CHAPTER 12 • SECTION 1
More About . . .
The Nullification Crisis In 1828 Congress passed a bill
that significantly raised tariffs on raw materials and manufactured goods. Southerners hated the tariff and called it the
Tariff of Abominations (an abomination is a hateful thing).
Southerners felt that the economic interests of the Northeast
were determining national policy.
The Tariff of Abominations hit South Carolina especially
hard because the state’s economy was in a slump. Some leaders
in the state even spoke of leaving the Union over the issue.
John C. Calhoun
Calhoun, Jackson’s vice-president, sympathized with
the South Carolinians because he was one himself. However,
he wanted to find a way to keep South Carolina from leaving
nullification A
the Union. His solution was the doctrine of nullification.
state, he said, had the right to nullify, or reject, a federal law
that it considers unconstitutional. He believed that Congress
had no right to impose a tariff that favored one section of the
country over another.
John C. Calhoun led
the fight for states’
rights.
John C. Calhoun
Known for his quick temper and combative
nature, Calhoun held many important
political offices in the course of his career.
He served as President Monroe’s secretary
of war and as secretary of state under John
Tyler. He served two terms as vice-president
of the United States—once under John
Quincy Adams and again under Andrew
Jackson.
The States’ Rights Debate Calhoun’s ideas increased
controversy over the nature of the federal union. This would
remain a major political issue until the Civil War resolved it
almost 30 years later.
Senators Daniel Webster of Massachusetts and Robert Y.
Hayne of South Carolina debated the doctrine of nullification.
Hayne argued that nullification gave the states a lawful way to
protest and maintain their freedom. In words that were printed
and spread across the country, Webster argued that freedom
and the Union go together.
As a South Carolina senator, Calhoun, Henry
Clay, and Daniel Webster were nicknamed
the “Great Triumvirate” of the Senate
because their unflinching personalities
guided the policies of most major issues of
the times.
Most remembered for his unconditional
support of Southern states’ rights and
the institution of slavery, Calhoun never
hesitated to voice his opinion—even if it
meant making enemies with the president.
More About . . .
PRIMARY SOURCE
“
Daniel Webster spoke
powerfully in favor of
a strong Union.
”
—Daniel Webster, a speech in the U.S. Senate, January 26, 1830
Daniel Webster
A staunch supporter of the Union, Daniel
Webster was well known for his skill in
oration. He argued and won countless
cases in front of the Supreme Court. His
formidable reputation in the courtroom was
celebrated in Stephen Vincent Benét’s 1937
short story, “The Devil and Daniel Webster.”
In this story, Daniel Webster goes up against
the devil when Webster represents a man
who has lost his soul in a bargain with the
devil.
Unit 5 Resource Book
• Primary & Secondary Sources, p. 37
When my eyes shall be turned to behold for the last
time the sun in heaven, may I not see him shining on
the broken and dishonored fragments of a once glorious
Union. . . . Liberty and Union, now and forever, one and
inseparable!
Jackson States His Position Although Jackson supported states’ rights,
he did not believe that the states should nullify federal law. But he kept his
opinion to himself, until a dinner in honor of Thomas Jefferson’s birthday.
Jackson had learned that Calhoun planned to use the event to win support
for nullification.
After dinner, Jackson was invited to make a toast. He stood up, looked
directly at Calhoun, and stated bluntly, “Our Federal Union—it must be
preserved.” As Calhoun raised his glass, his hand trembled. Called on to
make the next toast, Calhoun stood slowly and countered, “The Union—
next to our liberty, the most dear; may we all remember that it can only
400 Chapter 12
DIFFERENTIATING INSTRUCTION: TIERED ACTIVITIES
OBJECTIVE Interview Daniel Webster, Robert Y. Hayne, John C. Calhoun, or Andrew
Jackson about the issue of states’ rights.
400 • Chapter 12
Basic
On Level
Challenge
Have students select a person
to interview about states’
rights. Students should
write at least five interview
questions for that person and
responses for each question
from that person’s point of
view. Volunteer pairs read
the interviews aloud, taking
different parts.
Students complete the Basic
activity and also write an
opposing view for each
response. Student groups of
3 read the interview aloud
to the class, taking different
parts.
Students complete the On
Level activity and add a
response stating their own
point of view. Groups of 3
read the interviews aloud to
the class; students read their
own responses at the end of
each interview.
be preserved by respecting the rights of the states and distributing equally
the benefits and burdens of the Union.” From that day, the two men were
political enemies.
South Carolina Threatens to Secede Even though Jackson worked to
Henry Clay earned the
nickname the “Great
Compromiser” for his
efforts to end sectional
conflicts.
CHAPTER 12 • SECTION 1
CONNECT
limit the powers of the federal government, he was dedicated to preserving the Union. He asked Congress to reduce the tariffs, and
Congress did so in 1832. Unsatisfied, South Carolina nullified the tariff acts of 1828 and 1832 and voted to build its
secede,
own army. South Carolina’s leaders threatened to secede
or withdraw from the Union, if the federal government
tried to collect tariffs.
Jackson ran for reelection in 1832, this time without
Calhoun as his running mate. After he won, he made
it clear that he would use force to see that federal laws
were obeyed and the Union preserved.
In the Senate, Henry Clay came forward with a compromise tariff in 1833. Congress quickly passed the
bill, and the crisis ended. South Carolina remained in
the Union.
What impact did Andrew Jackson’s
presidency have on the nation?
Ask students what they have learned so far
that can help them answer this question.
Students might mention:
• Sectionalism created a split in the
Democratic-Republican party.
• The Jacksonian democracy promoted
majority rule.
• Debates over key economic issues led to
conflict among the three main regions.
SUMMARIZE Identify the issues at stake in the state’s
rights debate.
Answer: a state’s right to nullify federal law; preserving the Union
ONLINE QUIZ
1
Section Assessment
TERMS & NAMES
1. Explain the importance of
• Andrew Jackson
• Tariff of Abominations
• John Quincy Adams • states’ rights
• Jacksonian democracy • John C. Calhoun
• spoils system
• doctrine of nullification
USING YOUR READING NOTES
2. Main Ideas and Details Complete the diagram
you started at the beginning of this section. Then
create a diagram for each other main idea in this
section.
Sectionalism
dominates
1824 election.
For test practice, go to
Interactive Review @ ClassZone.com
KEY IDEAS
3. What were the effects of the 1824 election?
4. What factors helped Jackson win the 1828 election?
CRITICAL THINKING
5. Compare and Contrast Why did Northeasterners
and Southerners disagree over the issue of tariffs?
6. Problems and Solutions How was the
nullification crisis resolved?
7. WHAT IF? What might have happened if states
were allowed to nullify federal law?
8.
to the Essential Question
Connect to Today Is the spoils system
prevalent in government today?
9. Math Research the popular vote totals and
percentages of the 1824 and 1828 elections. Then
create comparison charts or graphs to display your
findings.
The Age of Jackson 401
4
Assess & Reteach
Assess Have students complete the Section
Assessment.
Unit 5 Resource Book
• Section Quiz, p. 41
Interactive Review
@ ClassZone.com
Power Presentations
Test Generator
Reteach Give each student six strips of paper.
Tell them to write main ideas on three strips
and a supporting detail for each main idea on
the other strips. Put the strips in a bag. Then
students take turns pulling out a strip and
reading it aloud. Other students draw strips until
they find the detail that supports the main idea
or the main idea that goes with the detail.
Unit 5 Resource Book
• Reteaching Activity, p. 44
SECTION 1 ASSESSMENT ANSWERS
Terms & Names
1. Andrew Jackson, p. 395; John Quincy Adams,
p. 395; Jacksonian democracy, p. 397; spoils
system, p. 398; Tariff of Abominations, p. 400;
states’ rights, p. 399; John C. Calhoun,
p. 400; doctrine of nullification, p. 400
Using Your Reading Notes
2. Details—Presidential candidates supported
along sectional lines; no candidate received a
majority; Jackson felt the will of the people had
been ignored; the Democratic-Republican Party
split.
Key Ideas
3. Congress defeated Adams’s proposals; the
Democratic-Republican Party split.
4. Farmers and city workers voted; Jackson for
majority rule.
Critical Thinking
5. Northeast—tariffs would protect their factories;
South—tariffs would raise prices on imports.
6. Congress compromised on tariffs.
7. The country would break apart.
8. Yes, in some areas, but not all.
9. Charts and graphs should show evidence of
research. Use the rubric to score students’
charts or graphs.
Data Display Rubric
Content
Accuracy
4 accurate numbers, strongly set up correctly
supported by research
with no errors
3 mostly accurate numbers,
with evidence of research
set up correctly
with minor errors
2 some accurate numbers
with little evidence of
research
set up correctly
with several
errors
1 inaccurate numbers with
no evidence of research
set up incorrectly
with major errors
Teacher’s Edition • 401