UNIT FIVE: A Changing Nation (1824-1860)
CHAPTER TWELVE: The Age of Jackson (1824-1840)
LESSON 12-1: Jacksonian Democracy and State’ Rights, pgs. 394-401
OBJECTIVE(S): For the student to be able to:
1) explain what changes in democracy occurred during Jackson's presidency.
2) identify economic issues that increased during Jackson's presidency.
VOCABULARY, TERMS AND NAMES TO UNDERSTAND FOR THIS LESSON:
secede(401)- to withdraw
Andrew Jackson(395)- U.S. President from 1829-1837
John Quincy Adams(395)- 1824 Presidential candidate favored by New Englanders
states’ rights(369)- the rights of the states to make decisions without interference from the federal government
Jacksonian democracy(397)- the idea of widening political power to more of the people
spoils system(398)- the practice of giving government jobs to political backers
Tariff of Abominations(400)- 1828 law that significantly raised tariffs on raw materials and manufactured goods
John C. Calhoun(400)- Jackson’s Vice President
Doctrine of nullification(400)- the idea that a state had the right to nullify, or reject, a federal law that it considers
unconstitutional
Complete the following items.
Sectionalism Changes Politics
1. Name the four men who ran for president in 1824. [395]
a. Andrew Jackson (Southerners, Westerners)
c. William Crawford (Southerners)
b. John Quincy Adams (New Englanders)
d. Henry Clay (Westerners)
2. TRUE / FALSE: Although Jackson received the largest number of the popular votes in 1824, no candidate gained
enough electoral votes to become president. When Clay gave his support to Adams - the House or Representatives
declared Adams the winner. Adams gave Clay a position in his cabinet; this was known as the "corrupt bargain."
[396]
3. Who won the election of 1828? Andrew Jackson (7th) [397]
4. When the new president was elected he placed many of his friends in jobs in the government and in his cabinet.
What did this practice of placing friends in power positions come to be known as? spoils system [398]
Rising Sectional Differences
5. List the three areas that developed their own sectional differences during Jackson's presidency? [399]
a. Westerners
- wanted cheap land to attract workers
b. Northeasterners
- wanted internal improvement (roads) and higher land prices in west
c. Southerners
- wanted tariffs done away with; cost them more in trading with other countries
6. Essentially, what did the "Law of Nullification" supported by the vice president John C. Calhoun say...
similar to "states rights" ...Nullification said states had more power than federal government - could reject laws [400]
7. TRUE / FALSE: South Carolina threatened to secede from the Union over high tariffs. Thanks to a lower tariff
compromise (1833), the state decided not to leave the union. [401]
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LESSON 12-2: Jackson’s Policy Toward Native Americans, pgs. 402-407
OBJECTIVE(S): For the student to be able to:
1) explain why Jackson wanted the Native Americans to move west.
2) summarize the effects of the Indian Removal Act on Native Americans.
VOCABULARY, TERMS AND NAMES TO UNDERSTAND FOR THIS LESSON:
assimilate(403)- to absorb into a culture
Sequoya(404)- a brilliant Cherokee who invented a writing system for the Cherokee language
Indian Removal Act(404)- 1830 law that called for the government to negotiate treaties requiring Native Americans to
relocate west
Indian Territory(405)- an area to which Native Americans were moved covering what is now Oklahoma and parts of
Kansas and Nebraska
Trail of Tears(406)- forced removal of the Cherokee from their homeland to Indian Territory
Osceola(407)- leader during the Second Seminole War
Complete the following items.
Native Americans Forced West
1. TRUE / FALSE: Because Jackson viewed Native Americans as "conquered subjects", he believed that the United
States government had the right to take their land for white settlers and determine where the Indians would live. [401]
2. Explain what did the Indian Removal Act want to accomplish. [404-405]
all government treaties had to involve relocating NA to the west of the Mississippi River to the Indian Territory
The Trail of Tears
3. What did the Supreme Court rule in the case of the Cherokee Indians? [406]
essentially the Supreme Court said that the Native Americans did not have to move out of Georgia but both the
President and Georgia rejected the Supreme Court's decision.
4. What became the name for the moving of 16,000 Cherokee from Georgia to Indian Territory in what is now
Oklahoma? [406]
Trail of Tears - 1/4 (4000) deaths along the way
5. How was Osceola, leader of the Seminoles in Florida, tricked into being captured? [407]
Oscelola was captured while at a fake peace treaty during a truce; he later died while in prison
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LESSON 12-3: Prosperity and Panic, pgs. 408-412
OBJECTIVE(S): For the students to be able to:
1) identify causes and effects of Jackson's destruction of the national bank.
2) explain the formation of the Whig Party in the United States.
VOCABULARY, TERMS AND NAMES TO UNDERSTAND FOR THIS LESSON:
charter(409)- a written grant
Martin Van Buren(409)- elected President in 1836 after serving as Jackson’s vice-president
Panic of 1837(411)- widespread fear about the state of the economy that spread after Van Buren took office
inflation(411)- an increase in prices and a decrease in the value of money
depression(411)- a severe economic slump
Whig Party(412)- political party formed by Henry Clay, Daniel Webster, and other Jackson opponents
William Henry Harrison(412)- Whip presidential candidate in 1840
John Tyler(412)- Harrison’s running mate in the 1840 election
Complete the following items.
Jackson Targets the National Bank
1. Why did Jackson elect not to renew the charter of the Second National Bank? [409-410]
Jackson felt the bank had too much power/influence in government and only benefited the wealthy.
2. How did Jackson destroy the bank of the United States? [410]
took the governments money out the bank and spread it out to many state banks.
3. TRUE / FALSE: Jackson moved money from the National Bank into smaller state banks which made it easier for
people to borrow money. As a result the state banks issued too much paper money and the value of money went
down. [411]
4. TRUE / FALSE: Jackson moved money from the National Bank into smaller state banks. This made it easier for
people to borrow money. As a result the state banks issued too much paper money and the value of money went
down. [411]
5. Who followed Jackson as President? [411] his vice president—Martin Van Buren
6. What was the “Panic of 1837”? [411]
a financial crisis in which banks closed and the credit system collapsed causing a drepression
The Battle of the Whigs
7. TRUE / FALSE: The Whig party supported Van Buren; they favored his Jackson-like policies. [412, opposed]
8. Who won the election of 1840? (select one) [412]
Martin Van Buren
William Henry Harrison
9. What happened to William Henry Harrison shortly after taking the office of President? [412]
He became ill and died one month after he was inaugurated.
10. Who was Harrison's vice-president that took over the office of President after the president died? [412]
John Tyler
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CHAPTER THIRTEEN: Manifest Destiny (1821-1853)
LESSON 13-1: Trails West, pgs. 418-423
OBJECTIVE(S): For the student to be able to:
1) identify the reasons why the early pioneers moved west.
2) summarize the challenges people faced in settling the West.
VOCABULARY, TERMS AND NAMES TO UNDERSTAND FOR THIS LESSON:
Jedediah Smith(419)- explorer who opened up the West with the discovery of the South Pass
mountain men(419)- trappers and exploerers who opened up the western pioneer trails
Jim Beckwourth(420)- legendary trapper who explored the West and opened up the fur trade
land speculators(420)- people who buy land in the hope that it will increase in value
Santa Fe Trail(421)- trail that began in Missouri and ended in Santa Fe, New Mexico
converts(422)- people who accept a new religious belief
rendezvous(x)- French word meaning "present yourselves"
Oregon Trail(422)- trail that ran westward from Independence, Missouri, to the Oregon Territory
Mormon(423)- member of the church founded by Joseph Smith in 1830
Brigham Young(423)- Mormon leader who moved his followers to Utah to practice their religion in peace
Complete the following items.
One American's Story and The Early Pioneers
1. List two men from this lesson who would be considered mountain men.
a. Jedediah Smith [419]
...opened a trail west though the Rocky Mountains
b. James Beckworth [420]
...discovered a pass through the Sierra Nevadas (mts.) to Northern California
2. TRUE / FALSE: Land speculators made money by purchasing areas of land and then later selling the land for more
money as people moved into the area. [420]
Settling the West
3. After Mexico became independent of Spain the area was welcoming of American settlers. In what ways did William
Becknell make money off of this policy change?
[421-422] transported goods to sell and later led others settlers into the New Mexican Territory
4. While Becknell headed into the southwest, Marcus and Narissa Whitman traveled in what direction?
[422-423] Whitman's were missionaries that traveled with other settlers into the Oregon Territory in the Northwest;
stories of the amazing land created "Oregon Fever" that brought more settlers to the area in the following years
5. While most Americans were moving west in an attempt to gain wealth, why had the Mormons, led by Brigham
Young, moved west?
[423] escape religious persecution by moving the group out of the United States and into Utah- founder Joseph Smith
had been killed in Illinois; Mormons were disliked for their practice of polygamy and holding shared property
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LESSON 13-2: The Texas Revolution, pgs. 426-431
OBJECTIVE(S): For the student to be able to:
1) identify the changes in Spanish Texas that led up to the Texas Revolution.
2) describe the sequence of events in the Texan's Revolt against Mexico that
resulted in the creation of the Lone Star Republic.
VOCABULARY, TERMS AND NAMES TO UNDERSTAND FOR THIS LESSON:
Tejas(427)- name the Spanish explorers gave present-day Texas
Stephen F. Austin(427)- founded a colony for Americans in Spanish Texas
Tejanos(427)- people of Mexican heritage who consider Texas their home
Antonio Lopez de Santa Anna(429)- Mexican president who led an army against Texas
Sam Houston(429)- commander of the Texas army at the Battle of San Jacinto; later elected pres of the Rep. of Texas
Juan Seguin(430)- a Tejano hero of the Texas Revolution
Battle of the Alamo(430)- battle between Texas and Mexico in 1836
annex(431)- join or merge territory into an existing political unit such as a country or state
Lone Star Republic(431)- nickname of the republic of Texas once free from Mexico
Complete the following items.
Native Americans Forced West
1. What European country had Mexico gained it's independence from? Spain [428]
2. Only under what two conditions would the Mexican government to allow Stephen F. Austin to start an American
colony in the Mexican Territory. [428-429]
1) settlers had to become Mexican citizens and
2) settlers had to be members of the Roman Catholic Church
Texans Revolt Against Mexico
3. With Americans outnumbering Mexicans 6 to 1 in the area that would later become Texas, tensions grew for both the
Mexican government and the American settlers. What caused Stephen F. Austin to be jailed for almost a year by the
country's leader General Antonio Lopez Santa Anna? [429]
Santa Anna learned of a letter in which Austin spoke of revolt against Mexico
4. After the Americans in Texas declared Texas a free and independent state, three major battles occur, all in 1836.
Draw lines matching the battles between American settlers and the Mexican government with their outcomes.
[430]
Battle of the Alamo
200 fighters were killed when 1000s of Mexican troops attacked the Alamo mission
[430]
Battle at Goliad
retreating Texan troops are captured by Mexican army; 300 are executed
[431]
Battle of San Jacinto
Santa Anna was trapped by Sam Houston's forces and Texas won its independence
5. After defeating the Mexican army and becoming an independent country, why was Texas not allowed to join the
United States when it initially requested to be annexed into the Union? [431]
concern that Texas would allow slavery and off-set the power of the slave states versus the free states
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LESSON 13-3: The War with Mexico, pgs. 432-437
OBJECTIVE(S): For the students to be able to:
1) summarize America's support for manifest destiny.
2) describe the war with Mexico
3) explain the impact of victory over Mexico.
VOCABULARY, TERMS AND NAMES TO UNDERSTAND FOR THIS LESSON:
James K. Polk(433)- eleventh president of the United States who was committed to westward expansion
manifest destiny(433)- belief that the United States was meant to expand from coast to coast
Zachary Taylor(435)- U.S. General who lead the battle over the disputed territory of the Rio Grande
Bear Flag Revolt(436)- rebellion by Americans in 1846 against Mexican rule of California
Treaty of Guadalupe Hidalgo(437)- treaty that ended the War with Mexico
Mexican cession(437)- Mexican territory surrendered to the United States at the end of the war with Mexico
Complete the following items.
One American's Story
1. What was a main goal of James Polk when he ran against Henry Clay for president in 1844?
[433] expand American borders
Americans Support Manifest Destiny
2. TRUE / FALSE: Manifest Destiny was the belief that American was meant to expand from coast to coast. [433]
3. TRUE / FALSE: American was able to obtain the Oregon Territory after a long and bloody war with Britain.
[434, territory was peacefully divided between American and Great Britain at the 49th parallel in 1846]
4. TRUE / FALSE: One reason President Polk was willing to work out a deal with the British on Oregon was that
larger problems were formed between Mexico and the United States after the annexation of Texas in 1846. [434]
The War with Mexico
5. TRUE / FALSE: After trying unsuccessfully to purchase the areas American wanted in Mexico, Mexican troops
traveled deep into American land and started an unprovoked battle killing hundreds of American soldiers. [434-435]
President Polk moved troops in an area he knew would come under attack in a disputed area between the borders of
America and Mexico.
6. TRUE / FALSE: With trickery from American General Stephen Kearny and later help from angry settlers (Bear
Flag Revolt), American captured the areas of New Mexico and Northern California relatively easily. [435-436]
7. Though fighting in Mexico was more difficult, seven months later the U.S. army lead by Winfield Scott fought all the
way to Mexico City to win the war. What treaty was later signed giving the United States large portion of what was
previously Mexico - known as the Mexican cession? Treaty of Guadalupe Hidalgo (signed in 1848) [436-437]
8. Along with Texas becoming part of the United States, what river formed the new boundary between Texas and
Mexico? (circle one) Mississippi River
Red River
Rio Grande [437]
Big Sioux
9. America would later (1853) purchase an additional area of Mexico, the Gadsden Purchase. For what reason did
American want this land? [437] to build the transcontinental railroad
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LESSON 13-4: The California Gold Rush, pgs. 438-443
OBJECTIVE(S): For the students to be able to:
1) describe how the discovery of gold changed California
2) explain the final impact of the California Gold Rush
VOCABULARY, TERMS AND NAMES TO UNDERSTAND FOR THIS LESSON:
migration(439)- movement of people from one country or locality to another
James Marshall(439)- carpenter who discovered gold in California in 1848
forty-niner(439)- person who went to California to find gold in 1849
Californios(439)- settlers of Spanish or Mexican descent who populated California
California Gold Rush(439)- migration of thousands of settlers to California in search of gold
Mariano Vallejo(440)- a prosperous Californio who lost a lot of property after American settlement
Complete the following items.
One American's Story and A Discover Changes California
1. What was discovered by James Marshall in 1849 that brought so many settlers "rushing" to California? [439] gold
2. List three ways/routes people could get to California to take part in the "rush." [440]
1. sail 18,000 miles around South America
2. sail to the Isthmus of Panama, cross overland, get on a boat on the Pacific side, then sail to CA
3. take an overland route using emigrant trails across the United States
3. TRUE / FALSE: Only American settlers were allowed to travel to California since this area was part of the America.
[440, 2/3 white American males, also Blacks, Native Americans, Mexicans, South Americas, Australians, Chinese...]
4. List at least three problems that miners faced in the mining camps in California. [440]
1.
2.
3.
5. List three ways the "rush" changed California. [441]
1. by 1849 California had enough people (60,000+ required - had 250,000) to become a "free" state in 1850 [441]
2. dominant culture in California changes from Spanish to American [441]
3. Native Americans in California lost their land and died from disease [442]
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CHAPTER FOURTEEN: A New Spirit of Change (1830-1860)
LESSON 14-1: The Hopes of Immigrants, pgs. 450-455
OBJECTIVE(S): For the student to be able to:
1) identify various immigrant groups in the mid-1800's and
why these people chose to come to America
2) explain the challenges immigrants faced in America
VOCABULARY, TERMS AND NAMES TO UNDERSTAND FOR THIS LESSON:
emigrant(451)- person who leaves a country
immigrant(451)- person who settles in a new country
steerage(451)- the cheapest deck on a ship
"push" factor(452)- a reason or force that causes people to leave their native land
"pull" factor(452)- a reason or force that causes people to choose to move to a new place
famine(455)- severe shortage of food leading to starvation
nativist(455)- native-born American who wanted to eliminate foreign influence
prejudice(455)- a negative feeling that is not based on facts
Know-Nothing Party(455)- political party in U.S. during the 1850s that was anti-immigrant and Roman Catholics
Complete the following items.
Patterns of Immigration
1. List some hardships immigrants experienced on board ships coming to America.
a. overcrowding [451]
b. disease
c. filthy conditions
2. List the remaining two "push" factors that caused immigrants to leave their country.
a. population growth [451]
b. crop failures
c. religious unrest
[Irish by British, 453]
3. List four "pull" factors that attracted and brought immigrants to the United States.
a. freedom [451]
c. available land
b. economic opportunity
b. opportunity to start over
4. List three other groups that came to the United States and why they came.
a. Germans (largest group of 1800s) [452]
:came because of economic opportunity
b. Scandinavians [453]
:came because of the available land
c. Irish [453-454]
:fleeing hunger caused by the Irish Potato Famine (1845)
Americans Support Manifest Destiny
5. TRUE / FALSE: Because there were more manufacturing jobs in this area, more immigrants moved into the
southern United States rather than the northern area. [454, opposite - more manufacturing and jobs in the north]
6. TRUE / FALSE: Overcrowding, crime, pollution and cities not having the resources to deal with the rapid
population growth were among the problems new immigrants face in larger American cities. [454]
7. TRUE / FALSE: All Americans were grateful for the immigrants and the cultural ideas they brought with them.
[455, nativists wanted to eliminate foreign influences brought by the immigrants]
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LESSON 14-2: Reforming American Society, pgs. 456-461
OBJECTIVE(S): For the student to be able to:
1) identify reform movements that attempted to improve society in America
2) explain the efforts of labor movement to improve working conditions
3) identify specific areas of daily life that some reformers focused on
improving
VOCABULARY, TERMS AND NAMES TO UNDERSTAND FOR THIS LESSON:
Second Great Awakening(457)- renewal of religious faith in the 1790s and early 1800s
temperance movement(458)- push toward the drinking of less alcohol
Shaker(458)- member of a Christian sect that practiced communal living and did not allow marriage or childbearing
labor union(459)- group of workers who band together to seek better working conditions
strike(459)- to stop work to demand better working conditions
evangelicalism(*)- the doctrine/belief that each person can experience a sudden conversion and experience a new
spiritual relationship with God
Horrace Mann(460)- reformer who advocated improving education
Dorthea Dix(461)- reformer who was a pioneer in the movement for better treatment of the mentally ill
Complete the following items.
A Spiritual Revival
1. Select one of the following statements that best describes the Second Great Awakening. [458]
a. a movement driven by the idea that immigrants were arriving in too large of numbers; numbers should be limited
b. a religious movement that inspired people with the message that through Christianity, salvation was available to
everyone. (unlike the Puritan beliefs that only some people could be saved)
2. TRUE / FALSE: Though not everyone followed the ideas of the Second Great Awakening, it did create an interest
to reform society in other ways. [458]
3. What did the temperance movement try to eliminate? [458] alcohol
Maine and other states passed laws banning liquor but the laws were later repealed
Worker's Rights
4. What did factory workers do to try and improve the poor conditions and unfair treatment in manufacturing jobs?
[459] formed labor unions and went on strike to improve conditions and pay
5. TRUE / FALSE: The panic of 1837 made jobs more scarce and brought an end the labor movement. [459]
Social Reform
6. Who is credited with promoting educational reform including emphasis on public education?
[460] Horace Mann
7. TRUE / FALSE: Though few schools during the 1800s accepted African Americans, Alexander Twilight (1823)
and Mary Jane Patterson (1862) were the first male and female African Americans to earn college degrees. [460]
8. List three other areas of society that reformers worked to improve/change during the 1800s.
a. treatment of mentally ill [461]
b. disabilities (deaf/blind)
c. prisons
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LESSON 14-3: Abolition and Women's Rights, pgs. 464-471
OBJECTIVE(S): For the students to be able to:
1) describe the efforts of abolitionists in the 1800s to end slavery
2) explain how the abolition movement led to the fight for women's rights;
3) identify key people and events in the women's rights movement
4) summarize the social and cultural changes that transformed America in
the mid-1800s
VOCABULARY, TERMS AND NAMES TO UNDERSTAND FOR THIS LESSON:
abolition(465)- the movement to stop slavery
Fredrick Douglass(466)- abolitionist and journalist who became an influential lecturer in the North and abroad
Sojourner Truth(466)- abolitionist and feminist who spoke against slavery and for the rights of women
Underground Railroad(467)- a series of escape routes used by slaves escaping the South
Harriet Tubman(467)- conductor on the Underground Railroad who led enslaved people to freedom
Elizabeth Cady Stanton(468)- reformer who helped organize the first women's rights convention
Seneca Falls Convention(469)- the first women's right convention, help in Seneca Falls, New York
suffrage(469)- the right to vote
Complete the following items.
Abolitionists Protest Slavery
1. TRUE / FALSE: An abolitionist was a person who wanted to "abolish" (bring an end to) slavery in the United
States in the 1800s. [465]
2. List three abolitionists .
a. William Lloyd Garrison [466]
Sarah and Angelina Grimke
b. Fredrick Douglass
c. Sojourner Truth
3. TRUE / FALSE: Though he wanted to, President John Quincy Adams was unable to read anti-slavery petitions to
congress and was barred from legally defending Africans who caused a rebellion on the slave ship Amistad.
[466] ignoring gag-order Adams read the petitions anyway and did successfully defend the slaves
4. Using the Underground Railroad system, how many trips did former slave Harriet Tubman make guiding escaped
slaves to freedom? [467, 19]
5. By what method did Henry Brown escape slavery to arrive a free man in Philadelphia in 1849?
[468, shipped in box - shipping was $86 and took 27 hours from Richmond, Virginia to Philadelphia, Pennsylvania]
The Fight for Women's Rights
6. Name two women who led the push for women's rights in the mid 1800s.
a. Lucretia Mott
b. Elizabeth Cady Stanton [468]
7. TRUE / FALSE: In the 1800s women were not able to hold public office (be an elected official) or even vote. They
were not able to be part of a jury and their property and earnings legally belonged to their husband.
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From Creating America: Beginnings through World War 1
LESSON 14-2: American Literature and Art, pgs. 429-432
OBJECTIVE(S): For the students to be able to:
1) to analyze how writers shaped American literature
2) list famous American artists and authors who worked during this period
of America's History
VOCABULARY, TERMS AND NAMES TO UNDERSTAND FOR THIS LESSON:
romanticism(429)- writing that stressed the individual, imagination, creativity, and
emotional. It drew inspiration from nature
Hudson River school(430)- a group of artists living in the Hudson River valley. Painted many landscape scenes
transcendentalism(431)- a 19th century philosophy that taught the spiritual world is more important than the physical
world and that people can find truth within themselves through feeling and intuition.
civil disobedience(431)- peacefully refusing to obey laws one considers unjust
Complete the following items.
Creating American Art
1. What French artist traveled to the United States and became well know for his drawings of American wildlife?
John James Audubon [431]
Audubon Society (preserving bird and wildlife habitat) was named in John James Audubon's honor
2. List three important American writers who created their works during this time period.
a. Henry David Thoreau [429, 431]
Walt Whitman [432]
b. Edgar Allen Poe [432]
Nathaniel Hawthorne [432]
c. Ralph Waldo Emerson [431]
Herman Melville [432]
Washington Irving [429]
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