Lesson 1: The Federalist Era 1789-1800
Chapter 10
Student Learning Objective:
I can discuss the social, political, and economic challenges facing the new nation.
I can evaluate the government’s success in dealing with each.
John Adams, Alexander Hamilton, John Jay, Bill of Rights, Virginia Declaration of Rights, “The First Report on the Public Credit,” “Elastic Clause,” Strict Interpretation, Broad Interpretation, Bank of the United States, Excise Tax, Whiskey Rebellion, Federalists, Democratic-Republicans, Neutrality Proclamation, Citizen Edmond Genêt, Jay’s Treaty, Pinckney’s Treaty, Little Turtle, Blue Jacket, General ‘Mad Anthony’ Wayne, Battle of the Fallen Timbers, Treaty of Greenville, Farewell Address, “The XYZ Affair,” Alien and Sedition Acts, Kentucky and Virginia Resolutions, Election of 1800, Twelfth Amendment
Course Standards - New AP Framework
Teachers have flexibility to use examples such as the following: • tariff and currency disputes, Spanish restrictions on navigation of the Mississippi River
B. Delegates from the states worked through a series of compromises to form a Constitution for a new national government while providing limits on federal power.
C. Calls during the ratification process for greater guarantees of rights resulted in the addition of a Bill of Rights shortly after the Constitution was adopted.
D. As the first national administrations began to govern under the Constitution, continued debates about such issues as the relationship between the national government and the states, economic policy, and the conduct of foreign affairs led to the creation of political parties. • Kentucky and Virginia Resolutions, Hamilton’s Financial Plan, Proclamation of Neutrality
III. While the new governments continued to limit rights to some groups, ideas promoting self-government and personal liberty reverberated around the world. (ID-4) (WOR-2) (POL-5) (CUL-2)
A. During and after the American Revolution, an increased awareness of the inequalities in society motivated some individuals and groups to call for the abolition of slavery and greater political democracy in the new state and national governments. • Abigail Adams, Pennsylvania Gradual Emancipation Law
B. The constitutional framers postponed a solution to the problems of slavery and the slave trade, setting the stage for recurring conflicts over these issues in later years.
C. The American Revolution and the ideals set forth in the Declaration of Independence had reverberations in France, Haiti, and Latin America, inspiring future rebellions.
Key Concept 3.3: Migration within North America, cooperative interaction, and competition for resources raised questions about boundaries and policies, intensified conflicts among peoples and nations, and led to contests over the creation of a multiethnic, multiracial national identity.
I. As migrants streamed westward from the British colonies along the Atlantic seaboard, interactions among different groups that would continue under an independent United States resulted in competition for resources, shifting alliances, and cultural blending. (ID-5) (ID-6) (PEO-5) (POL-1) (WOR-1) (WOR-5)
A. The French withdrawal from North America and the subsequent attempt of various native groups to reassert their power over the interior of the continent resulted in new white–Indian conflicts along the western borders of British and, later, the U.S. colonial settlement and among settlers looking to assert more power in interior regions.
Teachers have flexibility to use examples such as the following: • march of the Paxton Boys, Battle of Fallen Timbers
B. Migrants from within North America and around the world continued to launch new settlements in the West, creating new distinctive backcountry cultures and fueling social and ethnic tensions. • Scots-Irish; Shays’ Rebellion, Frontier vs. tidewater Virginia
C. The Spanish, supported by the bonded labor of the local Indians, expanded their mission settlements into California, providing opportunities for social mobility among enterprising soldiers and settlers that led to new cultural blending. • corridos, architecture of Spanish missions, vaqueros
II. The policies of the United States that encouraged western migration and the orderly incorporation of new territories into the nation both extended republican institutions and intensified conflicts among American Indians and Europeans in the trans-Appalachian West. (POL-1) (PEO-4) (WOR-5)
A. As settlers moved westward during the 1780s, Congress enacted the Northwest Ordinance for admitting new states and sought to promote public education, the protection of private property, and the restriction of slavery in the Northwest Territory.
B. The Constitution’s failure to precisely define the relationship between American Indian tribes and the national government led to problems regarding treaties and Indian legal claims relating to the seizure of Indian lands.
C. As western settlers sought free navigation of the Mississippi River, the United States forged diplomatic initiatives to manage the conflict with Spain and to deal with the continued British presence on the American continent.
Teachers have flexibility to use examples such as the following: • Jay’s Treaty, Pinckney’s Treaty
III. New voices for national identity challenged tendencies to cling to regional identities, contributing to the emergence of distinctly American cultural expressions. (ID-5) (WXT-2) (WXT-4) (POL-2) (CUL-2) (ENV-3)
A. As national political institutions developed in the new United States, varying regionally based positions on economic, political, social, and foreign policy issues promoted the development of political parties.
B. The expansion of slavery in the lower South and adjacent western lands, and its gradual disappearance elsewhere, began to create distinctive regional attitudes toward the institution.
C. Enlightenment ideas and women’s experiences in the movement for independence promoted an ideal of “republican motherhood,” which called on white women to maintain and teach republican values within the family and granted women a new importance in American political culture.
Lectures & Courses
Website & Resources
Chapter 10
Student Learning Objective:
I can discuss the social, political, and economic challenges facing the new nation.
I can evaluate the government’s success in dealing with each.
John Adams, Alexander Hamilton, John Jay, Bill of Rights, Virginia Declaration of Rights, “The First Report on the Public Credit,” “Elastic Clause,” Strict Interpretation, Broad Interpretation, Bank of the United States, Excise Tax, Whiskey Rebellion, Federalists, Democratic-Republicans, Neutrality Proclamation, Citizen Edmond Genêt, Jay’s Treaty, Pinckney’s Treaty, Little Turtle, Blue Jacket, General ‘Mad Anthony’ Wayne, Battle of the Fallen Timbers, Treaty of Greenville, Farewell Address, “The XYZ Affair,” Alien and Sedition Acts, Kentucky and Virginia Resolutions, Election of 1800, Twelfth Amendment
Course Standards - New AP Framework
Teachers have flexibility to use examples such as the following: • tariff and currency disputes, Spanish restrictions on navigation of the Mississippi River
B. Delegates from the states worked through a series of compromises to form a Constitution for a new national government while providing limits on federal power.
C. Calls during the ratification process for greater guarantees of rights resulted in the addition of a Bill of Rights shortly after the Constitution was adopted.
D. As the first national administrations began to govern under the Constitution, continued debates about such issues as the relationship between the national government and the states, economic policy, and the conduct of foreign affairs led to the creation of political parties. • Kentucky and Virginia Resolutions, Hamilton’s Financial Plan, Proclamation of Neutrality
III. While the new governments continued to limit rights to some groups, ideas promoting self-government and personal liberty reverberated around the world. (ID-4) (WOR-2) (POL-5) (CUL-2)
A. During and after the American Revolution, an increased awareness of the inequalities in society motivated some individuals and groups to call for the abolition of slavery and greater political democracy in the new state and national governments. • Abigail Adams, Pennsylvania Gradual Emancipation Law
B. The constitutional framers postponed a solution to the problems of slavery and the slave trade, setting the stage for recurring conflicts over these issues in later years.
C. The American Revolution and the ideals set forth in the Declaration of Independence had reverberations in France, Haiti, and Latin America, inspiring future rebellions.
Key Concept 3.3: Migration within North America, cooperative interaction, and competition for resources raised questions about boundaries and policies, intensified conflicts among peoples and nations, and led to contests over the creation of a multiethnic, multiracial national identity.
I. As migrants streamed westward from the British colonies along the Atlantic seaboard, interactions among different groups that would continue under an independent United States resulted in competition for resources, shifting alliances, and cultural blending. (ID-5) (ID-6) (PEO-5) (POL-1) (WOR-1) (WOR-5)
A. The French withdrawal from North America and the subsequent attempt of various native groups to reassert their power over the interior of the continent resulted in new white–Indian conflicts along the western borders of British and, later, the U.S. colonial settlement and among settlers looking to assert more power in interior regions.
Teachers have flexibility to use examples such as the following: • march of the Paxton Boys, Battle of Fallen Timbers
B. Migrants from within North America and around the world continued to launch new settlements in the West, creating new distinctive backcountry cultures and fueling social and ethnic tensions. • Scots-Irish; Shays’ Rebellion, Frontier vs. tidewater Virginia
C. The Spanish, supported by the bonded labor of the local Indians, expanded their mission settlements into California, providing opportunities for social mobility among enterprising soldiers and settlers that led to new cultural blending. • corridos, architecture of Spanish missions, vaqueros
II. The policies of the United States that encouraged western migration and the orderly incorporation of new territories into the nation both extended republican institutions and intensified conflicts among American Indians and Europeans in the trans-Appalachian West. (POL-1) (PEO-4) (WOR-5)
A. As settlers moved westward during the 1780s, Congress enacted the Northwest Ordinance for admitting new states and sought to promote public education, the protection of private property, and the restriction of slavery in the Northwest Territory.
B. The Constitution’s failure to precisely define the relationship between American Indian tribes and the national government led to problems regarding treaties and Indian legal claims relating to the seizure of Indian lands.
C. As western settlers sought free navigation of the Mississippi River, the United States forged diplomatic initiatives to manage the conflict with Spain and to deal with the continued British presence on the American continent.
Teachers have flexibility to use examples such as the following: • Jay’s Treaty, Pinckney’s Treaty
III. New voices for national identity challenged tendencies to cling to regional identities, contributing to the emergence of distinctly American cultural expressions. (ID-5) (WXT-2) (WXT-4) (POL-2) (CUL-2) (ENV-3)
A. As national political institutions developed in the new United States, varying regionally based positions on economic, political, social, and foreign policy issues promoted the development of political parties.
B. The expansion of slavery in the lower South and adjacent western lands, and its gradual disappearance elsewhere, began to create distinctive regional attitudes toward the institution.
C. Enlightenment ideas and women’s experiences in the movement for independence promoted an ideal of “republican motherhood,” which called on white women to maintain and teach republican values within the family and granted women a new importance in American political culture.
Lectures & Courses
- Alexander Hamilton (Ron Chernow)
Website & Resources
Assignments
Due Mon. 10/22 - Permission slips and $11 cash for field trip Wed.
Due Thurs. 10/25
Hamilton: Chris, Ian, Alexis, Caitlyn, Nicholas
Jefferson: Jarret, Isabella, Yiru, McGovern
Get started on Ch. 11 Guided Notes due Monday
Mon. 10/29 - library - research topic and gather sources to compile annotated sources
GO TO NEXT Chapter 11
Assignments
Due Mon. 10/22 - Permission slips and $11 cash for field trip Wed.
- Ch. 10 Guided notes for American Pageant due - pass in. Underline/or highlight key terms
- In class:
- Jigsaw content with Google Slide Presentation
- Quiz on Ch. 9
Due Thurs. 10/25
- Documents: 10- Launching the New Ship of State A 2,3,+4 and B, 3 C 1+2, D 1+2, G2 create a chart for Hamilton and Jefferson and add the points under each column for a debate in class
- Complete a shared Google doc
Hamilton: Chris, Ian, Alexis, Caitlyn, Nicholas
Jefferson: Jarret, Isabella, Yiru, McGovern
Get started on Ch. 11 Guided Notes due Monday
Mon. 10/29 - library - research topic and gather sources to compile annotated sources
GO TO NEXT Chapter 11
10_guiding_quest_launching_a_new_ship_of_state.doc | |
File Size: | 33 kb |
File Type: | doc |
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Lesson 2: The Age of Jefferson 1800-1812
Chapter 11
Student Learning Objective:
I can evaluate the growth of the federal government following the so-called “Revolution of 1800.”
Louisiana Purchase, Meriwether Lewis, William Clark, Corps of Discovery, Sacajawea, Continental Divide, Zebulon Pike, Aaron Burr, General James Wilkinson, Judiciary Act of 1801, William Marbury, Marbury v. Madison, Chief Justice Marshall, Judicial Review, Justice Samuel Chase, Barbary Wars, Impressment,Chesapeake-Leopard Affair, Embargo Act
Course Standards - New AP Framework
Period 4: 1800 – 1848 – IT =10% EXAM= ( Sections 2,3,4,5 = 45%)
The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes.
Key Concept 4.1: The United States developed the world’s first modern mass democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and to reform its institutions to match them.
I. The nation’s transformation to a more participatory democracy was accompanied by continued debates over federal power, the relationship between the federal government and the states, the authority of different branches of the federal government, and the rights and responsibilities of individual citizens. (POL-2) (POL-5) (POL-6) (ID-5)
A. As various constituencies and interest groups coalesced and defined their agendas, various political parties, most significantly the Federalists and Democratic-Republicans in the 1790s and the Democrats and Whigs in the 1830s, were created or transformed to reflect and/or promote those agendas.
B. Supreme Court decisions sought to assert federal power over state laws and the primacy of the judiciary in determining the meaning of the Constitution.
Teachers have flexibility to use examples such as the following: •McCulloch v. Maryland, Worcester v. Georgia
C. With the acceleration of a national and international market economy, Americans debated the scope of government’s role in the economy, while diverging economic systems meant that regional political and economic loyalties often continued to overshadow national concerns. • New England opposition to the Embargo Act, Debates over the tariff and internal improvements
Lectures & Courses
Websites & Resources
Lesson 2: The Age of Jefferson 1800-1812
Chapter 11
Student Learning Objective:
I can evaluate the growth of the federal government following the so-called “Revolution of 1800.”
Louisiana Purchase, Meriwether Lewis, William Clark, Corps of Discovery, Sacajawea, Continental Divide, Zebulon Pike, Aaron Burr, General James Wilkinson, Judiciary Act of 1801, William Marbury, Marbury v. Madison, Chief Justice Marshall, Judicial Review, Justice Samuel Chase, Barbary Wars, Impressment,Chesapeake-Leopard Affair, Embargo Act
Course Standards - New AP Framework
Period 4: 1800 – 1848 – IT =10% EXAM= ( Sections 2,3,4,5 = 45%)
The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes.
Key Concept 4.1: The United States developed the world’s first modern mass democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and to reform its institutions to match them.
I. The nation’s transformation to a more participatory democracy was accompanied by continued debates over federal power, the relationship between the federal government and the states, the authority of different branches of the federal government, and the rights and responsibilities of individual citizens. (POL-2) (POL-5) (POL-6) (ID-5)
A. As various constituencies and interest groups coalesced and defined their agendas, various political parties, most significantly the Federalists and Democratic-Republicans in the 1790s and the Democrats and Whigs in the 1830s, were created or transformed to reflect and/or promote those agendas.
B. Supreme Court decisions sought to assert federal power over state laws and the primacy of the judiciary in determining the meaning of the Constitution.
Teachers have flexibility to use examples such as the following: •McCulloch v. Maryland, Worcester v. Georgia
C. With the acceleration of a national and international market economy, Americans debated the scope of government’s role in the economy, while diverging economic systems meant that regional political and economic loyalties often continued to overshadow national concerns. • New England opposition to the Embargo Act, Debates over the tariff and internal improvements
Lectures & Courses
- American Sphinx: The Character of Thomas Jefferson (Joseph Ellis)
- The Real Treason of Aaron Burr (Gordon Wood)
Websites & Resources
- Marbury v. Madison (Landmark Cases Resource)
- Louisiana Purchase (Library of Congress Collection)
- The Aaron Burr Trial (UMKC School of Law Website)
Assignments:
Due Mon. 10/29 - library - research paper
Google Slides on Ch. 11 and guided notes due.
Do the assigned Short Answer on Google Classroom
Due Tues. 10/30
Present slides in class
Due Wed. 10/31
Ch. 11 Joc Guided Notes due on Google Slides
Packet #8 Readings 51 (intro), 53, 54, 57 (Read documents for historical context, audience, purpose, point of view and significance)
Section B 1-3, C3, D1+2, E1+2
Prepare H.A.P.P.Y for each document on Google Classroom
In Class
Discussion on readings
Watch this clip on McColluch v. Maryland https://www.youtube.com/watch?v=V0ST9eVIWFY
Watch this clip on Marbury v. Madison https://www.youtube.com/watch?v=hOvsZyqRfCo
Due Mon. 10/29 - library - research paper
Google Slides on Ch. 11 and guided notes due.
Do the assigned Short Answer on Google Classroom
Due Tues. 10/30
Present slides in class
Due Wed. 10/31
Ch. 11 Joc Guided Notes due on Google Slides
Packet #8 Readings 51 (intro), 53, 54, 57 (Read documents for historical context, audience, purpose, point of view and significance)
Section B 1-3, C3, D1+2, E1+2
Prepare H.A.P.P.Y for each document on Google Classroom
In Class
Discussion on readings
Watch this clip on McColluch v. Maryland https://www.youtube.com/watch?v=V0ST9eVIWFY
Watch this clip on Marbury v. Madison https://www.youtube.com/watch?v=hOvsZyqRfCo
11_triumphs_and_travails_of_jeffersonian_republic.doc | |
File Size: | 33 kb |
File Type: | doc |
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Lesson 3: The War of 1812 1812-1824
Chapter 12
Student Learning Objectives:
I can explain why the War of 1812 was so politically divisive in the United States.
I can discuss its long-term consequences for the country.
Election of 1808, “Orders in Council,” “Milan Decree,” Macon's Bill No. 2, Tecumseh, “The Prophet,” William Henry Harrison, Battle of Tippecanoe, War of 1812, Henry Clay, War Hawks, Captain Oliver Hazard Perry, Buring of Washington, Fort McHenry, Francis Scott Key, "The Star Spangled Banner," General Andrew Jackson, Battle of New Orleans, Hartford Convention, Treaty of Ghent
Course Resources
Websites & Resources
Lesson 3: The War of 1812 1812-1824
Chapter 12
Student Learning Objectives:
I can explain why the War of 1812 was so politically divisive in the United States.
I can discuss its long-term consequences for the country.
Election of 1808, “Orders in Council,” “Milan Decree,” Macon's Bill No. 2, Tecumseh, “The Prophet,” William Henry Harrison, Battle of Tippecanoe, War of 1812, Henry Clay, War Hawks, Captain Oliver Hazard Perry, Buring of Washington, Fort McHenry, Francis Scott Key, "The Star Spangled Banner," General Andrew Jackson, Battle of New Orleans, Hartford Convention, Treaty of Ghent
Course Resources
Websites & Resources
- A Guide to the War of 1812 (Library of Congress Collection)
- The War of 1812 (PBS Video)
- The Star Spangled Banner (Smithsonian Website)
Assignments:
Due Friday, Nov. 2
Google Slide Presentation of Ch. 11 - The Triumps and Travails of Jeffersonian Republic
Pass in Guided Notes
Review and Quiz on Ch. 10
GO TO NEXT SECTION
Due Friday, Nov. 2
Google Slide Presentation of Ch. 11 - The Triumps and Travails of Jeffersonian Republic
Pass in Guided Notes
Review and Quiz on Ch. 10
GO TO NEXT SECTION
12_the_second_war_for_independence.doc | |
File Size: | 29 kb |
File Type: | doc |
************************************************************************************************************Lesson 4: The Era of Good Feelings
Chapter 12
Student Learning Objective:
I can evaluate the burst of nationalism that followed the War of 1812.
James Monroe, “Virginia Dynasty,” Henry Clay, American System, National Road, Tariff of 1816, Daniel Webster, John C. Calhoun, Second Bank of the United States, Panic of 1819, Specie, Election of 1820, Tallmadge Amendment, Missouri Compromise, Rush-Bagot Agreement, Treaty of 1818, General Andrew Jackson, Adams-Onís Treaty, Congress of Vienna, John Quincy Adams, Monroe Doctrine
Course Standards - New AP Framework
D. Many white Americans in the South asserted their regional identity through pride in the institution of slavery, insisting that the federal government should defend that institution.
II. Concurrent with an increasing international exchange of goods and ideas, larger numbers of Americans began struggling with how to match democratic political ideals to political institutions and social realities. (CUL-2) (POL-3) (POL-6) (WOR-2)
A. The Second Great Awakening, liberal social ideas from abroad, and Romantic beliefs in human perfectibility fostered the rise of voluntary organizations to promote religious and secular reforms, including abolition and women’s rights.
Teachers have flexibility to use examples such as the following: • Charles G. Finney, Seneca Falls convention, Utopian communities
B. Despite the outlawing of the international slave trade, the rise in the number of free African Americans in both the North and the South, and widespread discussion of various emancipation plans, the United States and many state governments continued to restrict African Americans’ citizenship possibilities. • American Colonization Society, Frederick Douglass
C. Resistance to initiatives for democracy and inclusion included proslavery arguments, rising xenophobia, anti- black sentiments in political and popular culture, and restrictive anti-Indian policies.
III. While Americans celebrated their nation’s progress toward a unified new national culture that blended Old World forms with New World ideas, various groups of the nation’s inhabitants developed distinctive cultures of their own. (ID-1) (ID-2) (ID-5) (CUL-2) (CUL-5)
A. A new national culture emerged, with various Americans creating art, architecture, and literature that combined European forms with local and regional cultural sensibilities. • the Hudson River School, John James Audubon
B. Various groups of American Indians, women, and religious followers developed cultures reflecting their interests and experiences, as did regional groups and an emerging urban middle class.
C. Enslaved and free African Americans, isolated at the bottom of the social hierarchy, created communities and strategies to protect their dignity and their family structures, even as some launched abolitionist and reform movements aimed at changing their status.
Teachers have flexibility to use examples such as the following: • Richard Allen, David Walker, Slave music
Key Concept 4.2: Developments in technology, agriculture, and commerce precipitated profound changes in U.S. settlement patterns, regional identities, gender and family relations, political power, and distribution of consumer goods.
I. A global market and communications revolution, influencing and influenced by technological innovations, led to dramatic shifts in the nature of agriculture and manufacturing. (WXT-2) (WXT-5)
A. Innovations including textile machinery, steam engines, interchangeable parts, canals, railroads, and the telegraph, as well as agricultural inventions, both extended markets and brought efficiency to production for those markets. • steel plow, mechanical reaper, Samuel Slater
B. Increasing numbers of Americans, especially women in factories and low-skilled male workers, no longer relied on semi-subsistence agriculture but made their livelihoods producing goods for distant markets, even as some urban entrepreneurs went into finance rather than manufacturing. • Lowell system, Baldwin Locomotive Works, Anthracite coal mining
II. Regional economic specialization, especially the demands of cultivating southern cotton, shaped settlement patterns and the national and international economy. (PEO-2) (PEO-3) (WXT-2) (WXT-5) (WXT-6)
A. Southern cotton furnished the raw material for manufacturing in the Northeast, while the growth in cotton production and trade promoted the development of national economic ties, shaped the international economy, and fueled the internal slave trade.
B. Despite some governmental and private efforts to create a unified national economy, most notably the American System, the shift to market production linked the North and the Midwest more closely than either was linked to the South.
C. Efforts to exploit the nation’s natural resources led to government efforts to promote free and forced migration of various American peoples across the continent as well as to competing ideas about defining and managing labor systems, geographical boundaries, and natural resources.
III. The economic changes caused by the market revolution had significant effects on migration patterns, gender and family relations, and the distribution of political power. (WXT-2) (WXT-7) (PEO-2) (PEO-3) (ID-5) (ID-6)
A. With the opening of canals and new roads into the western territories, native-born white citizens relocated westward, relying on new community systems to replace their old family and local relationships.
B. Migrants from Europe increased the population in the East and the Midwest, forging strong bonds of interdependence between the Northeast and the Old Northwest.
C. The South remained politically, culturally, and ideologically distinct from the other sections while continuing to rely on its exports to Europe for economic growth.
D. The market revolution helped to widen a gap between rich and poor, shaped emerging middle and working classes, and caused an increasing separation between home and workplace, which led to dramatic transformations in gender and in family roles and expectations.
Teachers have flexibility to use examples such as the following: • cult of domesticity, Lydia Maria Child, early labor unions
E. Regional interests continued to trump national concerns as the basis for many political leaders’ positions on economic issues including slavery, the national bank, tariffs, and internal improvements.
Key Concept 4.3: U.S. interest in increasing foreign trade, expanding its national borders, and isolating itself from European conflicts shaped the nation’s foreign policy and spurred government and private initiatives.
I. Struggling to create an independent global presence, U.S. policymakers sought to dominate the North American continent and to promote its foreign trade. (WOR-5) (WOR-6)
A. Following the Louisiana Purchase, the drive to acquire, survey, and open up new lands and markets led Americans into numerous economic, diplomatic, and military initiatives in the Western Hemisphere and Asia.
Teachers have flexibility to use examples such as the following: • negotiating the Oregon border, annexing Texas, trading with China
B. The United States sought dominance over the North American continent through a variety of means, including military actions, judicial decisions, and diplomatic efforts. • Monroe Doctrine, Webster-Ashburton Treaty
II. Various American groups and individuals initiated, championed, and/or resisted the expansion of territory and/or government powers. (WOR-6) (POL-6)
A. With expanding borders came public debates about whether to expand and how to define and use the new territories. • designating slave/non slave areas, defining territories for American Indians
B. Federal government attempts to assert authority over the states brought resistance from state governments in the North and the South at different times. • Hartford Convention, Nullification crisis
C. Whites living on the frontier tended to champion expansion efforts, while resistance by American Indians led to a sequence of wars and federal efforts to control American Indian populations.
Teachers have flexibility to use examples such as the following: • War Hawks, Indian Removal Act, Seminole Wars
III. The American acquisition of lands in the West gave rise to a contest over the extension of slavery into the western territories as well as a series of attempts at national compromise. (ENV-3) (POL-6)
A. The 1820 Missouri Compromise created a truce over the issue of slavery that gradually broke down as confrontations over slavery became increasingly bitter.
B. As over cultivation depleted arable land in the Southeast, slaveholders relocated their agricultural enterprises to the new Southwest, increasing sectional tensions over the institution of slavery and sparking a broad scale debate about how to set national goals, priorities, and strategies.
Lectures & Courses
Websites & Resources
Chapter 12
Student Learning Objective:
I can evaluate the burst of nationalism that followed the War of 1812.
James Monroe, “Virginia Dynasty,” Henry Clay, American System, National Road, Tariff of 1816, Daniel Webster, John C. Calhoun, Second Bank of the United States, Panic of 1819, Specie, Election of 1820, Tallmadge Amendment, Missouri Compromise, Rush-Bagot Agreement, Treaty of 1818, General Andrew Jackson, Adams-Onís Treaty, Congress of Vienna, John Quincy Adams, Monroe Doctrine
Course Standards - New AP Framework
D. Many white Americans in the South asserted their regional identity through pride in the institution of slavery, insisting that the federal government should defend that institution.
II. Concurrent with an increasing international exchange of goods and ideas, larger numbers of Americans began struggling with how to match democratic political ideals to political institutions and social realities. (CUL-2) (POL-3) (POL-6) (WOR-2)
A. The Second Great Awakening, liberal social ideas from abroad, and Romantic beliefs in human perfectibility fostered the rise of voluntary organizations to promote religious and secular reforms, including abolition and women’s rights.
Teachers have flexibility to use examples such as the following: • Charles G. Finney, Seneca Falls convention, Utopian communities
B. Despite the outlawing of the international slave trade, the rise in the number of free African Americans in both the North and the South, and widespread discussion of various emancipation plans, the United States and many state governments continued to restrict African Americans’ citizenship possibilities. • American Colonization Society, Frederick Douglass
C. Resistance to initiatives for democracy and inclusion included proslavery arguments, rising xenophobia, anti- black sentiments in political and popular culture, and restrictive anti-Indian policies.
III. While Americans celebrated their nation’s progress toward a unified new national culture that blended Old World forms with New World ideas, various groups of the nation’s inhabitants developed distinctive cultures of their own. (ID-1) (ID-2) (ID-5) (CUL-2) (CUL-5)
A. A new national culture emerged, with various Americans creating art, architecture, and literature that combined European forms with local and regional cultural sensibilities. • the Hudson River School, John James Audubon
B. Various groups of American Indians, women, and religious followers developed cultures reflecting their interests and experiences, as did regional groups and an emerging urban middle class.
C. Enslaved and free African Americans, isolated at the bottom of the social hierarchy, created communities and strategies to protect their dignity and their family structures, even as some launched abolitionist and reform movements aimed at changing their status.
Teachers have flexibility to use examples such as the following: • Richard Allen, David Walker, Slave music
Key Concept 4.2: Developments in technology, agriculture, and commerce precipitated profound changes in U.S. settlement patterns, regional identities, gender and family relations, political power, and distribution of consumer goods.
I. A global market and communications revolution, influencing and influenced by technological innovations, led to dramatic shifts in the nature of agriculture and manufacturing. (WXT-2) (WXT-5)
A. Innovations including textile machinery, steam engines, interchangeable parts, canals, railroads, and the telegraph, as well as agricultural inventions, both extended markets and brought efficiency to production for those markets. • steel plow, mechanical reaper, Samuel Slater
B. Increasing numbers of Americans, especially women in factories and low-skilled male workers, no longer relied on semi-subsistence agriculture but made their livelihoods producing goods for distant markets, even as some urban entrepreneurs went into finance rather than manufacturing. • Lowell system, Baldwin Locomotive Works, Anthracite coal mining
II. Regional economic specialization, especially the demands of cultivating southern cotton, shaped settlement patterns and the national and international economy. (PEO-2) (PEO-3) (WXT-2) (WXT-5) (WXT-6)
A. Southern cotton furnished the raw material for manufacturing in the Northeast, while the growth in cotton production and trade promoted the development of national economic ties, shaped the international economy, and fueled the internal slave trade.
B. Despite some governmental and private efforts to create a unified national economy, most notably the American System, the shift to market production linked the North and the Midwest more closely than either was linked to the South.
C. Efforts to exploit the nation’s natural resources led to government efforts to promote free and forced migration of various American peoples across the continent as well as to competing ideas about defining and managing labor systems, geographical boundaries, and natural resources.
III. The economic changes caused by the market revolution had significant effects on migration patterns, gender and family relations, and the distribution of political power. (WXT-2) (WXT-7) (PEO-2) (PEO-3) (ID-5) (ID-6)
A. With the opening of canals and new roads into the western territories, native-born white citizens relocated westward, relying on new community systems to replace their old family and local relationships.
B. Migrants from Europe increased the population in the East and the Midwest, forging strong bonds of interdependence between the Northeast and the Old Northwest.
C. The South remained politically, culturally, and ideologically distinct from the other sections while continuing to rely on its exports to Europe for economic growth.
D. The market revolution helped to widen a gap between rich and poor, shaped emerging middle and working classes, and caused an increasing separation between home and workplace, which led to dramatic transformations in gender and in family roles and expectations.
Teachers have flexibility to use examples such as the following: • cult of domesticity, Lydia Maria Child, early labor unions
E. Regional interests continued to trump national concerns as the basis for many political leaders’ positions on economic issues including slavery, the national bank, tariffs, and internal improvements.
Key Concept 4.3: U.S. interest in increasing foreign trade, expanding its national borders, and isolating itself from European conflicts shaped the nation’s foreign policy and spurred government and private initiatives.
I. Struggling to create an independent global presence, U.S. policymakers sought to dominate the North American continent and to promote its foreign trade. (WOR-5) (WOR-6)
A. Following the Louisiana Purchase, the drive to acquire, survey, and open up new lands and markets led Americans into numerous economic, diplomatic, and military initiatives in the Western Hemisphere and Asia.
Teachers have flexibility to use examples such as the following: • negotiating the Oregon border, annexing Texas, trading with China
B. The United States sought dominance over the North American continent through a variety of means, including military actions, judicial decisions, and diplomatic efforts. • Monroe Doctrine, Webster-Ashburton Treaty
II. Various American groups and individuals initiated, championed, and/or resisted the expansion of territory and/or government powers. (WOR-6) (POL-6)
A. With expanding borders came public debates about whether to expand and how to define and use the new territories. • designating slave/non slave areas, defining territories for American Indians
B. Federal government attempts to assert authority over the states brought resistance from state governments in the North and the South at different times. • Hartford Convention, Nullification crisis
C. Whites living on the frontier tended to champion expansion efforts, while resistance by American Indians led to a sequence of wars and federal efforts to control American Indian populations.
Teachers have flexibility to use examples such as the following: • War Hawks, Indian Removal Act, Seminole Wars
III. The American acquisition of lands in the West gave rise to a contest over the extension of slavery into the western territories as well as a series of attempts at national compromise. (ENV-3) (POL-6)
A. The 1820 Missouri Compromise created a truce over the issue of slavery that gradually broke down as confrontations over slavery became increasingly bitter.
B. As over cultivation depleted arable land in the Southeast, slaveholders relocated their agricultural enterprises to the new Southwest, increasing sectional tensions over the institution of slavery and sparking a broad scale debate about how to set national goals, priorities, and strategies.
Lectures & Courses
- The Old Republicans in the Early 1800s (Brad Birzer)
- Henry Clay: Presidential Contender (Jim Klotter)
Websites & Resources
- Daniel Webster (Library of Congress Collection)
- Henry Clay (Library of Congress Collection)
- John C. Calhoun (Library of Congress Collection)
Due Mon. Nov. 5
Readings #59, 60, 61 and 62 - Do H.A.P. P.Y. for each on Google Classroom
Due Thurs. Nov. 8
Ch. 6-12 Stimulus Exam inclusive
Ch. 12 Guided Notes due.
Due Fri. Nov. 9
Ch. 13 Guided Notes - below
readings on Jackson # 64-67
Readings #59, 60, 61 and 62 - Do H.A.P. P.Y. for each on Google Classroom
Due Thurs. Nov. 8
Ch. 6-12 Stimulus Exam inclusive
Ch. 12 Guided Notes due.
Due Fri. Nov. 9
Ch. 13 Guided Notes - below
readings on Jackson # 64-67
Lesson 5: Jacksonian Democracy 1824-1840
Chapter 13
Student Learning Objective:
I can evaluate the growth of the federal government during the Age of Jackson.
Election of 1824, John Quincy Adams, Andrew Jackson, “Corrupt Bargain,” Election of 1828, Universal White Manhood Suffrage, Spoils System, Democratic Party, Whig Party, Nullification Crisis, “Tariff of Abominations,” “The South Carolina Exposition,” Peggy Eaton Affair, Maysville Road, Hayne-Webster Debate, Tariff of 1832, Nullification Proclamation, Force Bill, Tariff of 1833, Second Bank of the United States, Panic of 1819, McCulloch v. Maryland, Bank War, Nicholas Biddle, “Pet Banks,” Specie Circular, Panic of 1837, Martin Van Buren, Independent Treasury Bill, Five Civilized Tribes , Indian Removal Act, Worcester v. Georgia, Chief Black Hawk, Chief Osceola, Santa Anna, Battle of the Alamo, Sam Houston, Trail of Tears
Course Standards - New AP Framework
Period 5: 1844 – 1877 – IT =13% EXAM= ( Sections 2,3,4,5 = 45%)
As the nation expanded and its population grew, regional tensions, especially over slavery, led to a civil war – the course and aftermath of which transformed American society.
Key Concept 5.1: The United States became more connected with the world as it pursued an expansionist foreign policy in the Western Hemisphere and emerged as the destination for many migrants from other countries.
I. Enthusiasm for U.S. territorial expansion, fueled by economic and national security interests and supported by claims of U.S. racial and cultural superiority, resulted in war, the opening of new markets, acquisition of new territory, and increased ideological conflicts. (ID-2) (WXT-2) (WOR-5) (WOR-6) (ENV-3) (ENV-4)
A. The idea of Manifest Destiny, which asserted U.S. power in the Western Hemisphere and supported U.S. expansion westward, was built on a belief in white racial superiority and a sense of American cultural superiority, and helped to shape the era’s political debates.
B. The acquisition of new territory in the West and the U.S. victory in the Mexican-American War were accompanied by a heated controversy over allowing or forbidding slavery in newly acquired territories.
C. The desire for access to western resources led to the environmental transformation of the region, new economic activities, and increased settlement in areas forcibly taken from American Indians.
D. U.S. interest in expanding trade led to economic, diplomatic, and cultural initiatives westward to Asia.
Teachers have flexibility to use examples such as the following: • clipper ships, Commodore Matthew Perry’s Expedition to Japan, missionaries
II. Westward expansion, migration to and within the United States, and the end of slavery reshaped North American boundaries and caused conflicts over American cultural identities, citizenship, and the question of extending and protecting rights for various groups of U.S. inhabitants. (ID-6) (WXT-6) (PEO-2) (PEO-5) (PEO-6) (POL-6)
A. Substantial numbers of new international migrants — who often lived in ethnic communities and retained their religion, language, and customs — entered the country prior to the Civil War, giving rise to a major, often violent nativist movement that was strongly anti-Catholic and aimed at limiting immigrants’ cultural influence and political and economic power.
Teachers have flexibility to use examples such as the following: • parochial schools, Know-Nothings
B. Asian, African American, and white peoples sought new economic opportunities or religious refuge in the West, efforts that were boosted during and after the Civil War with the passage of new legislation promoting national economic development. • Mormons, The gold rush, the Homestead Act
C. As the territorial boundaries of the United States expanded and the migrant population increased, U.S. government interaction and conflict with Hispanics and American Indians increased, altering these groups’ cultures and ways of life and raising questions about their status and legal rights. • Mariano Vallejo, Sand Creek Massacre, Little Big Horn
Lectures & Courses
Websites & Resources
Chapter 13
Student Learning Objective:
I can evaluate the growth of the federal government during the Age of Jackson.
Election of 1824, John Quincy Adams, Andrew Jackson, “Corrupt Bargain,” Election of 1828, Universal White Manhood Suffrage, Spoils System, Democratic Party, Whig Party, Nullification Crisis, “Tariff of Abominations,” “The South Carolina Exposition,” Peggy Eaton Affair, Maysville Road, Hayne-Webster Debate, Tariff of 1832, Nullification Proclamation, Force Bill, Tariff of 1833, Second Bank of the United States, Panic of 1819, McCulloch v. Maryland, Bank War, Nicholas Biddle, “Pet Banks,” Specie Circular, Panic of 1837, Martin Van Buren, Independent Treasury Bill, Five Civilized Tribes , Indian Removal Act, Worcester v. Georgia, Chief Black Hawk, Chief Osceola, Santa Anna, Battle of the Alamo, Sam Houston, Trail of Tears
Course Standards - New AP Framework
Period 5: 1844 – 1877 – IT =13% EXAM= ( Sections 2,3,4,5 = 45%)
As the nation expanded and its population grew, regional tensions, especially over slavery, led to a civil war – the course and aftermath of which transformed American society.
Key Concept 5.1: The United States became more connected with the world as it pursued an expansionist foreign policy in the Western Hemisphere and emerged as the destination for many migrants from other countries.
I. Enthusiasm for U.S. territorial expansion, fueled by economic and national security interests and supported by claims of U.S. racial and cultural superiority, resulted in war, the opening of new markets, acquisition of new territory, and increased ideological conflicts. (ID-2) (WXT-2) (WOR-5) (WOR-6) (ENV-3) (ENV-4)
A. The idea of Manifest Destiny, which asserted U.S. power in the Western Hemisphere and supported U.S. expansion westward, was built on a belief in white racial superiority and a sense of American cultural superiority, and helped to shape the era’s political debates.
B. The acquisition of new territory in the West and the U.S. victory in the Mexican-American War were accompanied by a heated controversy over allowing or forbidding slavery in newly acquired territories.
C. The desire for access to western resources led to the environmental transformation of the region, new economic activities, and increased settlement in areas forcibly taken from American Indians.
D. U.S. interest in expanding trade led to economic, diplomatic, and cultural initiatives westward to Asia.
Teachers have flexibility to use examples such as the following: • clipper ships, Commodore Matthew Perry’s Expedition to Japan, missionaries
II. Westward expansion, migration to and within the United States, and the end of slavery reshaped North American boundaries and caused conflicts over American cultural identities, citizenship, and the question of extending and protecting rights for various groups of U.S. inhabitants. (ID-6) (WXT-6) (PEO-2) (PEO-5) (PEO-6) (POL-6)
A. Substantial numbers of new international migrants — who often lived in ethnic communities and retained their religion, language, and customs — entered the country prior to the Civil War, giving rise to a major, often violent nativist movement that was strongly anti-Catholic and aimed at limiting immigrants’ cultural influence and political and economic power.
Teachers have flexibility to use examples such as the following: • parochial schools, Know-Nothings
B. Asian, African American, and white peoples sought new economic opportunities or religious refuge in the West, efforts that were boosted during and after the Civil War with the passage of new legislation promoting national economic development. • Mormons, The gold rush, the Homestead Act
C. As the territorial boundaries of the United States expanded and the migrant population increased, U.S. government interaction and conflict with Hispanics and American Indians increased, altering these groups’ cultures and ways of life and raising questions about their status and legal rights. • Mariano Vallejo, Sand Creek Massacre, Little Big Horn
Lectures & Courses
- Andrew Jackson: His Life and Times (HW. Brands)
- Redeeming Martin Van Buren (Ted Widmer)
- The Rise and the Fall of the American Whig Party (Michael F. Holt)
Websites & Resources
- The Papers of Andrew Jackson (Avalon Project Collection)
- The Cherokees vs. Andrew Jackson (Smithsonian Article)
Due Tues., Nov. 13
Readings for Packet #10 due 64-68 (Annotate readings using HAPPY- Historical Context, Audience, Purpose, Point of View, Significance (Why))
Ch. 13 Jocz video
Collaborative organizer for DBQ to be done in Class on Google Classroom.
In class
Discuss readings, Review Jackson DBQ packet, organize documents,
Jocz Ch. 13 and Review guide if time permits.
Due Thurs., Nov. 15
Ch. 14 Guided Notes and finish Google Doc to prepare for Jackson DBQ. We will review on Thurs.
Jocz video review in class.
Due Fri., Nov. 16
DBQ- Jacksonian Democracy - handwritten. Underline complex thesis that answers the prompt but does not restate it, use of historical skills explicitly ("the purpose of this Act, law, etc...was to"), cite docs discreetly (Doc. A); use outside info.
-Pass in New England v. Chesapeake DBQ with Monitoring sheet
In class:
Ch. 14 readings Packet 11- #71, 74, 75, 76 -
Ch.13 Review and Quiz
13_the_rise_of_mass_democracy.doc | |
File Size: | 28 kb |
File Type: | doc |
************************************************************************************************************Lesson 6: The Market Revolution 1790-1860
Chapter 14
Student Learning Objective
I can describe the economic changes that took place in the United States from 1790 to 1860 and I can analyze the effects on the nation.
“Black Forties,” Political Machines, “Tammany Hall,” “Know-Nothing” Party, Samuel Slater, Eli Whitney, Charles Goodyear, Samuel Morse, Elias Howe, Lowell Mills,Commonwealth v. Hunt, Preemption Act of 1830, Homestead Act, John Deere, Cyrus McCormick, “National Road,” Robert Fulton, Governor DeWitt Clinton, Erie Canal, Baltimore and Ohio Railroad, Clipper Ship, Pony Express
Course Resources
Websites & Resources
Chapter 14
Student Learning Objective
I can describe the economic changes that took place in the United States from 1790 to 1860 and I can analyze the effects on the nation.
“Black Forties,” Political Machines, “Tammany Hall,” “Know-Nothing” Party, Samuel Slater, Eli Whitney, Charles Goodyear, Samuel Morse, Elias Howe, Lowell Mills,Commonwealth v. Hunt, Preemption Act of 1830, Homestead Act, John Deere, Cyrus McCormick, “National Road,” Robert Fulton, Governor DeWitt Clinton, Erie Canal, Baltimore and Ohio Railroad, Clipper Ship, Pony Express
Course Resources
Websites & Resources
- Lowell Mill Girls (University of Massachusetts Lowell Website)
Assignments:
Due Tues. Nov. 20
Test corrections for Ch. 6-12 Exam due (Test, scan-tron and corrections)
Ch. 14 Jocz video
Ch. 15 Guided Notes due - GO TO NEXT TAB
REMINDER:
CHANGE OF DATE FOR RESEARCH PAPER - Thesis and Outline with 8-10 Source cards (1 for each source) and 3 Info cards per source (24 - 30 cards) is due Tues. Nov. 13 (returned Nov. 15).
DRAFT FOR PEER REVIEW EDIT IS DUE Mon. NOV. 26. - PRINT OUT
FINAL DRAFT IS DUE WED. NOV. 28 ON TURNITIN.COM AND PRINTED OUT
As you prepare to write your paper, here are some resources to help you in your research:
PLEASE CHECK OUT THESE VIDEOS ....
FOR TIPS ON HOW TO WRITE YOUR PAPER!!!
https://www.youtube.com/watch?v=wCO9GWvq_Kc using note cards in research
writing a research paper fast https://www.youtube.com/watch?v=UiTaxAfIBPg
http://library.nmu.edu/guides/userguides/style_turabian.htm#BOOK
GO TO NEXT TAB
14_forging_the_national_economy.doc | |
File Size: | 31 kb |
File Type: | doc |
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++Assessments:
Chapter quizzes;
Multiple-choice unit test
Essays: 2002 DBQ: Impact on stability of government during the Washington, Adams and Jefferson Administrations
1994 FRQ: Impact of Domestic and Foreign Events of the 1790s
2003 FRQ: Impact of transportation improvements of 1820-1840s
2004 FRQ: Revolution of 1800
1990 DBQ: Jacksonian Democrats
2002 DBQ: Reform movements of Jacksonian Democracy
2006 DBQ: American Motherhood from 1770-1860
2007b FRQ: Immigration experiences from 1830-1860
Chapter quizzes;
Multiple-choice unit test
Essays: 2002 DBQ: Impact on stability of government during the Washington, Adams and Jefferson Administrations
1994 FRQ: Impact of Domestic and Foreign Events of the 1790s
2003 FRQ: Impact of transportation improvements of 1820-1840s
2004 FRQ: Revolution of 1800
1990 DBQ: Jacksonian Democrats
2002 DBQ: Reform movements of Jacksonian Democracy
2006 DBQ: American Motherhood from 1770-1860
2007b FRQ: Immigration experiences from 1830-1860