manufacturing, banking, and shipping industries promoted the development of national and international commercial ties.

C Southern business leaders continued to rely on the production and export of traditional agricultural staples, contributing to the growth of a distinctive Southern regional identity.

D Plans to further unify the U.S. economy, such as the American System, generated debates over whether such policies would benefit agriculture or industry, potentially favoring different sections of the country.

POL-3 Explain how different beliefs about the federal government’s role in U.S. social and economic life have affected political debates and policies.

WXT-2 Explain how patterns of exchange, markets, and private enterprise have developed, and analyze ways that governments have responded to economic issues.

MIG-1 Explain the causes of migration to colonial North America and, later, the United States, and analyze immigration’s effects on U.S. society.

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how migration has affected American life.

Key Concept 4.3: The U.S. interest in increasing foreign trade and expanding its national borders shaped the nation’s foreign policy and spurred government and private initiatives.

I Struggling to create an independent global presence, the United States sought to claim territory throughout the North American continent and promote foreign trade.

A

Following the Louisiana Purchase, the United States government sought influence and control over North America and the Western Hemisphere through a variety of means, including exploration, military actions, American Indian removal, and diplomatic efforts such as the Monroe Doctrine.

B Frontier settlers tended to champion expansion efforts, while American Indian resistance led to a sequence of wars and federal efforts to control and relocate American Indian populations.

MIG-1 Explain the causes of migration to colonial North America and, later, the United States, and analyze immigration’s effects on U.S. society.

WOR-1 Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America.

WOR-2 Analyze the reasons for, and results of, U.S. diplomatic, economic, and military initiatives in North America and overseas. II The United States’s acquisition of lands in the West gave rise to contests over the extension of slavery into new territories.

A As over-cultivation depleted arable land in the Southeast, slaveholders began relocating their plantations to more fertile lands west of the Appalachians, where the institution of slavery continued to grow.

B Antislavery efforts increased in the North, while in the South, although the majority of Southerners owned no slaves, most leaders argued that slavery was part of the Southern way of life.

C Congressional attempts at political compromise, such as the Missouri Compromise, only temporarily stemmed growing tensions between opponents and defenders of slavery.

POL-2 Explain how popular movements, reform efforts, and activist groups have sought to change American society and institutions.

WXT-1 Explain how different labor systems developed in North America and the United States, and explain their effects on workers’ lives and U.S. society.

GEO-1

Explain how geographic and environmental factors shaped the development of various communities, and analyze how competition for and debates over natural resources have affected both interactions among different groups and the development of government policies.

PERIOD 4: 1800-1848 - Overview

Summary After the peaceful transfer of political power following the 1800 election, the new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes. In 1826, in the midst of the years covered in this period, the young nation celebrated its 50th birthday with great optimism. The founders of the country were passing on and leadership had passed to a new generation. The United States developed the world’s first modern mass democracy, a new national culture, and a growing market economy. However, sectional interests began to clash, as slavery, wealth disparities, reform efforts, and foreign relations issues threatened to challenge the nation’s ideals moving into the Antebellum Era.

Beginning= Election of Thomas Jefferson (Rise of the Republicans) in 1800. Peaceful transition of power from Federalists to Republicans.

WhatdoIneedtoknow?

1. Why REGIONAL IDENTITIES arose between North, South, and West and how the MARKET REVOLUTION affected each region.

a. Examples: Eli Whitney Cotton Gin, Transportation Revolution (Steamboats, National Road, etc.), immigration and nativism, early factory system, support/opposition to slavery

2. How American society became more DEMOCRATIC (for white men) in the Jacksonian Age and how various social movements attempted to improve society.

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etc.)

3. Reasons for Growth of POLITICAL PARTIES

a. Examples: First Party System (Republicans and Federalists) changes to Second Party System (Democrats and Whigs), Loose vs Strict interpretation of Constitution, Anti‐Jacksonians become Whigs, various third parties arose

4. The rise of the SLAVERY issue, and how slavery divided the country economically, socially, and politically beginning of SECTIONALISM

a. Examples: American System, Tariff of Abominations, B.U.S., Missouri Compromise, Gag Rule 5. How States challenged FEDERAL authority, supremacy of federal government over the states a. Examples: Hartford Convention, Nullification Crisis, Marshall Supreme Court, Nullification, Force Act 6. America as a world power…or at least trying to be. =)

a. Examples: Barbary Wars, War of 1812, Monroe Doctrine

End = Mexican/American War and Treaty of Guadalupe…HIDALGO! 1848! Beginning of Sectionalism

Period Perspectives The new republic worked to define itself during a time of rapid demographic, economic, and territorial growth. It increased suffrage; reformed its schools, prisons, and asylums; and developed its own art, literature, and philosophy. These changes took place as a market economy emerged and people benefited from the addition of fertile land farther west and advances in industry and transportation everywhere. The country focused on expanding its borders and trade while avoiding European entanglements.

Alternate View While this period saw growth, the United States also experienced increased conflict with American Indians and its neighbors. Many of the immigrants attracted by new opportunities also found prejudice and discrimination. Rights for the common man excluded American Indians, African Americans, and women. Efforts to improve life succeeded for many but not those enslaved. Landmarks in the institution of slavery came earlier, with the development of the cotton gin in 1793 and the end of the importation of enslaved Africans in 1808. Others came later, such as the Compromise of 1850.

PERIOD 4: 1800-1848 - Main Themes

Themes

Applied to this period

National Identity - American Identity separate from Europe – Romanticism, Transcendentalism, Second Great Awakening, Prison and Education reform, Utopian Societies

- Democracy is defined – Jacksonian democracy, Abolitionism, and Temperance - America as an independent nation – War of 1812, Monroe Doctrine

- Sectionalism vs. Nationalism – Plantation vs. Industrial System Work, Exchange, and Technology - Interstate commerce conflict – state vs. federal power

- Industrialism of the North vs. Plantations/Cash crops of the South - Transportation – Canals, Railroads, Toll Roads, American System - Farming technology – cotton gin and Steele plow

- Industrial technology – steam engine, sewing machine, spinning jenny, water frame, interchangeable parts

Migration and Settlement - Regional differences (Sectionalism) – political, social (including religious), economic – North vs. South vs. West

- Technology – Telegraph and Railroad

- Westward expansion – Oregon/Santa Fe Trail, Mormons, Settlement of Texas, Conflict with Mexico, conflict with Indians and Europeans

- Slavery in the South – slave trade

- Movement of American Indians West – Indian Removal Act, Trail of Tears - Early immigration – Irish, Germans (cities, west of Appalachians)

Politics and Power - Federal vs State Rights! – court cases, Nullification, - New Political Parties – Federalists, Democrats, Whigs

- Gaining new land and territory expansion – Adams-Onis, Louisiana Purchase, 54-40 or Fight - Slave vs. Free state states fight for power! – Missouri Compromise

- New rules about elections/citizenship – 10-12th_amendments

America in the World - War of 1812 – Impact on America’s role in the world

- Mexican American War – Impact on America’s role in the Americas

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People/Agencies Involved Problem

Appointment of Midnight Judges:

Setting

Events

Solution/Resolution Marbury v. Madison

Consequences to the Solution of the Problem trail, Settlement of Texas

Geography and Environment - Western Movement – Frontier is being “civilized”

- Industrialization of the North – pollution, urbanization, deforestation - Plantations of the south – deforestation, large scale farming

Culture and Society - New ideas about religion – Second Great Awakening, Methodist Church, AME Church, etc. - Equality Movements - Abolition, Temperance, Suffrage

- New American Artistic Identity – Romanticism, New dictionary, Transcendentalist writings, American landscape painting.

PERIOD 4: 1800-1848 - Reading Guide (Chapter Eleven)

Answer the following questions fully and completely. 1. Why was the Election of 1800 considered a “revolution”? Be specific!

2. In terms of his behavior and attitude, how was Jefferson’s early presidency different from that of Washington and Adams? 3. Complete the graphic organizer about the Madison vs. Marbury case and its significance in American Politics.

4. Tell the story of the Louisiana Purchase using the following individuals: Napoleon, Jefferson, Monroe, Livingston, L’Ouverature, Lewis, Clark, and Sacajawea.

5. Read the quotes on page 219 answer the following questions: Why was Jefferson not acting very “Jeffersonian” by promoting the Embargo Act and what events led to this shift?

6. In one clear, concise sentence summarize “Madison’s Gamble”.

7. Identify Tecumseh (Who? What? Where? When? Why is he significant to American history?). Make sure to note primary source quotes on p.222.

PERIOD 4: 1800-1848 - Reading Guide (Chapter Twelve)

Answer the following questions fully and completely

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-President James Madison, Message to Congress, Washington, June 1, 1812

1. How does Madison’s message illustrate the separation of powers between the executive and legislative branches?

2. Use the outline structure to tell the story of the War of 1812. Write one sentence per bullet giving detailed information in the context of the War of 1812.

Causes

- The British and High Seas oImpressment

o The Chesapeake incident

- What do Americans want after the Louisiana purchases?

- “War Hawks”- Anger at the British + the need for growing room (Canada looks goods) + hawks trying to start a fight = WAR The Who’s Who if the War of 1812

- President?

- William Henry Harrison - Tecumseh

- John C. Calhoun - Henry Clay

The Fighting – Theatres of the War - Canada

- Atlantic

- D.C.

- New Orleans The Results

- Treaty of Ghent

- All in all, the War of 1812 was a ________________________ (nothing was really gained territorially on either side). However, the “second Revolution” did make Britain realize that their former colonies were gone from their grasp forever. - Hartford Convention

- National Heroes?

- The Rush-Bagot Agreement

3. How did the American System and the results of the War of 1812 contribute to the Era of Good Feelings? Be sure to include: a definition of the American system, the role of Henry Clay, the Tariff of 1816, and the building of the Erie Canal in your

response.

4. Fill in the following chart on Nationalism vs. Sectionalism in the early 1800’s:

Event What is the main issue? What was the end result? Does it promote

Nationalism or Sectionalism? How? The Panic of 1819

The Land Act of 1820 Tallmadge Amendment Missouri Compromise McCullough v. Maryland Gibbons v. Ogden Fletcher v. Peck

Anglo-American Convention Adams-Onis Treaty

Monroe Doctrine Russo-American Treaty

PERIOD 4: 1800-1848 - Reading Guide (Chapter Thirteen)

Answer the following questions fully and completely.

1. How did the events of the election of 1824 gain it the nickname of the “corrupt bargain”? Be sure to address the candidates, the results, and Henry Clay in your response.

2. How would you characterize John Quincy Adams’ presidency? Address his personality, his achievements, and legacy in your response.

3. Complete the following chart on Jackson’s impact during his presidency.

Event Details How it was in reaction to Jackson? Positive/Negative?

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The Tariff of Abominations The Nullification Crisis

Compromise of 1833/Force Bill The Trail of Tears

The Bank War The Election of 1832 The Pet and Wildcat Banks The Whig Party

4. Examine the satiric bank note on p.265. Can you identify other ways in which the document takes aim at Jackson’s banking policies? What symbols did the note’s creator assume the public would comprehend?

5. Identify the Panic of 1837. (Who? What? Where? When? What happened? Why is it significant? Make sure you note the primary source boxes on p.266-7)

6. After reading “Gone to Texas” and “The Lone Star Rebellion,” make an argument (2 sentences) for each of the three sides of the conflict (Texans, Mexico, and the US), justifying their actions. Be specifics to support your argumentative statement.

7. Explain the emergence of the two party system in 1840. Be sure to address William Henry Harrison, The Whigs, the Democrats, Van Buren, and Jackson in your response.

PERIOD 4: 1800-1848 - Reading Guide (Chapter Fourteen)

1. What was early urban immigration like? Explain who was coming to America, why, and what they experienced when they arrived (economically and politically).

2. In two concise sentences, summarize the “Flare-up of Antiforeignism.” Be sure to include the role of religion and the Know-Nothing Party.

3. Describe the American Industrial Revolution. Include why it was possible in America, the Factory System, the works, the Commonwealth vs. Hunt, and the conditions in the factories. (Read from page 287-297 to find this information).

4. Complete the chart on inventions and their impact on the economy. (Read from page 285-299 to find this information).

Invention Inventor and use. How did it benefit northern industry, westward

movement, or southern plantations? Cotton Gin

The Telegraph Interchangeable Parts Sewing Machine Mechanical Reaper Steele Plow

5. Using the quote on page 296, make an argument in support of the life of a “factory girl.” Make an additional argument that supports the “cult of domesticity.”

6. Create a spider web graphic organizer about the Transportation Revolution. Include the shipping/boats, canals, and roads. Be specific. Use pages 298-304 to answer this question.

7. In one concise sentence, summarize “The Market Revolution.”

PERIOD 4: 1800-1848 - Reading Guide (Chapter Fifteen)

1. Write one sentence that summarizes the following reforms movements in early 19th_{century America.} - Deism/Unitarians

- The Second Great Awakening - Mormonism

- Education Reform - Prison Reform

- The Temperance Movement - The Suffrage Movement - Utopian Communities - American Art

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- American literature – other

2. Complete the Chart on the following American Mid-19th_{Century Reformers.}

Leader Associated Movement How his/her role promoted their associated movement

Charles Finney Joseph Smith Brigham Young Horace Mann William McGuffey Emma Willard/Mary Lyon Dorthea Dix

Elizabeth Cady Stanton Lucreita Mott

Robert Owen

John Humphrey Noyes Washington Irving James Fennimore Cooper Ralph Waldo Emerson Henry David Thoreau Louisa May Alcott Edgar Allen Poe Emily Dickinson Herman Melville

3. Connect the terms to one of the Reform Movements and explain it in context of the reform movement. - The Age of Reason

- Burned Over District

- American Temperance Society - Maine Law of 1851

- Woman’s Rights Convention at Seneca Falls - New Harmony/Brook Farm/Oneida

- Federal Style - Hudson River School - American Scholar - Civil Disobedience

PERIOD 4: 1800-1848 - Reading Guide (Chapter Sixteen)

1. Describe the southern plantation economic structure (addressing the upper, middle, and lower classes). Use the graph on p. 343 to help you with this answer.

2. Using the maps on page 344-5, write a three sentence analysis of cotton production and slave distribution between 1820 -1860. 3. How were slaves regarded by southern planters? Be thorough and specific! Use pages 346-350.

4. How effective were the early attempts at abolitionist activity? Be sure to address the West Africa Squadron, Nat Turner’s Rebellion, and the Amistad case to support your response.

5. Complete the chart about Abolitionist events.

Event Who Wrote/created it? How did it support the Abolitionist Movement?

American Colonization Society The Liberator

American Anti-Slavery Society

Appeal to the Colored Citizens of the World Narrative of the Life of Frederick Douglass

6. Compare and contrast how the South and the North responded to early Abolitionist sentiment/activity? Provide three specific examples from the text to support your response.

PERIOD 4: 1800-1848 - Reading Guide (Chapter Seventeen)

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1. Describe John Tyler’s presidency. Be sure to address how he became president, the reasons for his unpopularity with the Whig party, his domestic affairs, and foreign conflicts.

2. After reading “A War of Words with Britain,” provide three examples of the tension developing between America and Great Britain.

3. In two concise sentences, summarize “The Lone Star of Texas Shines alone” and “The Belated Texas Nuptials.”

4. Read the quote on page 368. In your own words, infer the message of this quote. What does this quote say about American western expansion?

5. Complete the chart on the events that illustrate the concept of Manifest Destiny:

Event Details How it represents Manifest Destiny

Oregon Trail

Fifty-four Forty or Fight! The Liberty Party

6. Look at the chart on page 371. Analyze the chart contents in regards to the following question. How did the Tariff of 1846 illustrate the development of sectionalism in 19th_{century American politics?}

7. Create a graphic organizer showing the causes (political, economic, and social), course, and consequences (political, economic, and social) of the Mexican American War. Be specific and detailed. Use pages 371-377 to accomplish this.

PERIOD 4: 1800-1848 - Crash Course Videos

For each period, watch the following videos. There are no questions to go with these videos, but they will be EMMENSLY VALUABLE in helping you contextualize and compare time periods!

1. Thomas Jefferson & His Democracy: Crash Course US History #10

URL: https://www.youtube.com/watch?v=_3Ox6vGteek&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s&index=10

2. The War of 1812 - Crash Course US History #11

URL: https://www.youtube.com/watch?v=qMXqg2PKJZU&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s&index=11

3. The Market Revolution: Crash Course US History #12

URL: https://www.youtube.com/watch?v=RNftCCwAol0&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s&index=12

4. Slavery - Crash Course US History #13

URL: https://www.youtube.com/watch?v=Ajn9g5Gsv98&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s&index=13

5. Age of Jackson: Crash Course US History #14

URL: https://www.youtube.com/watch?v=beN4qE-e5O8&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s&index=14

6. 19th Century Reforms: Crash Course US History #15

URL: https://www.youtube.com/watch?v=t62fUZJvjOs&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s&index=15

7. Women in the 19th Century: Crash Course US History #16

URL: https://www.youtube.com/watch?v=fM1czS_VYDI&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s&index=16

8. War & Expansion: Crash Course US History #17