Quiz Date(s) ________________
High/Ewald
APUSH 2015-2016
Test Date
________________
High Ewald
2015-2016
Homework Due Date__________
Period 4
(1800-1848)
US History – First Five Presidents – Young Republic
Name: ___________________________________________
Directions: Using your book, find information and events that fit in the appropriate boxes. Be sure to give specific details on each individual event that you use and fill in at least
one per box for each president. Be thorough and be sure to include details. You’ll need them. Have a wonderful weekend and be sure to eat your vegetables.
Years in
office
President
Political
George Washington
Political Party:
Vice-President(s):
John Adams
Political Party:
Vice-President(s):
Thomas Jefferson
Political Party:
Vice-President(s):
James Madison
Political Party:
Vice-President(s):
James Monroe
Political Party:
Vice-President(s):
Domestic Policies/Events
Economic
Foreign Policies/Events
Social
The aspect of our politics has wonderfully [astonishingly] changed since you left us.
In place of that noble love of liberty and republican government which carried us
triumphantly thro' the war, an Anglican, monarchical and aristocratically party has
sprung up, whose avowed object is to draw over us the substance as they have
already done the forms of the British government. The main body of our citizens
however remain true to their republican principles, the whole landed interest is with
them, and so is a great mass of talents. Against us are the Executive, the Judiciary,
two out of three branches of the legislature, all of the officers of the government, all
who want to be officers, all timid men who prefer the calm of despotism to the
boisterous sea of liberty, British merchants and Americans trading on British capitals,
speculators and holders in the banks and public funds a contrivance invented for the
purposes of corruption and for assimilating us in all things, to the rotten as well as the
sound parts of the British model. It would give you a fever were I to name to you the
apostates* who have gone over to these heresies, men who were Samsons in the
field and Solomons in the council, but who have had their heads shorn by the harlot
England. In short we are likely to preserve the liberty we have obtained only by
unremitting labors and perils. But we shall preserve them, and our mass of weight
and wealth on the good side is so great as to leave no danger that force will ever be
attempted against us. We have only to awake and snap the Lilliputian cords with
which they have been entangling us during the first sleep which succeeded our
labors.
-Thomas Jefferson to Philip Mazzei, 1796
1.
Identify the groups that Jefferson cautions are becoming an increasing threat.
o
o
o
2.
Jefferson is describing a change in his rapport with what individuals?
3.
What underlying problems or issues within the national government are revealed by Jefferson’s letter?
4.
Make a prediction regarding national politics at the turn of the century.
5.
What political, social, or economic issue of the Early National Period does the cartoon above illustrate?
Did the artist present a legitimate threat in the illustration? Explain.
The Providential Detection (1797–1800). In this lithograph Thomas Jefferson kneels at the altar of despotism as an American eagle tries to prevent him from burning the
Constitution in a fire fueled by radical writings. Jefferson's letter to Philip Mazzei, in which he allegedly criticized John Adams and George Washington, falls from his right hand.
COURTESY, AMERICAN ANTIQUARIAN SOCIETY.
*apostates-One who has abandoned one's religious faith, a political party, one's principles, or a cause.
Marshall Court Cases
Background Information
Marbury v. Madison (1803)
Thomas Jefferson, a member of the Republican Party, won the election of 1800. The outgoing President, John Adams, proceeded to
rapidly appoint 58 members of his own party to fill government posts created by Congress. It was the responsibility of the Secretary of
State, John Marshall, to "deliver the commissions," finish the paperwork, and give it to each of the newly appointed judges. Although
Marshall signed and sealed all of the commissions, he failed to deliver 17 of them to the respective appointees. Marshall assumed that
his successor would finish the job, but when Jefferson became President, he told his new Secretary of State, James Madison, not to
deliver some of the commissions, because he did not want members of the opposing political party to take office. Those individuals
couldn't take office until they actually had their commissions in hand. William Marbury, whom Adams had appointed as justice of the
peace of the District of Columbia, was one of these last-minute appointees who did not receive his commission. Marbury sued James
Madison and asked the Supreme Court of the United States to issue a writ of mandamus, a court order that requires an official to
perform or refrain from performing a certain duty. In this case, the writ would have ordered Madison to deliver
the commission. Marbury argued that he was entitled to his commission and that the Judiciary Act of 1789 gave the Supreme Court of
the United States original jurisdiction to issue a writ of mandamus. Madison disagreed. When the case came before the Court, John
Marshall — the person who had failed to deliver the commission in the first place — was the new Chief Justice. If this situation were
to arise today, Marshall would likely disqualify himself because of a conflict of interest.
Background Information
McCulloch v. Maryland (1819)
Many state banks did not like the competition and the conservative practices of the Bank of the United States. As a way to restrict the
Bank's operations, the state of Maryland imposed a tax on it. After the Bank refused to pay the tax, the case went to court. Maryland
argued that the federal government did not have the authority to establish a bank, because that power was not delegated to them in the
Constitution. The Supreme Court reached a unanimous decision that upheld the authority of Congress to establish a national bank. In
the opinion, Chief Justice John Marshall conceded that the Constitution does not explicitly grant Congress the right to establish a
national bank, but noted that the "necessary and proper" clause of the Constitution gives Congress the authority to do that which is
required to exercise its enumerated powers. Thus, the Court affirmed the existence of implied powers. On the issue of the authority of
Maryland to tax the national bank, the Court also ruled in the Bank's favor. The Court found that "the power to tax involves the power
to destroy . . . If the states may tax one instrument [of the Federal Government] they may tax any and every other instrument . . . the
mail . . . the mint . . . patent rights . . . judicial process? This was not intended by the American people. They did not design to make
their government dependent on the States." Furthermore, he said, "The Constitution and the laws made in pursuance thereof are
supreme; they control the Constitution and laws of the respective states and cannot be controlled by them."
Background Information
Dartmouth V. Woodward (1819
Dartmouth College Case
In 1819 the U.S. SUPREME COURT, in Trustees of Dartmouth College v. Woodward, 4 Wheaton 518, extended judicial
interpretation by declaring private-corporation charters to be contracts and hence, by the contract clause of the CONSTITUTION OF
THE UNITED STATES, immune from impairment by state legislative action. Circumstances had aligned Republicans against
Federalists and egalitarianism against religious establishment to complicate the education squabble. On 26 August 1815 the
selfperpetuating board of trustees established under the charter of 1769 deposed the president of Dartmouth, John Wheelock. New
Hampshire legislative enactments presently altered the charter and brought the institution under state control by enlarging the board;
by creating a board of overseers appointed by the legislature, with veto on trustee action; and by changing its name to Dartmouth
University. The college sued William H. Woodward, an adherent of the university faction and former secretary-treasurer of the
college, for recovery of the charter, the seal, and other documents. After a state court decision favorable to the university faction,
Daniel Webster argued the case before the Supreme Court. Chief Justice John Marshall's opinion held that the New Hampshire law
was invalid because it impaired contractual obligations. This decision freed existing corporations from control by the states that
created them and became a bulwark of laissez faire and a boon to corporate development. Control was later largely restored by (a)
state legislation reserving the right to alter or repeal subsequent charters and (b) judicial decisions forbidding legislatures to grant, by
charter, rights that menace the community or to surrender, by charter, its duty under the police power to protect the life, safety, and
morals of the community.
Background Information
Gibbons v. Ogden (1824)
One of the enduring issues in American government is the proper balance of power between the national government and the state
governments. This struggle for power was evident from the earliest days of American government and is the underlying issue in the
case of Gibbons v. Ogden. In 1808, Robert Fulton and Robert Livingston were granted a monopoly from the New York state
government to operate steamboats on the state's waters. This meant that only their steamboats could operate on the waterways of New
York, including those bodies of water that stretched between states, called interstate waterways. This monopoly was very important
because steamboat traffic, which carried both people and goods, was very profitable. Aaron Ogden held a Fulton-Livingston license to
operate steamboats under this monopoly. He operated steamboats between New Jersey and New York. However, another man named
Thomas Gibbons competed with Aaron Ogden on this same route. Gibbons did not have a Fulton-Livingston license, but instead had a
federal (national) coasting license, granted under a 1793 act of Congress. Naturally, Aaron Ogden was upset about this competition
because according to New York law, he should be the only person operating steamboats on this route. Ogden filed a complaint in the
Court of Chancery of New York asking the court to stop Gibbons from operating his boats. Ogden claimed that the monopoly granted
by New York was legal even though he operated on shared, interstate waters between New Jersey and New York. Ogden's lawyer said
that states often passed laws on issues regarding interstate matters and that states should be able to share power with the national
government on matters concerning interstate commerce or business. New York's monopoly, therefore, should be upheld. Gibbons'
lawyer disagreed. He argued that the U.S. Constitution gave the national government, specifically Congress, the sole power over
interstate commerce. Article I, Section 8 of the Constitution states that Congress has the power "[t]o regulate Commerce with foreign
Nations, and among the several States. . . ." Gibbons' lawyer claimed that if the power over interstate commerce were shared between
the national government and state governments, the result would be contradictory laws made by both governments that would harm
business in the nation as a whole. The Court of Chancery of New York found in favor of Ogden and issued an order to restrict
Gibbons from operating his boats. Gibbons appealed the case to the Court of Errors of New York, which affirmed the lower court's
decision. Gibbons appealed the case to the Supreme Court of the United States. The key question in this case is who should have
power to determine how interstate commerce is conducted: the state governments, the national government, or both. This as no small
matter, as the nation's economic health was at stake. Before the U.S. Constitution was written, the states had most of the power to
regulate commerce. Often they passed laws that harmed other states and the economy of the nation as a whole. For instance, many
states taxed goods moving across state borders. Though many people acknowledged that these were destructive policies, they were
reluctant to give too much power over commerce to the national government. The trick was to find a proper balance. Chief Justice
John Marshall's decision in this case was a precedent for determining what that balance should be and has far-ranging effects to this
day.
Name: ___________________________ Date: ______________ Period: ________
“John Marshall Court Case Fact Sheet”
Case: ______________________________________________________
1. Describe the conflict and the parties involved:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
2. How do think the court ruled?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
3. What was the reasoning of the Supreme Court Majority decision?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
4. What long-range significance did the court case have in American History?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
The American Revolution & the War of 1812
American Revolution
The War of 1812
Long-Term Causes
Long-Term Causes
Spark
Spark
British
British
American
American
British
British
American
American
Causes of the
War
Strategy
Advantages/
Disadvantages
Turning Point
Battles & Their
Impact
Treaty & the
Terms of the
Treaty
Impact/Effects of
the War
Essential Question: To what degree was the War of 1812 a “second American Revolution”?
Name ______________________________
Unit 5: Era of Good Feelings
Chapter 3 Section 2
Teaching Details: Key People Chart
The chart below includes the key details and contributions of key people in the development of The Era of Good Feelings 1815-1824.
Person
James
Madison
Henry Clay
John C.
Calhoun
Daniel
Webster
James
Monroe
John
Quincy
Adams
Image
Details
Contributions
Understanding Relationships in History:
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
Manifest Destiny Activity
Group Members: _________________________________________________
Instructions: In groups of 4 to 5 people in a group you will create an outline the continental United States. Using the following
supplies: poster board, markers/colored pencils/crayons, index cards. Be sure to label the following: (1) Atlantic Ocean, (2) Gulf of
Mexico, (3) Pacific Ocean, (4) the Mississippi River, (5) the Missouri River, (6) the Ohio River, (7) the Rio Grande River, (8) the
Colorado River, (9) the Columbia River, (10-14) all of the Great Lakes, (15) the Appalachian Mountains, and (16) the Rocky
Mountains.
Next, fill in territorial gains and major trails depicting our journey from 13 Original Colonies to a land that stretches from “sea to
shining sea.” Also be sure to indicate on each state whether or not it was a free state or slave state as of 1849.
Include the following: Santa Fe Trail, Old Spanish Trail, Oregon Trail, California Trail, Mormon Trail
Finally, include a summary of each event on one side of an index card, describing how this event helped the United States expand. The
other side of the index card should include an explanation of how the event led to greater sectional conflict between the north and the
south.
Be sure to include all of the following in your project:
NW Ordinance [1787]
Lewis and Clark[1804]
Convention of [1818]
Adams-Onis Treaty [1819]
Missouri Compromise [1820]
Erie Canal [1825]
Trail of Tears [1830s]
Webster-Ashburton Treaty [1842]
Annexation of Texas [1845]
Oregon Treaty [1846]
Mexican-American War [1846]
Mexican Cession – Treaty of Guadalupe [1848]
California Gold Rush [1849]
Gadsden Purchase [1853]
In addition create a key (differentiating each gain of U.S. territory or major trail) and a slogan (your own slogan to inspire and justify
U.S. expansion)
Manifest Destiny Activity
Group Members: _________________________________________________
Instructions: In groups of 4 to 5 people in a group you will create an outline the continental United States. Using the following
supplies: poster board, markers/colored pencils/crayons, index cards. Be sure to label the following: (1) Atlantic Ocean, (2) Gulf of
Mexico, (3) Pacific Ocean, (4) the Mississippi River, (5) the Missouri River, (6) the Ohio River, (7) the Rio Grande River, (8) the
Colorado River, (9) the Columbia River, (10-14) all of the Great Lakes, (15) the Appalachian Mountains, and (16) the Rocky
Mountains.
Next, fill in territorial gains and major trails depicting our journey from 13 Original Colonies to a land that stretches from “sea to
shining sea.” Also be sure to indicate on each state whether or not it was a free state or slave state as of 1849.
Include the following: Santa Fe Trail, Old Spanish Trail, Oregon Trail, California Trail, Mormon Trail
Finally, include a summary of each event on one side of an index card, describing how this event helped the United States expand. The
other side of the index card should include an explanation of how the event led to greater sectional conflict between the north and the
south.
Be sure to include all of the following in your project:
NW Ordinance [1787]
Lewis and Clark[1804]
Convention of [1818]
Adams-Onis Treaty [1819]
Missouri Compromise [1820]
Erie Canal [1825]
Trail of Tears [1830s]
Webster-Ashburton Treaty [1842]
Annexation of Texas [1845]
Oregon Treaty [1846]
Mexican-American War [1846]
Mexican Cession – Treaty of Guadalupe [1848]
California Gold Rush [1849]
Gadsden Purchase [1853]
In addition create a key (differentiating each gain of U.S. territory or major trail) and a slogan (your own slogan to inspire and justify
U.S. expansion)
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
Thomas Jefferson and the Rise of the Republicans
I. America in 1800
A. In 1800, the USA was a new nation that shared North America with Spain, France, England, & Russia
B. The USA experienced intense population growth and westward expansion (new states: KY, TN, Ohio)
C. The American Economy in 1800: 84% of Americans directly involved in agriculture
1. The Southern economy centered around tobacco, rice, & cotton (after 1793)
2.
In the North, most people were invested in livestock & grains; Industrialization was slowly beginning
3.
Cities were a marginal part of American life
II. Jefferson as President (1801-1805)
A. Jefferson had clear goals as president: reduce the role of gov’t, repeal Federalist policies, & maintain peace
B. Jeffersonian Reforms
1. Repealed excise taxes, cut military spending, reduced U.S. debt, killed the Bank of the United States
2.
3.
Overturned Adam’s Judiciary Act of 1801 (“Midnight Appointments”)
a.
This act flooded the federal courts with Federalists, including John Marshall
b.
Controversy led to Marbury v. Madison (1803) & concept of “Judicial Review”
Bought Louisiana from France in 1803
a. Jefferson abandoned “strict construction” & denied Louisiana residents self-rule
b.
4.
Increased tensions with Native Americans:
a. Tecumseh swayed Indian tribes to avoid selling land to America
b.
5.
Commissioned the Louis & Clark expedition to survey the Louisiana territory
Jefferson (& others) hoped to civilize Indians into yeoman farmers in a vast western reservation
Led the U.S. to a successful victory over the Barbary States & gained international respect for the U.S.
III. Jefferson’s Second Term (1805-1809)
A. Jefferson won reelected in 1804 for maintaining peace, reducing taxes, & Louisiana but his 2nd term was divisive
B. Without Federalists to oppose, the two-party system was suspended:
1. The Democratic-Republicans dominated the legislative & executive branches
2.
But, the party became factious as the “Tertium Quids” criticized Jefferson lack of virtue
C. The Yazoo Controversy
1. When GA politicians sold 35 million acres of fraudulent land, Jefferson was criticized for upholding the sales
2.
The Supreme Court in Fletcher v. Peck (1810) established that the courts may overturn state laws
D. Jefferson endured criticism in the South for pressing for a Congressional bill end the slave trade in 1808
E. In 1803, England & France resumed war & violated U.S. neutrality rights
1. Jefferson refused to go to war & approved an embargo restricting trade with England & France in 1807
2.
The embargo was both unpopular and ineffective: it hurt NE more than Europe & was expensive to enforce
IV. Conclusions
The Pursuit of Perfection: Social Changes & Reforms from 1820s to 1850s
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
The War of 1812
I. The Road to the War of 1812
A. When England & France resumed war in 1803 & violated U.S. neutrality, Jefferson approved the Embargo of 1807
1. The embargo restricting U.S. trade with England & France
2. Jefferson contradicted his own principles of weak gov’t & liberty
3. The embargo was unsuccessful
a. The embargo hurt NE shipping more than it hurt England or France
b. Embargo required a larger government to prevent smuggling
B. In 1808, James Madison was elected president & proved equally ineffective in gaining recognition of neutrality
1. The Non-Intercourse Act of 1809 was ineffective
2. Macon’s Bill #2 in 1810 was ineffective
C. Republican War Hawks called for war, but Federalists were opposed…War against England was declared in 1812
II. James Madison & the War of 1812
A. The War of 1812
1. The U.S. was unprepared for war with England: refused to raise taxes, had a small army & government
2. The early campaigns did not go well for the American army or navy
B. Key Battles & Strategies
1. The British unsuccessfully invaded the U.S. through Canada after the Battle of Plattsburg
3. The British successfully attacked the Chesapeake, burned the capital, & bombed fort McHenry in Baltimore
4. The U.S. won at the Battle of New Orleans after the war was over making Andrew Jackson a national hero
C. At the Hartford Convention in 1814, NE Federalists called for Constitutional changes to preserve their power:
1. Wanted to restrict Congressional war powers, limit the president to one term, & end the 3/5 compromise
2. The Federalists appeared disloyal & never recovered
III. Treaty of Ghent ended the War of 1812
A. The Treaty of Ghent (1814) did not address U.S. neutrality or British impressment
B. The effects of the war:
1. Ended British-Indian alliances in the west
2. Led Spain to sign the Adams-Onis Treary in 1819 (ceded Florida & redrew the southern U.S. border)
3. The Federalists were fatally wounded & never recovered
James Monroe and the Era of Good Feelings (1816-1825)
I. The Era of Good Feelings After the War of 1812
A. The USA entered an Era of Good Feelings due to strong leadership, no political opposition, & a surge in nationalism
B. A Second Generation of American Leaders Replaced the Founding Fathers
1. James Monroe overwhelmingly was elected president in 1816 and 1820
2. The Great Triumvirate of young Republicans supported national economic development
a. Henry Clay represented the West & promoted the American System
b. John C. Calhoun represented the South & promoted states’ rights
c. Daniel Webster represented the North & promoted nationalism
C. Political Nationalism: Without serious Federalist opposition, the Republicans adopting “Federalist-like” policies
1. National economic development, a permanent army, & national university
2. Henry Clay’s “American System” (1816) helped stimulate industry & unify the North, South, & West
a. Second Bank of the United States
b. Tariff of 1816
c. National transportation improvements
D. Judicial Nationalism: John Marshall used the Supreme Court to strengthen the power of the national government
1. Marbury v. Madison (1803) established judicial review over the legislative & executive branches
2.
Fletcher v. Peck (1810) established judicial review over the states
3.
Dartmouth v. Woodward (1819) protected individual contracts from gov’t interference
4.
McCullough v. Maryland (1819) reinforced the supremacy clause (national gov’t over the states)
5.
Gibbons v. Odgen (1824) protected the national government’s right to oversee interstate commerce
E. Nationalist Foreign Policy: Monroe & Sec of State John Q Adams expanded American borders & role in the world
1. Rush-Bagot Treaty (1817) eased tensions between the U.S. and British Canada around the Great Lakes
2. Convention of 1818 established the northern border of the US at the 49°
3. Adams-Onis Treaty (1819) ceded Spanish Florida & claims to Oregon to the U.S. & established a SW border
4. The Monroe Doctrine (1823) was issued in response to Latin American revolutions
a. The U.S. will protect Latin America
b. The U.S. will act independent of Europe
II. Sectionalism in the Era of Good Feelings
A. Settlement to the Trans-Mississippi
1. After the War of 1812, settlers poured into western territories
2. This migration led to 5 new western states
B. Sectional disputes between the North & South began in the Era of Good Feelings & dominated politics for 40 years
1. Missouri’s request for admission to Union in 1817 revealed sectional rivalries between North & South
2. The Missouri Compromise of 1820 settled the issue (until 1850)
a. Missouri was added as a slave state & Maine was added as a free state
b. Slavery was banned everywhere in the Louisiana territory north of 36°30’
III. Conclusions
American Antebellum Changes: The Transportation & Market Revolutions
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
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
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
The Re-Emergence of the Two-Party System: Van Buren, Harrison, and the Whigs
I. The Impact of Andrew Jackson
A. Jackson’s policies led the for formation of the 2-party system as the Whigs took advantage of the Panic of 1837
B. The First Two-Party System: Federalists v. Democratic-Republicans, 1780s—1801
(Complete Chart on Back)
C. The Second Two-Party System: Democrats v. Whigs, 1836—1852
(Complete Chart on Back)
II. The Rise & Fall of Martin Van Buren
A. Van Buren was the hand-picked successor to Jackson in the election of 1836
B. But Van Buren was faced with Whigs opposition and the Panic of 1837
1. Bank closures & unemployment
2.
Van Buren’s laissez-faire policies did little to end the depression
3.
As the depression continued, the failures of the Democrats gave strength to the Whig Party
II. The Re-Emergence of the Second Party System
A. The 1840 election marked the return of the 2-party system
1. For the first time since 1800, voters had a choice between parties
2.
This opportunity for choice between parties was seen as essential & became a permanent part of U.S. politics
B. By 1840, the Whigs were fully organized & ran William Henry Harrison against Van Buren
1. Whigs used Jackson-like propaganda to promote Harrison: “common man” & “Tippecanoe and Tyler too”
2.
John Tyler was chosen as VP to give the Whigs support in the South
3.
Whigs took control of the executive & legislative branches
C. The Whig take-over was short-lived:
1. Harrison died & Tyler became president
2.
Tyler was not a “real” Whig and clashed with Whigs in Congress
3.
The Whigs’ only other presidential victory was 1848
III. Conclusions: Alexis de Tocqueville’s Observations on American Democracy
The Evolution of the American Two-Party System
First Two-Party System
Federalists v. Democratic-Republicans, 1780s—1801
Federalists
Democratic-Republicans
Second Two-Party System
Democrats v. Whigs, 1836—1850
Whigs
Democrats
Manifest Destiny: U.S. Expansion into Texas, Oregon, & California
I. Expansion into the West
A. U.S. exploration of the West was led by Lewis & Clark, Zebulon Pike, Stephen Long, Jedediah Smith, & John C. Fremont
B. Manifest Destiny
1.
U.S. population growth led to calls for annexation of new lands
2.
John O’Sullivan used God, democracy, & economic expansion to justify an American “Manifest Destiny”
C. Western trails
II.
19th
1.
Americans were connected to Texas via the Santa Fe Trail & to the west coast via the Oregon & California Trails
2.
The Mormon Trek
a.
Joseph Smith establishes the Church of Latter-Day Saints in New York but the Mormons were persecuted
b.
Brigham Young led the resettlement to Salt Lake, Utah & became governor of Utah territory
Century U.S. Territorial Expansion
A. Maine
1. The U.S.-Canada border was disputed in Maine; Led to Aroostook War (“Lumberjack’s War”)
2. Webster-Ashburton Treaty (1842) that established clear border line between Maine &Canada
B. Texas
1.
Mexico gained its independence in 1821 & encouraged American immigration to Texas
2.
The Texas Revolution
3.
4.
5.
a.
“Anglos” refused to accept Mexican rules
b.
Clash between dictator Santa Anna and Stephen F. Austin led to declaration of independence in 1836
c.
After the Battle of San Jacinto, Santa Anna recognized Texas independence in May 1836
The Independent Nation: Texas Republic (1836-1845)
a.
Sam Houston became the 1st president of an independent Texas but couldn’t convince U.S. to annex Texas
b.
Texas issued land grants to encourage U.S. immigration to Texas
The Annexation of Texas
a.
President Tyler & John C. Calhoun pressed for the annexation of Texas in 1844 but it did not work
b.
“Dark Horse” Democrat James Polk defeated Whig Henry Clay in the election of 1844
i.
Campaigned for Texas annexation & end to joint occupation of Oregon
ii.
Polk victory convinced Congress to annex Texas and make it a state in 1845
Mexican-American War
a.
Mexico’s disagreement over Texas’ borders & General Zachary Taylor’s crossing the Rio Grande led to war
b.
U.S. victory led to the Treaty of Guadalupe-Hidalgo (1848)
i.
U.S. gained all of Texas &the Mexican Cession (the present-day U.S. southwest)
ii. The U.S. added the Gadsden Purchase (1853) for a future transcontinental railroad
C.
D.
Oregon
1.
Americans wanted to end joint U.S.-British of Oregon; Polk supported “54°40’ or Fight” campaign
2.
The U.S. accepted dividing Oregon along 49° in 1846 & gained its 1st deep water port in the Pacific
California
1.
Americans were eager to compete with Mexican “racheros” in California in the 1830s
2.
California broke from Mexico in 1846 & created an independent nation but it quickly became a U.S. territory
3.
The California Gold Rush in 1849
a.
Led to massive influx of American, Latin American, European, & Chinese gold seekers
b.
Gold rush changed California’s population, agriculture, & culture
III. Conclusions: The Costs of Expansion