2016-17 10 Honors History
Unit 3: A Little Nationalism and Sectionalism, 1807-1840
Textbook: Chapter 7: “Balancing Nationalism and Sectionalism,” pages 210-237
Calendar
1 White Tuesday 12.13
In Class: Discuss test
In Class: “Let’s look at other Americans in the U.S. during the early
1 BLUE Wednesday 12.14
19th century
Homework: Assignment 1: If you take more time to read, please
read the handouts at home and come to class ready to take
notes.
1 White Thursday 12.15
1 BLUE Friday 12.16
Due: Assignment 1
In Class: Reading and taking notes
Homework: Assignment 2
1 White Monday 12.19
1 BLUE Tuesday 12.20
Due: Assignment 2
In Class: Reading, notes, and first draft of essay
Homework: Assignment 3
1 White Wednesday 12.21
1 BLUE Thursday 12.22
Due: Assignment 3
In Class: Introduction to the first industrial revolution
Homework: Assignment 4
1 White 1 Tuesday 1.3.17
1 BLUE Wednesday 1.4
Due: Assignment 4
In Class: Market Revolution and impact on people
In Class Activity: “The Voice of Industry”
http://www.industrialrevolution.org/
Homework: Assignment 5 - Group work and research!
1 White Thursday 1.5
1 BLUE Friday 1.6
Due: Assignment 5
In Class: Teach the class!
Homework: Assignment 6
1 White Monday 1.9
1 BLUE Tuesday 1.10
Due: Assignment 6
In Class: Jackson’s Indian Removal Policy: The Trail of Tears
Homework: Study for quiz over unit of study
1 White Wednesday 1.11
1 BLUE Thursday 1.12
In Class: Quiz
In Class: Evaluating Jacksonian Democracy & Jackson’s legacy
Homework: Assignment 7
1 White Friday 1.13
1 BLUE 1 White Friday 1.13
In Class: Assignment 7
In Class: Finish unit of study and review for mid-year exam
Homework: Study for mid-year exam!
Mid-year Exams:
* Formative assessments will be given over assignment and reading.
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Assignments 1 and 2: Due Friday and Tuesday and Due Thursday and Monday, 1 White:
Lesson: “Let’s look at other Americans in the U.S. during the early 19th century”
In this exercise students will be using class time to read and take notes over secondary and primary
sources on:
1. Origins of the first slave system based on race
2. Free Blacks
3. Women
to gain an understanding of the origins of racism in America, to discover what free Blacks knew in the
early 1800s, and to understand the social and cultural factors under which women lived during this time.
Final Summative Assessment: 2-page paper
Procedures:
1. Read to understand and answer questions on handout, “Liberty for All: Voices from the American
Revolution.”
2. Origins of the first slave system based on race
1. Read 2 different histories, “A history of the beginning of North American racism and slavery,” and
“Inventing Black and White,” and take notes on the reading. Your notes will be handed in at the
end of class for credit. Your notes should contain both general ideas and specific and relevant
evidence that address the question: According to these two sources, what were the social and
economic reasons for the establishment of a raced-base slave system?
2. Small group, class discussion on readings.
3. Free Blacks
1. Please read “Exclusion of Free Blacks,” and take notes on the reading. Your notes will be handed in
at the end of class for credit. Your notes should contain both general ideas and specific and
relevant evidence to support those ideas. According to the sources given, what was life like
for Free Blacks in America?
2. Small group, class discussion on readings.
4. Women
1. Please read “The Contemplator's Short History of Women in the Revolutionary Era,” “Republican
Motherhood,” and “Women’s History in America Presented by Women’s International Center”
and take notes on the readings. Your notes will be handed in at the end of class for credit. Your
notes should contain both general ideas and specific and relevant evidence to support those ideas.
According to the sources given, in what ways did the ideal of “Republican Motherhood”
impact certain women during the 1700s and 1800s?
2. Small group, class discussion on reading.
**IMPORTANT: If you require more time to read it is best to do the reading at home and come to class
ready to take notes. Class time is limited, so think about doing the reading as homework.
Assignment 3: 1 White - Due: Wednesday 12.21 and 1 BLUE - Thursday 12.22
1. Please read Chapter 7, Section 1, “Regional Economies Create Differences,” pages 212-218.
2. Please take notes using the outline provided. Your notes may be collected for a grade, so best to do the
work and bring your work to class. No excuses, please.
3. Be prepared to work with primary sources as we look at the life of a factory worker in New England.
4. Some websites to visit to gain a better understanding of the significance of the changes that
industrialization brought to different people.
“Center for Lowell History, “University of Massachusetts Lowell Libraries:
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http://libweb.uml.edu/clh/index.html
Check out the “Digital Photographs,” “Mill Life in Lowell,” and “Lowell Maps”
National Park Service “Park Handbook” of history of Lowell Mills:
https://www.nps.gov/lowe/learn/historyculture/park-handbook.htm
“Eli Whitney Museum and Workshop” - Click on Eli himself and read about his life and inventions.
(Website has interesting material on a plethora of topics!)
https://www.eliwhitney.org/7/museum
“The Erie Canal: A Journey Through History” - Virtual tour of the Erie Canal.
http://www.epodunk.com/routes/erie-canal/
“They Made America.” PBS
https://www.pbs.org/wgbh/theymadeamerica/index.html
Assignment 4: 1 White - Due Tuesday 1.3 and 1 BLUE - Due: Wednesday 1.4
1. Please read the handout from Digital History, “Chapter 1, The Sections” for your understanding. The
reading presents a narrative on three “characters” who represent the North (Abbot Lawrence),
South (Jimmy Hamilton), and the West (Tom Lincoln), to give you a connection to the reading.
You will be assigned a person to represent in some of your responses to the questions and during
an in-class activity.
2. Please compose typed (Google doc to share with me before class) responses to the 3 questions
found on page 5 under Questions to answer and to the 1 question found on page 7.
3. Add information from this reading to your unit note outline.
Assignment 5: 1 White - Due: Thursday 1.5 and 1 BLUE - Due: Friday 1.6
Please read Chapter 7, Section 2, “Nationalism at Center Stage,” pages 218-223” and the handouts given.
1. As a member of your group you must take notes and prepare to teach the part of Section 2 that you
have been assigned.
2. Those students who are absent from class will meet with me after class and set up a time to “teach
the teacher.”
3. If you are absent, you must still hand in your work for a grade.
Expectations of your notes and presentation in teaching the class:
1. Everyone must read and understand the “Main Idea,” Why It Matters Now, and “Terms & Names”
found on page 219. The historical concepts and terms must be incorporated into your lesson.
2. Everyone must read all of Section 2, but will only be teaching the assigned part of the section.
3. How do you teach the most important history, and not just bore us with facts and names?
1. Go back and do #1 again to gain an understanding of why the history is important.
2. Use the questions in the margins of the textbook to help you see how you need to think about the
history.
3. Read the “Assessment” found on page 223 and pages 236-237, and maybe use those questions as
the basis of your teaching, by providing us the answers found in the text.
4. Use the read bolded headings to determine what the topic is and then go back and review what was
stated in 1-3, and take notes on the history.
5. Formats:
~ Could be a linear outline with one-line summaries of the key points
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~ Could use one of the questions in the textbook and then use bulleted points for evidence you would
use in response to the question.
~ Could use a map and an outline to teach the history or other visuals - Podcast?
6. How you will teach the class?
~ Go to the board and one person writes on the board while another person teaches us about the
history
~ Power Point Presentation with outline for class
~ Handout with outline or notes, leaving space for students to take notes
7. What EACH student will hand in:
1. Evidence of work that would include notes
2. Any handouts that your group is using
Good luck!
Group for teaching the class:
Chapter 7, Section 2, pages 219-223: Please use the following websites for more information as well as
any handout given. Your presentation must include information from websites and handouts to
receive any credit.
Steamboats, page 219 –
Topics: Inventions in early 19th century U.S., Robert Fulton, steamboats, Hudson River and New York
economy
http://www.eyewitnesstohistory.com/fulton.htm
http://inventors.about.com/od/cstartinventions/a/Clermont.htm
http://www.american-inventor.com/robert-fulton.aspx
“The Supreme Court Boost National Power,” pages 219-220
Topics: U.S. Supreme Court, Chief Justice John Marshall, Steamboat travel on the Hudson River,
monopolies, Gibbons v. Ogden (1824) significance, interstate commerce and clause
http://www.pbs.org/wnet/supremecourt/antebellum/landmark_gibbons.html
https://billofrightsinstitute.org/educate/educator-resources/lessons-plans/landmark-supreme-courtcases-elessons/gibbons-v-ogden-1824/
“Strengthening Government Economic Control,” page 220
Topics: U.S. Supreme Court, Chief Justice John Marshall, federalism, the BUS, significance of McCulloch
v. Maryland (1819)
http://www.pbs.org/wnet/supremecourt/antebellum/landmark_mcculloch.html
https://www.oyez.org/cases/1789-1850/17us316
http://www.billofrightsinstitute.org/educate/educator-resources/lessons-plans/landmark-supremecourt-cases-elessons/mcculloch-v-maryland-1819/
“Limiting State Powers,” page 220
Topics: Supreme Court and Chief Justice John Marshall, Fletcher v. Peck (1810), Dartmouth College v.
Woodward (1819), contracts
http://www.pbs.org/wnet/supremecourt/capitalism/landmark_fletcher.html
http://fas-history.rutgers.edu/clemens/constitutional1/fletcher.html
http://www.let.rug.nl/usa/documents/1801-1825/marshall-cases-dartmouth-college-v-woodward-1819.php
http://www.pbs.org/wnet/supremecourt/timeline/1810.html
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“Nationalism Shapes Foreign Policy,” “Territory and Boundaries,” pages 220-221
Topics: Secretary of State John Q. Adams, Rush-Bagot Treaty (1817), Convention of 1818, and the AdamsOnis Treaty (1819)
https://history.state.gov/milestones/1801-1829/rush-bagot
https://history.state.gov/milestones/1801-1829/florida
http://usforeignpolicy.about.com/od/introtoforeignpolicy/a/John-Quincy-Adams-Part-Ii.htm
http://www.u-s-history.com/pages/h254.html
“Monroe Doctrine,” page 221
Topics: Russians in North America, Spain & Portugal in Latin America, President James Monroe and his
1823 message to Congress (Monroe Doctrine)
https://en.wikipedia.org/wiki/Russian_colonization_of_the_Americas
http://www.fortross.org/russian-american-company.htm
http://www.let.rug.nl/usa/outlines/history-1994/westward-expansion-and-regional-differences/latinamerica-and-the-monroe-doctrine.php
http://www.u-s-history.com/pages/h255.html
“Nationalism Pushes America West,” Expansion to the West,” page 222
Topics: Different reasons for westward expansion in the early 1800s
http://classroom.synonym.com/drew-americans-westward-late-1700s-early-1800s-11055.html
http://classroom.synonym.com/factors-contributed-american-expansion-1800s-12299.html
http://www.let.rug.nl/usa/outlines/history-1954/westward-expansion-and-regional-differences.php
“The Missouri Compromise,” page 222-223
Topics: Slavery and slave states, Congress and slave and free states, Senator Henry Clay, 1820 Missouri
Compromise
http://www.ushistory.org/us/23c.asp
http://www.historyrocket.com/American-History/timeline/1803-1849/missouri-compromise/Causes-OfThe-Missouri-Compromise.html
Students will be assessed on:
1. Each student’s demonstration of their understanding of content and questions.
2. Each student will receive a grade based on their time on task, quality of notes they have taken, and
validity of history taught. (This is not a group grade, so if one student does not do any original
work, it will only impact that student’s grade.)
Assignment 6: 1 White- Due: Monday 1.9 and 1 BLUE - Due: Tuesday 1.10
1. Please read Chapter 7, Section 3, “The Age of Jackson,” pages 224-229 and the handouts given.
2. Please take notes using the outline provided. Your notes may be collected for a grade, so best to do the
work and bring your work to class. No excuses, please.
3. Web Quest: Please go to the website provided, and find the link “Indian Removal.” Read the
analysis and primary sources and take notes to be used in class. Be prepared to write
response to Guiding question: How did the federal policy toward Native Americans change
between the times of the Washington and Jackson presidencies?
http://www.digitalhistory.uh.edu/active_learning/explorations/explorations.cfm
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Assignment 7: 1 White - Due: Friday 1.13 and 1 BLUE - Due:
1. Please read Chapter 7, Section 4, “States’ Rights and the National Bank,” pages 230-235 and the
handouts given.
2. Please take notes using the outline provided. Your notes may be collected for a grade, so best to do the
work and bring your work to class. No excuses, please.
*****
OUTLINES FOR NOTES (by assignment)
Assignment 3: 1 White - Due Wednesday 12.21 and 1 BLUE - Due Thursday 12.22
Chapter 7, Section 1, “Regional Economies Create Differences,” pages 212-218.
1. Presidents and their terms:
James Madison 1809-1817
James Monroe 1817-1825
John Quincy Adams 1825-1829
Andrew Jackson 1829-1837
Martin van Buren 1837-1841
2. Industrial Revolution, 1787-1848
a. What?
b. Where?
c. Why? (Inventions and methods used)
d. How? (People, power sources, economic factors, and the War of 1812)
3. Economic system in northern states
a. Agricultural economy:
b. Manufacturing economy:
4. Economic system in southern states:
a. Agricultural economy
b. Manufacturing economy
5. Federal government plan to build national infrastructure: American System
a. What?
b. Who?
c. Where?
d. Why?
e. How?
Terms:
Eli Whitney
Samuel Slater
Interchangeable parts
Mass production
Industrial Revolution
Lowell Factory System
American System
Henry Clay
National Road
Erie Canal
Tariff of 1816
1. List the new inventions and methods that helped to spur an industrial revolution in the U.S.
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2. List the factors that helped to make New England the early center of the nation’s industrial growth.
3. How were early machines and factories powered? And what did they produce?
4. What effects did the Embargo Act of 1807 and the War of 1812 have on American shipping & trade and
most importantly on American manufacturing?
6. How was the American System expected to unite the nation’s economic interests?
7. Which region had the heaviest concentration of roads, canals, and railroads? Why?
8. Why did so many roads hug coastlines and waterways?
Assignment 5: 1 White - Due: Thursday 1.5 and 1 BLUE - Due: Friday 1.6
1. Chief Justice John Marshall and the Supreme Court decisions promote authority of the federal
government over the state government when issues pertain to interstate commerce
a. Fletcher v. Peck (1810) - Significance?
b. McCulloch v. Maryland (1819) - Significance?
c. Dartmouth College v. Woodward (1819) - Significance?
d. Gibbons v. Ogden (1824) - Significance?
2. Secretary of State John Quincy Adams and nationalism in foreign policy
a. Nationalism defined
b. Rush-Bagot Treaty (1817) - Who? What? Where? Why?
c. Convention of 1818 - Who? What? Where? Why?
d. Adams-Onis Treaty (1819) - Who? What? Where? Why?
c. Monroe Doctrine (1823) - Who? What? Where? Why?
3. Internal migration west
a. Who?
b. Where?
c. Why?
d. How?
e. What?
4. Federal government takes action;
a. Lewis and Clark Expedition - Who? What? Where? Why? How?
b. Missouri Compromise (1820) - Who? What? Where? Why? How?
Assignment 6: 1 White - Due: Monday 1.9 and 1 BLUE - Due: Tuesday 1.10
Chapter 7, Section 3, “The Age of Jackson,” pages 224-229
1. Expansion of the vote:
a. What?
b. How?
c. Where?
d. Results in 1828 presidential election:
2. Andrew Jackson: The Man and the President
a. Old Hickory and supporters
b. Jackson’s “Spoils System”
1. Explain why “Jacksonian Democrats” (organized themselves into the new Democratic Party after
the presidential election of 1824) did whatever they could to sabotage President John Quincy
Adam’s policies?
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2. In what two ways might reducing property requirements for voting affect political campaigns? (Think
about the voting requirements before states changed them during the Adams administration, and
then think about how they changed and then what that meant, and then answer this question.)
3. List all the actions taken by the Cherokees after the passage of the 1830 Indian Removal Act. It would
be best to do this in chronological order and include the dates, please.
4. Explain why President Andrew Jackson thought that the Native Americans should be moved west
of the Mississippi River.
Terms to know:
John Quincy Adams
Andrew Jackson
Jacksonian Democrats (“Jacksonians”)
Property qualification for voting
Expansion of voting rights
Democratic-Republicans
Spoils system
“Kitchen Cabinet”
Five civilized tribes
Indian Removal Act (1830)
Worcester v. Georgia (1832)
Treaty of New Echota, 1835
The Trail of Tears
Assignment 7: 1 White - Due: Friday 1.13 and 1 BLUE - Due:
Chapter 7, Section 4, “States’ Rights and the National Bank,” pages 230-235
1. Sectionalism in government: Tariff of Abominations (1828)
a. What?
b. Why?
c. Results?
2. Nullification Crisis
a. Key Players
b. Key Events
c. Causes
d. Results
3. Bank of the United States Conflict
a. Key Players and their positions on BUS
b. Key Events
c. Causes
d. Results
4. Jackson’s Legacy
a. Political parties
b. Results of Jackson’s bank policy
c. Campaigning for president in 1836
1. Why did South Carolinians refer to the Tariff of 1828 as the "Tariff of Abomination?"
2. Explain Jackson's and Calhoun's differing opinions on states' rights versus federal power.
3. How was the nullification theory an expression of states' rights?
4. Explain some of Jackson’s reasons for opposing AND attacking the Second Bank of the U.S.
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5. Compose a complete definition of the Panic of 1837. (Check out the Glossary in the back of the
textbook. If you go online, you need to include your source.)
6. In what way did Jackson's actions contribute greatly to the Panic of 1837?
Terms:
Daniel Webster
Pet banks
John C. Calhoun
"King Andrew"
"Tariff of Abomination" (1828)
Whig Party
Nullification theory
Martin Van Buren
"The South Carolina Exposition"
Specie Circular
“Our Union: It must be preserved!”
Panic of 1837
“Our Union, next to our liberty, most dear! “
"Tippecanoe and Tyler, Too!"
Force Bill (1833)
Nicholas Biddle
John Tyler
Treasury system
"His Accidency"
Wildcat banks
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