Unit 3: Westward Expansion, Jacksonian Democracy, Slavery, and
the Early Reform Era
Chapters:
9-12
Essential Questions
1)
2)
3)
4)
What factors contributed to the development of two v ery different regions in the United States?
How are the v alues of a nation reflected by social, economic, and political changes and developments?
How did the belief in Manifest Destiny influence US politics and policies?
Can a nation that restricts freedoms and rights for certain individuals truly call itself a democracy?
Life in the New Nation
Ch. 9, 10
Con cepts
Republican virtues
Mobile society
Second Great Awakening
T rans-Appalachia
Cede
Ma n ifest Destiny
Or egon Trail
Gh ost towns
Gr eat Plains
Nom adic
Missouri Compromise
T opics
-Role of women in the new nation
-Population Growth: Causes and
Effects
-Religious Renewals: Causes and
Effects
-Rea sons for westward movement
-A dams Onis Treaty
-Set tling the Oregon Country
-Morm on Migration: Causes
-Ca lifornia Gold Rush: Causes and
Effects
-Im pact of the Horse
-T exas War for Independence: Causes
a n d Effects
Im portant People
Noa h Webster
Joseph Smith
St ephen Austin
Sa nta Anna
Sam Houston
Growth of the Nation and
Nationalism – Ch. 10
Con cepts
Ru ral
Ur ban
T enement
St rike
La bor unions
Cot ton belt
Charles River Bridge vs. Warren River
Br idge
T h e Dorr War
McCulloch v. Maryland
T opics
-Characteristics of Regions:
Nor thwest, Northeast, and South
-Gr owth of Cities: Causes and Effects
-Na tional Trades’ Union
-T h e Slavery System (economy, cost,
in dustry, free black slaveowners,
pr oslavery argument, runaways)
-T urner’s Rebellion
-Mon roe Doctrine
-Er a of Good Feelings
-Election of 1824: Significance (First
w ithout Revolutionary leader)
-Gr owing Divisions: Immigrants,
A frican-Americans, Sectionalism
-A frican-American religious beliefs
Slave Coffles
Im portant People
Jam es Monroe
Joh n Quincy Adams
Henry Clay
Joh n C. Calhoun
A ndrew Jackson
Inventions and Innovations
Ch. 9
The Age of Jackson
Ch. 10
T opics
-Bir th of the U.S. textile industry
(Lowell’s Waltham Mill)
-Effects of the cotton gin
-A dv ances in communication and
t ravel
-Rise of Manufacturing: Causes and
Effects
-w orkers and unions
T opics
-Ja ckson as “Man of the People”
-Ja cksonian Democracy: Elected by
t h e People/Limited Government
-T ariff Act of 1 828: Causes and Effects
(T hreats of Secession)
T ariff of 1832
-In dian Removal Act/Trail of Tears
-Bla ck Hawk War
-T h e Bank War: Causes and Effects
-Ea t on Affair
-W orcester v. Georgia
-“ Hard Money” Advocates
Con cepts
In dustrial Revolution
In dustrialization
In t erchangeable parts
Cot ton gin
Ma rket Revolution
Ma nufacturing
Fr ee enterprise system
Specialization
Er ie Canal
Im portant People
Samuel Slater
Eli Whitney
John Deere
Con cepts
Pa tronage
Spoils system
Nu llify
St ates’ rights
Secede
Im portant People
A ndrew Jackson
Religion and Reform
Ch. 11, 12
Con cepts
T ranscendentalism
Ut opian communities
A bolitionist movement
Em ancipation
Un derground Railroad
Ga g Rule
Su ffrage
Cam p meetings
Sh akers
Liberty Party
T opics
-T em perance Mov ement: Causes and
Effects
-Reform of Public Education: Moral
Edu cation
-Pr ison Reform
-A bolition Movement: British Roots
-Div ision in the Movement: Women,
Ra ce, Tactics
-W om en’s Rights Mov ement: Tactics,
Goa ls, Opposition
-Seneca Falls Convention
Im portant People
Ra lph Waldo Emerson
Henry David Thoreau
Horace Mann
Dor othea Dix
Fr ederick Douglass
Harriet Tubman
Ca tharine Beecher
Su san B. Anthony
Elizabeth Cady Stanton
“I Can” Statements: Over the course of the unit, place a check mark next to the statements that are true for you. This will allow you to
better prepare for unit assessments.
I Can:
_____ 1. Explain the “market revolution”.
_____ 2. Analyze what propelled America’s westward expansion during the first half of the nineteenth century.
_____ 3. Compare and contrast how the South and North affected by the market revolution and westward expansion.
_____ 4. Discuss the defining features and social impacts of the new “factory system”.
_____ 5.Understand in what various ways did Americans experience and respond to the market revolution.
_____ 6. Identify in what ways was American society democratized during the quarter century between 1815 and 1840.
_____ 7. Explain who was included in the expansion of American democracy, and who was left out.
_____ 8. Know the comparative thrusts of nationalism and sectionalism in American politics.
_____ 9. How did Americans debate the place of economic interests in government, and the place of government in economic affairs.
_____ 10. Explain the political appeal, and legacy, of Andrew Jackson.
_____ 11. Analyze what gave rise to the Democratic party. What were the key differences between the Democrats and the Whigs?
_____ 12. Identify the place of slavery in national life and in the world economy.
_____ 13. Learn the character of the planter class and how broad was its power and influence in the Old South.
_____ 14. Compare and contrast the relationship between the planter elite and the plain folk of the Old South.
_____ 15. Discuss how white southerners justify and defend the “peculiar institution”.
_____ 16. Know the key features of the slave experience.
_____ 17. Identify the nature of the slave community.
_____ 18. Understand the dynamics of the slave-master relationship.
_____ 19. Explain what ways did slaves adapt to, or resist, their bondage.
_____ 20. Identify the status of free blacks in the Old South.
_____ 21. Discuss what rise to the reform impulse of the 1820s, ’30s, and ’40s.
_____ 22. Identify the various objectives and approaches of American reform. What were its underlying philosophies?
_____ 23. Identify the reformers. What were the achievements and shortcomings of American reform?
_____ 24. Understand what gave rise to the militant abolitionism of the 1830s. How did this brand of abolitionism differ from previous antislavery efforts?
_____ 25. Know the dynamics of race and gender within the abolitionist movement?.
_____ 26. Analyze what gave rise to the feminist movement of the 1840s. What were its central themes?
Common Core 9-10 Reading Standards for Literacy in History/Social Studies (RH)
Key Ideas and Details
CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to
such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later
ones or simply preceded them.
Craft and Structure
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, or economic aspects of history/social science.
CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in
print or digital text.
CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text
complexity band independently and proficiently.
Common Core 9-10 Writing Standards for Literacy in History/Social Studies (WHST)
Text Types and Purposes
CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content.
CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing
out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates
the audience’s knowledge level and concerns.
CCSS.ELA-Literacy.WHST.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and
clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-Literacy.WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create
cohesion, and clarify the relationships among ideas and concepts.
CCSS.ELA-Literacy.WHST.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic
and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
CCSS.ELA-Literacy.WHST.9-10.2f Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).
Common Core 9-10 Writing Standards for Literacy in History/Social Studies Continued… (WHST)
Production and Distribution of Writing
CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and audience.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
CCSS.ELA-Literacy.WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Note
Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative
elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate
narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students mus t be
able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others
can replicate them and (possibly) reach the same results.