Andrew Jackson
Era of the Common Man
Jackson Test
A Day – November 25th
B Day – November 26th
APUSH OBJECTIVES
JACKSON ERA REFORM
(Chapters 9 & 10)
We will…
 Investigate data on the economy of the United States in order to determine causes for American
economic growth
 Evaluate the role of Henry Clay’s American System in encouraging economic growth
and fostering nationalism
 Analyze the economic consequences of major transportation systems that developed
from 1790 through 1860
 Describe the movement and growth of America’s population
 Evaluate the impact of new technology on American business and agriculture
 Analyze the early American factory system
 Investigate the political, social, and economic conditions of the north, south, and west in order
to form generalizations regarding their positions on key issues of the time
 Compare and contrast the north, south, and west politically, socially, and economically
 Predict responses to key sectional issues during the period 1820-1850
 Analyze Jacksonian democracy in order to determine the extent to which it fostered political
democracy, individual liberty, and equality of economic opportunity
 Evaluate the impact of Jacksonian democracy on American political democracy
 Evaluate the impact of Jacksonian democracy on equality of economic opportunity
 Evaluate the impact of Jacksonian democracy on individual liberty
 Compare and contrast the democratic ideas of Thomas Jefferson and Andrew Jackson
We will…
 Analyze American social reform movements from 1820 to 1850 in order to determine degrees
of success and failure of these movements
 Describe major reform movements of the Age of Jackson
 Determine the extent to which reforms improved American society
 Analyze art & architecture in order to determine the extent to which American cultural and
intellectual communities contributed to the development of a distinctive American character
 Analyze American works of art & architecture from the Colonial Period to 1860
 Determine the major emphasis of schools of American literature
APUSH: Chapter 9-10 Identifications & Short Answer Questions
Page 1
Briefly identify each of the following terms and short answer questions in order to make sure that you are familiar with each for focus
writings, discussion, quizzes, and essay tests in class.
Identifications:
Zebulon Pike/John Jacob Astor/mountain men/Jedediah Smith
Five Civilized Indian Tribes/Indian Removal Act/Trail of Tears/Black Hawk
Agricultural boom
land speculation/squatters/preemption rights
Panic of 1819
Transportation Revolution
Robert Fulton/Clermont/steamboats/Gibbons v. Ogden
Erie Canal/Baltimore & Ohio Railroad/Chesapeake & Ohio Canal
Francis C. Lowell/Eli Whitney/interchangeable parts
Boston Manufacturing Company/Waltham and Lowell mills
Artisans/trade unions
“Rags to riches”/pauperism
Free blacks/Richard Allen/African Methodist Episcopal (AME) Church
Middling classes/spatial mobility
Individualism/attack on the professions/challenge to family authority
Doctrine of separate spheres/horizontal allegiances vs. vertical allegiances
Democrats/Whigs
Election of 1824/corrupt bargain/John Quincy Adams
Andrew Jackson
Martin Van Buren/Albany Regency
Election of 1828/National Republicans
Spoils system
Tariff of Abominations/John C. Calhoun/South Carolina Exposition and Protest
Nullification Crisis/Tariff of 1833/Force Bill/Compromise of 1833
Second Bank of the United States/Nicholas Biddle
“pet banks”/Deposit Act/soft money/hard money
Anti-Masonry
Panic of 1837/Specie Circular/Independent Treasury Act
Election of 1840
Alexis de Tocqueville/Democracy in America
Second Great Awakening/camp meetings/Charles G. Finney
Unitarians/Mormons/Joseph Smith/Shakers/Mother Ann Lee
American Temperance Society/Lyman Beecher/teetotalism
Horace Mann/McGuffey readers/compulsory public education
Abolition/American Colonization Society/William Lloyd Garrison/American Anti-Slavery Society
Angelina and Sarah Grimke/Letters on the Condition of Women and the Equality of the Sexes
Lucretia Mott/Elizabeth Cady Stanton/Seneca Falls Convention & Declaration
Prison reform/Dorothea Dix/asylum reform
Utopian communities/New Harmony/Brook Farm/Oneida community
Short Answer Questions:
What caused the upsurge of westward migration after the War of 1812?
Page 2
What changes were linked to the rise of the market economy in the early 1800s? Consider Federal land policy-
What factors inspired the religious and
reform movements of the 1820s-1850s?
Offer at least three specific examples to
support your analysis.
The Panic of 1819-
The Transportation Revolution-
The growth of cities-
What caused the rise of industrialization in America in the early 1800s?
How did the rise of the market economy and industrialization influence relationships within families and communities?
What was the Panic of 1837 and how did it lead to
the re-emergence of a clear two-party system by
1840? Consider both causes and consequences of
the panic in your answer.
What political changes contributed to the rise of Jacksonian democracy in the
1820s?
Consider the trend of political democratization-
Andrew Jackson’s presidential campaigns-
The rise of the Democratic Party-
Name
Date
Page 3
JACKSON: The Rise of a Mass Democracy
Objective- SWBAT… Analyze Jacksonian democracy in order to determine the extent to which it
fostered political democracy, individual liberty, and equality of economic opportunity.
Drill
"It is to be regretted that the rich and powerful too
often bend the acts of government to their own
selfish purposes.”
-President Andrew Jackson
1. How does Jackson’s quote above embody the “Jacksonian Era?”
2. What correlation does the quote above have to the Election of 1828?
3. What bias can you infer, from the quote, Jackson brought to his presidency?
4. Consider Jackson’s quote and identify characteristics he shared with Thomas Jefferson.
Page 4
JACKSON: The Rise of a Mass Democracy
CLOSURE
CLOSURE
Source: loc.gov
“The great can protect themselves, but the poor and
humble require the arm and the shield of the law”
-Andrew Jackson Letter to John Quincy Adams, 1821
Directions- Refer to the quote and the cartoon above in order to support or refute the historic claim
that the Jackson Presidency was the Age of the Common Man.
Jacksonian Democracy
Page 5
Interpreting Primary Sources
Reading 1:
The aristocracy of our country...continually contrive to change their party name. It was first Tory, then Federalist, then no party...then
National Republican, now Whig....But by whatever name they reorganize themselves, the true democracy of the country, the
producing classes, ought to be able to distinguish the enemy. Ye may know them by their fruit. Ye may know them by their
deportment toward the people. Ye may know them by their disposition to club together, and constitute societies and incorporations for
the enjoyment of exclusive privileges and for countenancing and protecting each other in their monopolies....They are those, with
some honorable exceptions, who have contrived to live without labor...and must consequently live on the labor of others.
Frederick Robinson, a Democrat, 1834
Reading 2:
We believe, then in the principle of democratic republicanism, in its strongest and purest sense. We have an abiding confidence in the
virtue, intelligence, and full capacity for self-government, of the great mass of our people--our industrious, honest manly, intelligent
millions of freemen. We are opposed to all self-styled "wholesome restraints" on the free action of the popular opinion and will, other
than those which have for their sole object the prevention of precipitate legislation.
Statement of Democratic principles
Reading 3:
Ours is a country, where men start from an humble origin, and from small beginnings rise gradually in the world, as the reward of
merit and industry, and where they attain to the most elevated positions, or acquire a large amount of wealth, according to the pursuits
they elect for themselves. No exclusive privileges of birth, no entailment of estates, no civil or political disqualifications, stand in their
path; but one has as good a chance as another, according to his talents, prudence, and personal exertions. This is a country of selfmade men, than which nothing better could be said of any state of society.
Calvin Colton, a Whig
Questions To Think About
1. What are the basic values and assumptions of Jacksonian democracy?
2. What should be the social goals of a democratic America?
Indian Removal
Page 6
Interpreting Primary Sources
Reading 1:
Toward the aborigines of this country no one can indulge a more friendly feeling than myself, or would go further in attempting to
reclaim them from their wandering habits and make them a happy, prosperous people.
Humanity has often wept over the fate of the aborigines of this country, and philanthropy has been long busily employed in devising
means to avert it, but its progress has never for a moment been arrested, and one by one have many powerful tribes disappeared from
the earth. To follow to the tomb the last of his race and to tread on the graves of extinct nations excites melancholy reflections. But
true philanthropy reconciles the mind to these vicissitudes as it does to the extinction of one generation to make room for
another....Nor is there anything in this which, upon a comprehensive view of the general interests of the human race, is to be regretted.
Philanthropy could not wish to see this continent restored to the condition in which it was found by our forebears. What good man
would prefer a country covered with forests and ranged by a few thousand savages to our extensive Republic, studded with cities,
towns, and prosperous farms?
Andrew Jackson defends the removal policy, 1830
Reading 2:
The Cherokees were happy and prosperous under a scrupulous observance of treaty stipulations by the government of the United
States, and from the fostering hand extended over them, they made rapid advances in civilization, morals, and in the arts and sciences.
Little did they anticipate, that when taught to think and feel as the American citizen, and to have with him a common interest, they
were to be despoiled by their guardian, to become strangers and wanderers in the land of their fathers, forced to return to the savage
life, and to seek a new home in the wilds of the far west, and that without their consent.
We wish to remain on the land of our fathers. We have a perfect and original right to remain without interruption or molestation. The
treaties with us, and laws of the United States made in pursuance of treaties, guaranty our residence and our privileges, and secure us
against intruders.
Memorial and Protest of the Cherokee Nation, 1836
Reading 3:
The Cherokee nation...is a distinct community, occupying its own territories, with boundaries accurately described, in which the laws
of Georgia can have no force, and which the citizens of Georgia have no right to enter.
Chief Justice John Marshall
Reading 1:
The ingenuity of man might be challenged to show a single sentence of the Constitution of the United States giving power, either
direct or implied, to the general government...to nullify the laws of a State...or coerce obedience, by force, to the mandates of the
judiciary of the Union.
Wilson Lumpkin, Governor of Georgia
Questions To Think About
1. Could Indians and white Americans peacefully coexist?
2. How does Andrew Jackson defend his removal policy?
3. Was John Marshall's Supreme Court decision realistic? Can a president and states disregard a high court decision?
4. Was Jackson's policy unjust? What policy might have been better?
The Bank War
Interpreting Primary Sources
Page 7
Reading 1:
It is to be regretted that the rich and powerful too often bend the acts of government to their selfish purposes. Distinctions in society will
always exist under every just government. Equality of talents, of education, or of wealth cannot be produced by human institutions. In the full
enjoyment of the gifts of Heaven and the fruits of superior industry, economy, and virtue, every man is equally entitled to protection by law;
but when the laws undertake to add to these natural and just advantages artificial distinctions, to grant titles, gratuities, and exclusive
privileges, to make the rich richer and the potent more powerful, the humble members of society--the farmers, mechanics, and laborers--who
have neither the time nor the means of securing like favors to themselves, have a right to complain of the injustice of their government. There
are no necessary evils in government. Its evils exist only in its abuses. If it would confine itself to equal protection, and, as Heaven does its
rains, shower its favors alike on the high and the low, the rich and the poor, it would be an unqualified blessing.
Jackson's Veto Message
This message...denies to the judiciary the interpretation of law, and claims to divide with Congress the power of originating statutes. It
extends the grasp of executive pretension over every power of the government. But this is not all....It manifestly seeks to inflame the poor
against the rich; it wantonly attacks whole classes of the people, for the purpose of turning against them the prejudices and the resentments of
other classes.
Daniel Webster's Reply
Reading 3:
The Bank Veto.--This is the most wholly radical and basely Jesuitical document that ever emanated from any Administration, in any
country....It impudently asserts that Congress have acted prematurely, blindly, and without sufficient examination. It falsely and wickedly
alleges that the rich and powerful throughout the country are waging a war of oppression against the poor and the weak; and attempts to
justify the President on the ground of its being his duty thus to protect the humble when so assailed. Finally, it unblushingly denied that the
Supreme Court is the proper tribunal to decide upon the constitutionality of the laws!!
The whole paper is a most thoroughgoing electioneering missile, intended to secure the mad-caps of the South, and as such, deserves the
execration of all who love their country or its welfare.
Boston Daily Atlas editorial
Reading 4:
The United States Bank, as at present constituted, ought never to be renewed. The reasons are obvious.
The capital is too vast. In proportion to the wealth of the country, it is the largest moneyed monopoly in the world....Republican America, the
Virgin of the New World, the Government which is especially charged by wholesome legislation to prevent all extreme inequalities of
fortune, has surpassed every country in Europe in the lavish concession of influence and privileges to a moneyed corporation.
Political influence is steadily tending to the summit level of property....When a life and trust company ask for privileges, which enable capital
to consume the moderate profits of the farmer by tempting him to incur the hazards of debt, it is the clamor of capital, deafening the voice of
benevolence and legislative wisdom.
When the creditor demands that the debtor may once more be allowed to pledge his body and his personal freedom, it is the clamor of capital.
When "vested rights" claim a veto on legislation, and assert themselves as the law paramount in defiance of the constitution which makes the
common good the supreme rule, it is the clamor of capital, desiring to renew one of the abuses of feudal institutions.
When the usurer invokes the aid of society to enforce the contracts, which he has wrung without mercy from the feverish hopes of pressing
necessity, it is the clamor of capital, which like the grave never says, It is enough.
When employers combine to reduce the wages of labor, and at the same time threaten an indictment for conspiracy against the combinations
of workmen, it is the clamor of capital
The feud between the capitalist and the laborer, the house of Have and the house of Want, is as old as social union, and can never be entirely
quieted; but he who will act with moderation, prefer facts to theories, and remember that every thing in this world is relative and not absolute,
will see that the violence of the contest may be stilled, if the unreasonable demands of personal interests are subjected to the decisions of
even-handed justice....
George Bancroft, 1834
The Boston Daily Advertiser defends the second Bank of the United States, 1832
Questions To Think About
1. Why does Andrew Jackson oppose recharter of the second Bank of the United States?
2. What positive functions were served by the bank? What were some of the bank's negative consequences?
3. What should be the proper relationship between finance, business, and government?
Page 8
The committee have bestowed on the subjects referred to them the
deliberate attention which their importance demands; and the result, on
full investigation, is a unanimous opinion that the act of Congress of the
last session, with the whole system of legislation imposing duties on
imports, not for revenue, but the protection of one branch of industry at
the expense of others, is unconstitutional, unequal, and oppressive, and
calculated to corrupt the public virtue and destroy the liberty of the
country; which propositions they propose to consider in the order stated,
and then to conclude their report with the consideration of the important
question of the remedy.
President Andrew Jackson
Is there no danger to our liberty and independence in a bank that in its
nature has so little to bind it
to our country?
It is to be regretted that the rich and powerful too often bend the acts of
government to their selfish
purposes.
Henry Clay
You are a den of vipers and thieves. I intend to rout you out, and by the
eternal God, I will rout you out!
Vice President John C. Calhoun
The Georgians have shown a grasping spirit lately;...I know the Indians
have an older title than theirs....Yet they are strong and we are weak. We
are few, they are many. We cannot remain here in safety and comfort. I
know we love the graves of our fathers....We can never forget these
homes, I know, but an unbending, iron necessity tells us we must leave
them...There is but one path of safety, one road to future existence as a
Nation. That path is open before you. Make a treaty of cession. Give up
these lands and go over beyond the great Father of Waters
Chief Justice John Marshall
The power to establish a bank is deduced from that clause of the
constitution which confers on Congress all powers necessary and proper
to carry into effect the enumerated powers. In 1811, I believed a bank of
the United States not necessary, and that a safe reliance might be placed
on the local banks, in the administration of the fiscal affairs of the
Government. The war taught us many lessons; and, among
others, demonstrated the necessity of a Bank of the United States to the
successful operations of the government
Daniel Webster
… words of delusion and folly, "Liberty first and Union afterwards"; but
everywhere, spread all over in characters of living light, blazing on all its
ample folds, as they float over the sea and over the land, and in every
wind under the whole heavens, that other sentiment, dear to every true
American heart-Liberty and Union, now and forever, one and inseparable!
President Andrew Jackson
The forcible seizure and abduction of the plaintiff, who was residing in
the nation with its permission, and by authority of the President of the
United States, is also a violation of the acts which authorize the chief
magistrate to exercise this authority. . . .
Major Ridge
(Sequoia)
Antebellum Population
Page 9
Read the overview or sectional framework and then read the vignettes of three typical individuals. You will need to explain how each
of three men, James Watson, Richard Fitzhugh, and George Hicks, would react to each of eight sectional issues of antebellum period.
Complete the chart by writing each man’s position and rationale on each issue. You will use your completed chart to help you in
answering the concluding questions in the second part.
Sectional Framework for the Ante-bellum Period
East
Political- The region developed a broad-based democracy as property qualifications for voting were either reduced or eliminated for
white males.
Economic- The area’s diversified economy included commerce, banking, manufacturing, forest and mining products and stable,
family-sized farms.
Social- A wide class structure ranged from wealthy businessmen to a few remaining indentured servants. Public schools, as well as a
number of universities, had developed, and urban centers with a cultural and intellectual base were emerging.
South
Political- An aristocratic form of government, which had existed since colonial times, was well-established by the nineteenth century.
Economic- The planter aristocracy dominated the economy and produced a staple crop with slave labor. However, most whited lived
in a marginal existence on small farms.
Social- Few centers of learning or urban centers existed in this agrarian setting. A small percentage of white planters ran the
establishment. Yeoman farmers yearned to become planters and supported slavery to keep African Americans in a subordinate
position.
West
Political- A democratic society based on white suffrage developed, but African Americans and women were not granted the right to
vote.
Economic- Farms, owned and operated by the family, used large-scale agriculture and the new machinery of the period to produce
food for eastern markets.
Social- While a few cities developed as centers of commerce, most people lived a rural life. The Northwest Ordinance had placed an
emphasis on education. In the early 1830’s, Oberlin College became the first college to admit women and African Americans.
These descriptions characterized the typical individuals shown on the chart:
James Watson
A manufacturer of cotton textiles in Pawtucket, Rhode Island, Watson is the son of an early factory owner who recognized the value
of cotton spinning machine for which Samuel Slater smuggled plans out of England. The elder Mr. Watson started a small mill in
1812 and, with the help of his son, James, expanded the mill threefold and began spinning, weaving and dying cloth. James Watson
sees the possibility of further expansion as transportation makes markets more readily available.
George Hicks
George Hicks recently moved t Indiana from Vermont where he had operated a small general farm. He purchased new farm
machinery and two hundred acres on the Wabash River. With the help of his son, he grows wheat for sale in the East. He transports his
produce via the Wabash and Erie Canal, the Great Lakes and the Erie Canal to eastern markets. With the influx of immigrants and the
growth of cities in the East, Hicks is considering expanding his acreage in hopes of further increasing his profits.
Richard Fitzhugh
In 1849, Richard Fitzhugh inherited a plantation from his father. The nearly three thousand acres are situated on the banks of the
Savannah River in Georgia. Fitzhugh has two hundred slaves, including 150 field hands. Mr. Fitzhugh is descended from an old line
of southern plantation owners whose ancestors originally worked plantations in the tobacco lands of Virginia. He is a well-educated
gentleman, having graduated from the College of William and Mary where he learned the values and practices of the southern code of
Chivalry.
Issue
The national government
should pass high tariffs
The national government
should encourage
settlement of small western
farms
The national government
should acquire new
territories to the Pacific
Ocean (Manifest Destiny)
& prepare them for
statehood
The national government
should promote and fund
internal improvements
including roads, canals, &
railroads
The national government
should abolish slavery
The national government
should promote unlimited
immigration to America
The national government
should promote universal
education
Watson (North)
Hicks (West)
Page 10
Fitzhugh (South)
1.
How did Henry Clay’s American System help promote national unity and a national market economy?
2.
Change-over-time: Identify, using at least 3 specific historic examples, how the United States changed from 1800 to 1840 in
each of the following ways:
a. Democracy
b.
Transportation
c.
Technology and communication
d.
Economic growth
e.
Social reforms
f.
American foreign policy
g.
Immigration patterns
h.
Labor systems
Page 11
3.
Given your evidence from #2, which national change had the most significant impact on the U.S. from 1800-1840? Why?
4.
Change-over-time: Identify, using at least 3 specific historic examples, how each region of the United States changed from
1800 to 1840. For each region, consider economic, social, and political changes.
a. The North
b.
The South
c.
The West
5.
Given your evidence from #4, which region of the U.S. experienced the most profound changes from 1800 to 1840?
6.
Which region of the United States (North, South, or West) was more vital to the American market economy by 1840? Why?
7.
How might the increasing regionalization of the U.S. create difficulties for the national government by the 1850s?
Understanding Relationships in History:
Page 12
Economic/Transportation Developments 1810-1850
Directions:
1. Examine the following list of specific factual information and write the general subject.
2. After identifying similarities that various pieces of the information share, place each piece of information in a
general category in the column at the left.
3. Each bit of information might fit into more than one category, but, for this purpose, it may be used only once.
4. Name each category.
5. Write a topic sentence for each category which clearly and directly generalizes the similarity that each individual
piece of information has in common with the other pieces of information in that category.
6. When the information has been categorized and a generalization has been made in a topic sentence, choose the 5
pieces of specific factual information which best support the topic sentence and evaluate them by rank ordering
them in descending order of importance in supporting the topic sentence.
7. Write a thesis statement that directly links the categories to some common theme.
8. Rank order the categories in decreasing order of importance to support your thesis statement.
Samuel Slater
pet banks
Textiles
paternalism
Eli Whitney
corporations
Lowell/Waltham System
Robert Fulton
Interchangeable parts
Panic of 1819
Era of Good Feelings
Gibbons v. Ogden
Sectionalism
Dartmouth College v. Woodward
Tariff of 1816
Missouri Compromise
Second Bank of the United States
immigration
Henry Clay
Commonwealth v. Hunt
The American System
slavery
Nationalism
Maysville Road Bill
Specialization
Specie Circular
Cotton gin
Bonus Bill veto
Reaper
internal improvements
National Road
Tariff of Abominations
McCulloch v. Maryland
Samuel F. B. Morse
Implied powers
Workingmen’s Party
Irish
steel plow
Erie Canal
Bessemer Process
Steamboat
War of 1812
UNDERSTANDING RELATIONSHIPS IN HISTORY
General Subject
_______________________________________
I. Category Name:
_________________________________
Rank _____
Topic Sentence:
_______________________________________________________________________________
_______________________________________________________________________________
Specific Information List: Rank Order of Specific Information
1.
2.
3.
4.
5.
II. Category Name:
____________________
____________________
____________________
____________________
____________________
_________________________________
Rank _____
Topic Sentence:
_______________________________________________________________________________
_______________________________________________________________________________
Specific Information List: Rank Order of Specific Information
1.
2.
3.
4.
5.
III. Category Name:
____________________
____________________
____________________
____________________
____________________
_________________________________
Rank _____
Topic Sentence:
_______________________________________________________________________________
_______________________________________________________________________________
Specific Information List: Rank Order of Specific Information
1.
2.
3.
4.
5.
IV. Category Name:
____________________
____________________
____________________
____________________
____________________
_________________________________
Rank _____
Topic Sentence:
_______________________________________________________________________________
_______________________________________________________________________________
Specific Information List: Rank Order of Specific Information
1.
2.
3.
4.
5.
____________________
____________________
____________________
____________________
____________________
****Write a thesis statement on a separate sheet of paper that directly links the 4 categories to a common theme.
Page 13
Page 14
Cultural Identity and Reform
The US from 1820-1850
From 1820 until 1850, the United States was engaged in a struggle to define itself and its
people. During this period, many people became involved in reform movements seeking to redefine
what it meant to be an American and what America stood for as a nation. At the same time, others
were trying to glorify the United States through art, music and literature. Because there are so many
movements that played a part in the American landscape, I could not possibly do justice to them all.
Therefore, each of you will have the responsibility of presenting one of these groups of people to the rest of us.
Grouping: pairs or trios -- depending on class size -- Each group will sign up for one of the movements listed below
Procedure: Using your textbook as well as outside resources, research your assigned movement in the years prior to the Civil War.
Prepare a brief, creative lesson to be presented to the class -- no more than 4 minutes.
Material to be discussed:
•
Define your movement
•
Who were the leaders? Who were the followers?
•
Where was the movement located geographically?
•
Important beliefs and ideas of your movements
•
Contemporary criticism of or opposition to the movement
•
One document (either primary or secondary) that relates to your topic

Why was this movement important to the development of the United States as a nation?
Products:
•
A presentation to the class covering the information.
•
One 8 ½ by 11 handout highlighting the important information for the rest of the class
•
One document concerning your topic – analyzed (Who, what, why, when, where, for what purpose and the importance of your
document)
•
Three really good multiple choice questions on your topic, with the correct answers indicated
Grading -Presentation: 50% -- Handout: 20 % -- Document: 20 % -- Questions: 10 %
Topics:
Educational Reform
Religion/Revivalism
Utopian Experiments: Oneida
Utopian Experiments: Mormons
Transcendentalists
National Literature
National Art & Architecture
Feminism/Women’s Rights
Abolition
Temperance
Treatment of Criminals
Treatment of the Insane
Rubric:
Presentation:
Define the Movement
Leaders/Followers
Geographic location
Main beliefs and Ideas
Criticism/opposition
Why Important?
Use of Document
Presentation/Style
_____/6
_____/6
_____/6
_____/6
_____/6
_____/6
_____/4
_____/10
Total
_____/50
Document:
Document is for correct topic
Document analyzed/explained
Total
Questions:
3 questions – 5 answers
_____/5
_____/15
Total
_____/20
_____/20
_____/10
Total
Handout:
Appearance
Quality of Information
_____/3
_____/17
_____/100
Page 15
Name:_____________________________
Date:_____________
Pd:_______
The Impeachment of a President
Welcome to the “Trial of the Century”. Today, we will analyze the actions of Andrew Jackson during his presidency in
order to determine whether the Jackson administration violated the Constitution and is guilty of “High crimes and
misdemeanors.”
Directions: During the testimony, take notes regarding the information provided by the witnesses and attorneys in the
trial. Be sure to pay close attention during class in order to make a wise decision about the guilt or innocence of the
President.
The trial will be conducted in the order of the charges against the President. Each side will have the opportunity to
make opening arguments and then call witnesses on their behalf regarding each charge.
Opening Arguments:
Prosecution Major Points of Case:
Defense
Major Points of Case:
Impeachment Charge A: Destroying the government service system by appointing people to public jobs without any
consideration of merit.
Character
Major Points
Cross Examination
Guilt or
Innocence?
Page 16
Impeachment Charge B: Destroying separation of powers by illegally expanding the powers of the Executive
Branch
Character
Major Points
Cross Examination
Guilt or
Innocence?
Impeachment Charge C: Undermining the United States economy by making ill-advised and politically motivated
decisions
Character
Major Points
Cross Examination
Guilt or
Innocence?
Page 17
Impeachment Charge D: Destroying the Fedral system of government by eroding the power of state
governments
Character
Major Points
Cross Examination
Guilt or
Innocence?
Impeachment Charge E: Causing sectional strains by mishandling matters in Texas
Character
Major Points
Cross Examination
Guilt or
Innocence?
Page 18
Impeachment Charge F: Failing to carry out the principles of the Declaration of Independence regarding AfricanAmericans, Native Americans, women, laborers, Mormons, Catholics, and others similarly without power
Character
Major Points
Cross Examination
Guilt or
Innocence?
Evidence Summary and Cast a Vote!
Charge
A
B
C
D
E
F
Swaying Evidence
Guilty or Not Guilty?
Page 19
Territorial Growth of the United States to 1853
Name of Territory
(Color each territorial acquisition a
different color, use boxes as key)
Year
Acquired by
United States
Prior Owner of
Territory
How we got it (Treaty,
bought, etc.)
The Thirteen Colonies
United States After the
Revolution
Louisiana Purchase
Florida
Texas Annexation
Oregon Territory
Mexican Cession
Gadsden Purchase
Label the following political and geographic features:
1. The Great Lakes (5)
2. Atlantic Ocean
3. Pacific Ocean
4. Gulf of Mexico
5. Mississippi River
6. Ohio River
7. Missouri River
8. Appalachian Mountains
9. Rocky Mountains
10. Sierra Nevada Mountains
States created from it
Page 20
The Growth of Democracy:
I. Growth of Democracy—Universal White Manhood Suffrage
A. From 1824 to 1840, democracy was extended to more Americans
1. Before 1800, voting was limited to property owners
2. By 1840, property restrictions were removed or relaxed to allow more white men to vote
3. Democracy in America was more widespread than in any other country in the world
4. The new surge in democracy did not fit Jefferson’s vision of an American republic
B.
By 1830, a “democracy of commoners” was seen as more acceptable than a “republic of aristocrats”
1. America promoted equal opportunities for white men under the law & in the professions
2. But, America was not equal: ownership of land, low-paid industrial workers, rich vs. poor farmers
C. Reasons for universal manhood suffrage
1. Westward expansion & statehood increased demands for suffrage among “common men”
2. Western states lacked natural aristocrats serve as republican leaders
3. The extension of suffrage in the West pressured eastern politicians to do the same
4. By 1840, the U.S. experienced near universal white manhood suffrage (but not for blacks or women)
D. Impacts of universal manhood suffrage
1. Political parties developed new forms of politicking
a. Entertaining parades, campaigns, slogans were used
b. Organized state “political machines” were formed & demanded loyalty from politicians
c. Partisan newspapers increased in number & in readers
2. Increased democracy in the 1830s & 1840s led to
a. Massive voter turnout in elections
b. direct methods of selecting presidential electors, state governors & judges, & county officials
II. The Elections of 1824 & 1828
A. The Election of 1824
1. The election was a 4-man race among JQ Adams (NE), Crawford (South), Clay & Jackson (West)
2. Jackson got the most electoral & popular votes but did not earn a majority in the Electoral College
3. The House of Reps chose Adams & Jacksonians claimed a “corrupt bargain” had been made with Clay
B. The JQ Adams presidency was difficult & he failed to continue the nationalist policies of the Monroe era
C. The Election of 1828
1. “Jacksonians” allied themselves with Calhoun (SC), Van Buren (NY), & western newspapers
2. These “Jacksonian Democrats” are today’s Democratic Party
3. The election of 1828 showed the effectiveness of political parties & propaganda in elections
4. Jackson was popular & won in a landslide but no one knew what kind of president he would be
Page 21
The Presidency of Andrew Jackson
I. Jacksonian Democracy
B. Jackson’s election as president in 1828 was a new era in American history
1. Represented the “common man” & the Democrats took advantage of extension suffrage to white men
2. Jackson extended the power of the president via “negative activism” & using the veto
C. Jackson advocated the spoils system to reward loyal supporters & reduce gov’t corruption
II. Jackson’s First Term
a. Peggy Eaton Affair (“Petticoat Affair”) led Jackson to rely on the “Kitchen Cabinet”
b.
Jackson’s veto of the Maysville Road project signaled the division of the National Republicans & Democrats
D. Nullification Crisis
1. Southerners, led by VP Calhoun, affirmed nullification in response to the Tariff of Abominations (1828)
2.
Jackson saw nullification as treason & supported the Force Bill of 1833 to make SC collect tariff taxes
3.
Significance of the Nullification Crisis
E.
Webster-Hayne Debate revealed sectional divisions: Daniel Webster (MA) declared the U.S. more than just states
F.
Indian Removal
1. Jackson promised to help remove the Cherokee & called for the Indian Removal Act of 1830
2.
John Marshall upheld Cherokee rights in Cherokee Nation v. GA (1831) & Worcester vs. GA (1832)
3.
The U.S. army forced the Cherokee west in the Trail of Tears in 1838
II. Bank War & the Second Party System
A. The role & controversy of the Second Bank of the US
1. The BUS held gov’t money, made loans, & helped regulate loans by state-chartered private banks
2.
The BUS was controversial by ever extending credit & gave power to the elite (like manager Nicolas Biddle)
B. The Bank War
1. Clay, Webster, & Biddle wanted to re-charter the bank in 1832 but Jackson vetoed it (“dangerous to liberty”)
2.
Jackson vetoed the charter claiming it was unconstitutional & dangerous to liberty
3.
Jackson’s veto was popular in South & West so the BUS became a key issue in the 1832 election against Clay
4.
Jackson saw his victory over Clay as a mandate from the people to continue his war against the bank
5.
Jackson killed the BUS before its charter expired by withdrawing federal money in favor of state “pet banks”
C. Criticism of Jackson
1. Killing the BUS led to increased attacks on Jackson who was seen as overstepping his constitutional powers
2.
Jackson hoped to move the U.S. from paper money to hard currency by issuing the Specie Circular
3.
The U.S. led to the Panic of 1837 & a six-year recession
D. The Whigs formed in 1834 as a coalition of anti-Jackson critics in North, West, and South
III. Conclusions
Page 22
The Pursuit of Perfection: Social Changes & Reforms from 1820s to 1850s
Page 23
I. The Rise of Evangelicalism
A. The end of established churches led to competition for converts & evangelicalism based on self-improvement
B. Second Great Awakening (1800-1830s)
1. Era of religious revivalism that preached saving souls through conversion & repentance
2. Charles G. Finney used dramatic “soul-shaking” revivals emotionalism, & week-long tent meetings
3. The impact of the Second Great Awakening
a. The burned-over district of New York state became a center for new religious ideas & social reformers
b. New churches were formed in the North & South (Mormons, Millerites, Onedia community, Shakers)
c. Revivalism focused on combating sin & led to an era of social reform in the 1830s
II. Moderate Social Reforms
A. Northern revivals inspired social reforms to save lost souls through conversion, morality, & temperance
B. Evangelism brought new changes to white, middle-class families by emphasizing “Cult of Domesticity”
C. Growth of free public schools from 1820-1850 to promote moral training
1. Means of social advancement, teaching the “3 R’s”, & the protestant work ethic
2. Horace Mann saw schools as means to teach virtue to immigrant & poor children
D. Reformers built new prisons & poorhouses; Dorothea Dix was the most important advocate for mental asylum reform
III. Radical Social Reform
A. Radical reformers split from moderates in the 1830s
B. Abolitionism
1. William Lloyd Garrison & his American Anti-Slave Society demanded immediate emancipation (The Liberator)
2. Black abolitionists like Frederick Douglass & Sojourner Truth related the realities of slavery & helped runaways
3. Not all Northerners wanted to end slavery, especially in urban areas & near Mason-Dixon line
4. Radical abolitionists were hurt by in-fighting & many left Garrison to form the Liberty Party in 1840
C. Women’s Rights
1. Abolitionism raised awareness of women’s inequality
2. At Seneca Falls in 1848, Mott & Stanton rejected cult of domesticity & advocated gender equality & suffrage
D. Utopian communities were formed by reformers tired of trying to change society
1. Utopian Socialism
2. Shakers & Oneida Community were religious utopian communities based on the second coming of Christ
E. Transcendentalism was a philosophic movement, led by Emerson, that connected individuals to universal spiritual forces
IV. Conclusions
American Antebellum Changes: The Transportation & Market Revolutions
Page 24
I. The Transportation Revolution
A. Henry Clay’s American System promoted internal improvements
1. The National Road & private turnpikes were built to connect east and west, but did not meet demand
2. Steamboats & state built canals helped reduce costs, increase speed, & move goods to and from the West
B. The railroad proved to be the greatest advance in transportation
1. Spurred American industrial & agricultural growth
2. Led to new forms of business & gov’t financing that would later influence corporations
C. By 1840, the USA had an intricate network of rivers, roads, canals, & railroads that connected the country
II. The Market Revolution
A. The Beginning of Commercial Agriculture
1. Farmers in the West and South specialized in staple cash crops, especially Southern cotton
2. Lower transportation costs & new inventions (McCormick reaper & Deere plow) helped farmers make money
3. Farmers benefited from new forms of credit (especially under the 2nd BUS) & long-distance marketing
B. Early Industrialism
1. In 1815, most textiles were produced in the “putting out” system
2. By 1840, textile factories were growing, especially in New England
a. Due to Slater’s factory designs, Whitney’s interchangeable parts, & inventions (power loom & sewing machine
b. Case study: the Lowell Factory in Boston was America’s 1st dual purpose textile factory
C. By 1840, the USA developed a self-sustaining national economy that was driven by regional specialization
1. The Deep South was divided between rich cotton plantations with slaves & poor yeoman farms
2. The West had cheap land for farmers & were connected to eastern markets via improved transportation
3. The North shifted to commercial farming & industry to supply the West & South with manufactured goods
D. By 1840, the market revolution connected all 3 regions but America was not yet an industrial society
III. Mass Immigration Begins
A. From 1840 to 1860, 4 million Irish & German immigrants came to America
1. Due to desire for industrial jobs or western lands, access to cheap transportation, & to escape potato blight
2. Many immigrants stayed in Eastern urban factories & helped fuel the early American Industrial Revolution
B. The increase in industrialization, urbanization & immigration led to slums, poverty, & crime
1. Urban reformers attempted to clean up cities via police forces & improved sanitation, sewage, & housing
2. Increased immigration brought Nativism due to suspicions of ethnic cultures, especially Catholics
IV. Conclusions