40
AMSCO Reading Guides for Period 4, 1800-1848 Chapters 7-8-9-10-11 2014-2015 Editions of Richardson Reading Guide Collection A Note to Teachers: Utilizing reading guides has been one of my most successful strategies in APUSH. This 2014-2015 edition reading guide was utilized by many teachers across the country last year, and their feedback along with my own data supports the value of this strategy. Although my students have a college level textbook and other supplements for this course, I strongly encourage my students to use the AMSCO guide regularly throughout the year. It is an optional purchase, and approximately 60-70% of my students will rely on it more than their textbook. It is more manageable than a long, detailed textbook; this is important as many of my students are in multiple advanced classes and extracurricular activities. More information about this recommended resource can be found here. Many of my colleagues require all students to complete reading guides, and that may be a choice you make as well; however, I would like to share my rationale for making them optional. In my experience, many students who enroll in APUSH have strong reading comprehension skills. This means that a percentage of students do not need reading guides to help them take notes and/or process content. By making reading guides mandatory, in my opinion, the teacher is creating busy work for higher level students. Also, making them mandatory increases the likelihood that students will simply “do” the activity, often accompanied by increased rates of copying others’ work. In addition, this strategy does not match with all learning styles; for example, students who are audio-visual may learn and progress better by relying more on video lectures or podcasts rather than reading a book. I incentivize the guides by making them worth bonus points and/or recovery points. I also inform my students that over the years, this strategy has helped students maintain high averages, earn high test scores, and prepare for the AP exam. Each year, 90% (or higher) of students who complete them regularly maintain high grades and pass the exam. Below are my basic purpose and directions included for each guide, but of course feel free to use this guide in whatever way serves your students’ needs best. In this copy, I have removed my personal directions in order to make it simpler for other teachers to utilize. Purpose: This guide is not only a place to record notes as you read, but also to provide a place and structure for reflections and analysis using higher level thinking skills with new knowledge gained from the reading. This guide, if completed in its entirety BOP (Beginning of Period) by the due date will earn up to 10 bonus points. The benefits, however, go far beyond bonus points. Mastery of the course and AP exam await all who choose to process the information as they read/receive. This is an optional assignment, but remember that 92% of students who completed reading guides regularly last year maintained an A average and passed the AP exam! Directions: Pre-Read: Read the prompts/questions within this guide before you read the chapter. Skim: Flip through the chapter and note the titles and subtitles. Look at images and their read captions. Get a feel for the content you are about to read. Read/Analyze: Read the chapter. Highlight key events and people as you read. Remember, the goal is not to “fish” for a specific answer(s) to reading guide questions, but to consider questions in order to critically understand what you read! Write Write your notes and analysis in the spaces provided. Print the guide and complete in INK or use pdfescape or similar program to create your own digital guide which will be saved in your course online notebook. The average student will require 60-90 minutes to read and complete each guide effectively. Students who process information more slowly or struggle to comprehend what they read are encouraged to create a study group where discussion of the text accompanies reading, note taking, and analyzing. These students will likely spent 90-120 minutes per chapter. If you have students who struggle in this way, I suggest having students read and complete the note taking portion on their own (center column of the guide in most cases), then meet with other students the next morning to discuss and complete the analysis questions. Students often completed this step in morning tutoring where I can help coach them in thinking more critically about what they read. I also recommend that you provide your students with a copy of the newly revised framework to accompany their reading. Remind them that the framework is the skeleton of the course, providing many basic concepts as well as explicit terms they must know for success in the course. The new framework can also be used as a simpler guide for note taking and review or for those relying on audio visual resources. You can access this new framework here. These reading guides were written in 2014 to support student reading and comprehension of the 2015 edition of AMSCO’s United States History Preparing for the Advanced Placement Examination by John J. Newman and John M. Schmalbach. It was aligned with the APUSH framework implemented for the redesigned course in 2014. Since then, College Board has revised the redesigned framework. Throughout the 2015-2016 school year, reading guides will be amended and updated to better align with the 2015 College Board ® revisions of the APUSH framework. As these guides are amended, they will be posted on ffapush.com.

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AMSCO Reading Guides for Period 4, 1800-1848 Chapters 7-8-9-10-11 2014-2015 Editions of Richardson Reading Guide Collection

A Note to Teachers: Utilizing reading guides has been one of my most successful strategies in APUSH. This 2014-2015 edition reading guide was

utilized by many teachers across the country last year, and their feedback along with my own data supports the value of this strategy.

Although my students have a college level textbook and other supplements for this course, I strongly encourage my students to use the

AMSCO guide regularly throughout the year. It is an optional purchase, and approximately 60-70% of my students will rely on it more

than their textbook. It is more manageable than a long, detailed textbook; this is important as many of my students are in multiple

advanced classes and extracurricular activities. More information about this recommended resource can be found here.

Many of my colleagues require all students to complete reading guides, and that may be a choice you make as well; however, I

would like to share my rationale for making them optional. In my experience, many students who enroll in APUSH have strong reading

comprehension skills. This means that a percentage of students do not need reading guides to help them take notes and/or process

content. By making reading guides mandatory, in my opinion, the teacher is creating busy work for higher level students. Also, making

them mandatory increases the likelihood that students will simply “do” the activity, often accompanied by increased rates of copying

others’ work. In addition, this strategy does not match with all learning styles; for example, students who are audio-visual may learn and

progress better by relying more on video lectures or podcasts rather than reading a book.

I incentivize the guides by making them worth bonus points and/or recovery points. I also inform my students that over the

years, this strategy has helped students maintain high averages, earn high test scores, and prepare for the AP exam. Each year, 90% (or

higher) of students who complete them regularly maintain high grades and pass the exam.

Below are my basic purpose and directions included for each guide, but of course feel free to use this guide in whatever way

serves your students’ needs best. In this copy, I have removed my personal directions in order to make it simpler for other teachers to

utilize.

Purpose: This guide is not only a place to record notes as you read, but also to provide a place and structure for reflections and analysis using higher level thinking skills with new knowledge gained from the reading. This guide, if completed in its entirety BOP (Beginning of Period) by the due date will earn up to 10 bonus points. The benefits, however, go far beyond bonus points. Mastery of the course and AP exam await all who choose to process the information as they read/receive. This is an optional assignment, but remember that 92% of students who completed reading guides regularly last year maintained an A average and passed the AP exam!

Directions: Pre-Read: Read the prompts/questions within this guide before you read the chapter. Skim: Flip through the chapter and note the titles and subtitles. Look at images and their read captions. Get a feel for the content you are

about to read. Read/Analyze: Read the chapter. Highlight key events and people as you read. Remember, the goal is not to “fish” for a specific answer(s) to reading

guide questions, but to consider questions in order to critically understand what you read! Write Write your notes and analysis in the spaces provided. Print the guide and complete in INK or use pdfescape or similar program to

create your own digital guide which will be saved in your course online notebook.

The average student will require 60-90 minutes to read and complete each guide effectively. Students who process information

more slowly or struggle to comprehend what they read are encouraged to create a study group where discussion of the text accompanies

reading, note taking, and analyzing. These students will likely spent 90-120 minutes per chapter. If you have students who struggle in

this way, I suggest having students read and complete the note taking portion on their own (center column of the guide in most cases),

then meet with other students the next morning to discuss and complete the analysis questions. Students often completed this step in

morning tutoring where I can help coach them in thinking more critically about what they read.

I also recommend that you provide your students with a copy of the newly revised framework to

accompany their reading. Remind them that the framework is the skeleton of the course, providing many basic

concepts as well as explicit terms they must know for success in the course. The new framework can also be

used as a simpler guide for note taking and review or for those relying on audio – visual resources. You can

access this new framework here.

These reading guides were written in 2014 to support student reading and comprehension of the 2015 edition of AMSCO’s United States History Preparing for the Advanced Placement Examination by John J. Newman and John M. Schmalbach. It was aligned with the APUSH framework implemented for the redesigned course in 2014. Since then, College Board has revised the redesigned framework. Throughout the 2015-2016 school year, reading guides will be amended and updated to better align with the 2015 College Board® revisions of the APUSH framework. As these guides are amended, they will be posted on ffapush.com.

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Name:_______________________________________ Class Period:____ Due Date:___/____/____

Guided Reading & Analysis: Jefferson Era, 1800-1816

Chapter 7- The Age of Jefferson, pp 130-143

Reading Assignment: Ch. 7 AMSCO or other resource for content corresponding to Period 4.

Purpose: This guide is not only a place to record notes as you read, but also to provide a place and structure for reflections and analysis using higher level thinking skills with new knowledge gained from the reading.

Basic Directions: Pre-Read: Read the prompts/questions within this guide before you read the chapter. Skim: Flip through the chapter and note the titles and subtitles. Look at images and

their read captions. Get a feel for the content you are about to read. Read/Analyze: Read the chapter. Remember, the goal is not to “fish” for a specific answer(s) to

reading guide questions, but to consider questions in order to critically understand what you read! (Image captured from wikipedia.org)

Write Write your notes and analysis in the spaces provided.

Key Concepts FOR PERIOD 4:

Main Idea: 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.

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.

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.

Section 1: The era begins with the Revolution of 1800! The Election of 1800…aka The Revolution of 1800 Thomas Jefferson – 3rd President of the United States

Election of 1800

Political Party Federalists Democratic-Republican Candidate John Adams Thomas Jefferson

From Massachusetts Virginia Electoral Votes 65 73

Outcome

Lost & bitter

President with Aaron Burr as Vice President

Read the quote from Jefferson’s inaugural Address and the first two paragraphs on page 131. Explain the historical significance of the election and of his call to lead the nation into the next century?

Aaron Burr and Thomas Jefferson received identical electoral votes, so the election was sent to the House of Representatives, which selected T.J. To solve the problem revealed by this, the 12th Amendment was passed in 1804.

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Political/Defensive Mudslinging Significance in the development of American politics

Jefferson is sleeping with his slave! Sally Hemmings Jefferson was under fire by the federalists. He was accused of having illegitimate mulatto children with his one of his slaves, Sally Hemings; His wife had died and he had promised her he would never remarry. (Sally was the half-sister of his wife) He did have a long relationship with Sally (proven with DNA and oral histories), but at the time it was more of a salacious story/rumor. The historical analysis of their relationship varies from true love to abusive master.

Caption: A Philosophic Cock

Most of the political attacks concerning Hemmings came after the election, but Adams did try to capitalize on the rumors by supporting “whispering campaigns” to further spread them.

How damaging do you think this sort of negative campaign was at the time? Do you think the 2012 presidential campaign mudslinging between Obama and Romney was more or less intense? If you are not familiar with some of the mudslinging, check out the brief article at: http://www.usnews.com/debate-club/has-the-dishonesty-in-the-2012-campaign-reached-unprecedented-lows Ross Perot once said, "War has rules, mud wrestling has rules—politics has no rules." What does this reality reveal about American liberty? In the image at left, Jefferson is portrayed as a rooster (cock) and Hemmings as a hen. The rooster was a symbol of revolutionary France. What is the significance of France in the election campaign?

Jefferson is an ATHIEST! Virginia Statute of Religious Freedom Jefferson attempted to separate church and state in Virginia in 1777 and then later the Constitution established that separation for the entire nation. Many devout Christians (mainly in New England where most Federalists were from… mostly Congregationalists / Puritans) saw Jefferson as dangerous. Jefferson was a deist, but that wasn’t publicly known at the time; otherwise he likely would not have been elected.

Why was Jefferson accused of being an atheist, and what does that reveal about politics and culture of the time? When Jefferson won the election, many fearful Congregationalists hid their Bibles. Why would they do that? How did the political mudslinging create such a fear?

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What did America look like in 1800? Highlight British territory yellow,

Highlight Spanish Territory green,

Highlight French Territory blue,

Label the remaining states,

Label Atlantic Ocean & Gulf of Mexico,

Label Ohio River and Mississippi River.

France lost all of its Louisiana Territory in 1763.

Why did they lose it?

Why did Spain gain it?

Why did possession of Louisiana

transfer back to France? (Hint: Google Treaty of Ildefonso)

What did America Look Like in 1803? Label the Pacific and Atlantic Oceans. Label the Gulf of Mexico.

Label the Louisiana Territory and the remaining states, then highlight the United States[ in 1803] yellow.

How did the Haitian Revolution impact this purchase?

“This accession of territory affirms forever the power of the United States,

and I have given England a maritime rival who sooner or later will humble her pride.” Napoleon Bonaparte, 1804

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Section 2 Guided Reading, pp 130-143 As you read the chapter, jot down your notes in the middle column. Consider your notes to be elaborations on the Objectives and Main Ideas presented in the left column. When you finish the section, analyze what you read by answering the question in the right hand column.

1. Overview and Alternate View p. 130

The New Republic Overview The Alternate View

In what ways did the new republic grow and change? 1. 2. 3. 4. 5. 6. 7. 8.

In what ways did the new republic experience increased conflict? 1. 2. 3. 4.

To what extent were the changes in this era positive?

2. The Age of Jefferson, 1800-1816, Jefferson’s Presidency, pp131-136

Key Concepts & Main Ideas

Notes

Analysis

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. Struggling to create an independent global presence, U.S. policymakers sought to dominate the North American continent and to promote its foreign trade

Jefferson’s Presidency… The Louisiana Purchase… U.S. interest in the Mississippi River… Negotiations… Constitutional Predicament…

Explain the significance of Jefferson’s repeal of the whiskey tax. Was the Louisiana Purchase Jeffersonian or Hamiltonian? Strict or Loose? Federalist or Democratic-Republican? How did this purchase impact migration?

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…Jefferson’s Presidency Continued

Key Concepts & Main Ideas

Notes

Analysis

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

Supreme Court decisions sought to assert federal power over state laws and the primacy of the judiciary in determining the meaning of the

Constitution.

Consequences… Lewis and Clark Expedition… John Marshall and the Supreme Court… John Marshall… Case of Marbury v. Madison, 1803 Judicial Impeachments… Jefferson’s Reelection…

How did this purchase impact the multi-ethnic and multi-racial make-up of the United States? After being elected, what did Thomas Jefferson do to reduce the influence of “big government” Federalists? 1. 2. 3. Who won the battle of political ideology, Jefferson and Madison (Democratic-Republicans) or John Marshall (Federalist)? Explain your reasoning. Read “Historical Perspectives: What Caused Political Parties?” on pages 142-143. What are the two prevailing views on why parties formed in the early republic? What evidence from Jefferson’s first term supports the Quids’ assertion that he had abandoned the Democratic-Republican Party? 1. 2. 3.

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Jefferson’s Presidency Continued…

Key Concepts & Main Ideas

Notes Analysis

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.

Supreme

Court

decisions sought to

assert federal

power over

state laws and

the primacy

of the

judiciary in

determining

the meaning

of the

Constitution.

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.

Aaron Burr… Federalist Conspiracy… Duel with Alexander Hamilton… Trial for Treason… Difficulties Abroad… Barbary Pirates… Challenges to U.S. Neutrality… Chesapeake-Leopard Affair… Embargo Act of 1807…

To what extent does the Burr controversy illustrate the impact of territorial expansion? To what extent does it illustrate conflict over politics? To what extent does it illustrate insanity? From the Constitution: Article III, section 3, of the Constitution provides that “Treason against the United States, shall consist only in levying War against them, or in adhering to their Enemies, giving them Aid and Comfort. No Person shall be convicted of Treason unless on the Testimony of two Witnesses to the same overt Act, or on Confession in open Court.” Explain why Burr was not guilty of treason in Marshall’s view. To what extent was Jefferson’s foreign policies similar to those of Washington? Explain. To what extent was Jefferson’s foreign policy successful in keeping the United States neutral? What does the graph show on page 137? Does the graph support your answer?

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3. Madison’s Presidency, pp 137-142

Key Concepts & Main Ideas

Notes

Analysis

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

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.

Madison’s Presidency… The Election of 1808… Commercial Warfare… Nonintercourse Act of 1809… Macon’t Bill No. 2… Napoleon’s Deception… The War of 1812… Causes of War… Free Seas and Trade… Frontier Pressures… War Hawks… Declaration of War…

Was Madison’s foreign policy more successful than Jefferson’s? Why or why not? Explain the British and French viewpoint that neutrality does not guarantee freedom of the seas. Of the 3 main causes of the War of 1812, which was the most significant? Explain your answer. Was the United States justified in declaring war against Great Britain? Why or why not?

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Madison’s Presidency Continued…

Key Concepts & Main Ideas

Notes

Analysis

Struggling to

create an

independent

global presence,

U.S.

policymakers

sought to

dominate the

North American

continent and to

promote its

foreign trade.

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.

A Divided Nation… Election of 1812… Opposition to the War… Military Defeats and Naval Victories… 1. 2. Invasion of Canada… Naval Battles… Chesapeake Campaign… Southern Campaign…

What does the map on page 139 reveal about who supported the war? Which point of opposition to “Mr. Madison’s War” was the most significant to growing sectionalism? Why did so many Americans, going back to the Declaration of Independence and Revolution, believe annexing Canada was a natural expectation? What impact did battles and heroes and song lyrics have on national identity? Explain.

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Madison’s Presidency Continued…

Key Concepts & Main Ideas

Notes

Analysis

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.

The Treaty of Ghent… The Hartford Convention… The War’s Legacy… 1. 2. 3. 4. 5. 6. 7. 8.

Who won the war?

Give three specific pieced of evidence

that support your view:

1.

2.

3.

Give one specific piece of evidence to

support the opposing view:

Why is the War of 1812 sometimes

called “The Second War for

Independence?”

Reading Guide written by Rebecca Richardson, Allen High School

Sources include but are not limited to: 2015 edition of AMSCO’s United States History Preparing for the Advanced Placement Examination, College Board Advanced Placement United States History Framework, UShistory.org, Wkipedia.org, 12th edition of American Pageant, and other sources as cited in document and collected/adapted over 20 years of teaching and collaborating..

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It is emphatically the Province and Duty of the

Judicial Department to Say what the Law is.

Name:_______________________________________ Class Period:____ Due Date:___/____/____

Guided Reading & Analysis: Nationalism and Economic Development, 1816-1848

Chapter 8- Nationalism and Economic Development, pp 150-166

Reading Assignment: Ch. 8 AMSCO or other resource for content corresponding to Period 4.

Purpose: This guide is not only a place to record notes as you read, but also to provide a place and structure for reflections and analysis using higher level thinking skills with new knowledge gained from the reading.

Basic Directions: Pre-Read: Read the prompts/questions within this guide before you read the chapter. Skim: Flip through the chapter and note the titles and subtitles. Look at images and their

read captions. Get a feel for the content you are about to read. Read/Analyze: Read the chapter. Remember, the goal is not to “fish” for a specific answer(s) to

reading guide questions, but to consider questions in order to critically understand what you read!

Write Write your notes and analysis in the spaces provided.

(Image captured from ushistory.org) Key Concepts FOR PERIOD 4:

Main Idea: 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.

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.

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.

Section 1: The era begins with the end of the War of 1812 (1815) & the election of James Monroe (1816)

Remember the most significant thing to know about a war is the cause and effect…

THE WAR OF 1812 (1812-1814)

A. Causes

1. Impressment of American sailors

2. Problems with Indians in the Ohio River Valley

3. England continued to maintain forts on frontier

4. Agricultural depression

5. War Hawks (Calhoun and Clay) wanted to expand to

Canada and were anti-British

B. Results

1. The status quo was maintained in the Treaty of Ghent

(1815)

2. Increased nationalism

3. Increased manufacturing

4. Freedom of the seas restored

5. Andrew Jackson and William Henry Harrison became

war heroes

Read the quote from Hezekiah Niles on page 150. Based on this quote, what is a defining characteristic of the Era of Good Feelings?

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Section 2 Guided Reading, pp 150-166 As you read the chapter, jot down your notes in the middle column. Consider your notes to be elaborations on the Objectives and Main Ideas presented in the left column. When you finish the section, analyze what you read by answering the question in the right hand column.

1. The Era of Good Feelings pp 155-153

Key Concepts & Main Ideas

Notes

Analysis

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.

A new national culture

emerged, with various

Americans creating art,

architecture, and

literature that combined

European forms with

local and regional

cultural sensibilities.

Regional economic

specialization,

especially the demands

of cultivating southern

cotton, shaped

settlement patterns and

the national and

international economy

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.

The Era of Good Feelings… James Monroe… Cultural Nationalism… Economic Nationalism… Tariff of 1816… Henry Clay’s American System… The Panic of 1819…

To what extent was this era “good?” James Monroe was the last of the Virginia Dynasty. Who else was a member of this group? Explain how Parson Mason Weems’ fictional story of a young George Washington chopping down a cherry tree and then not being able to tell his father a lie when confronted about it illustrates a cultural trend of the time. How did the tariff of 1816 differ from the tariff in Hamilton’s Plan during the early 1790s? Was Henry Clay more Hamiltonian or Jeffersonian? Explain your answer. Why did Monroe veto road and canal projects? How did the panic of 1819 impact American voters?

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…Era of Good Feelings Continued

Key Concepts & Main Ideas

Notes

Analysis

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.

Political Changes… Changes in the Democratic-Republican Party…

Although the nation was united under a single political party, division emerged resulting in the eventual development of new parties. Compare the causes of these divisions to the causes of the Hamilton and Jefferson division leading to the first two party system in the 1790s. To what extent were these forces similar?

2. Marshall’s Supreme Court and Central Government Powers pp 153-154

Key Concepts & Main Ideas

Notes

Supreme

Court

decisions sought to

assert

federal

power over

state laws

and the

primacy of

the judiciary

in

determining

the meaning

of the

Constitution.

Marshall’s Supreme Court and Central Government Powers… identify the cases by writing the names in the circles

Explain why these decisions are “landmark.”

1803

Georgia legislature canceled contract that granted land to speculators as part of bribe. S. Court ruled deal was legal and the state couldn’t nullify it even if it was gained with bribe. Significance of Ruling: established the principle that state laws are invalid when in conflict with the Constitution

1824

1821

Maryland wanted to tax branch of national bank. Court ruled against state. Significance of Ruling: upheld the right of Congress to charter a national bank, thus putting into national law the doctrine of implied powers.

The state had tried and imprisoned people for illegally selling lottery tickets. Court ruled the state had the right to enforce the law which had not conflicted with the Constitution. Significance of Ruling: State courts must submit to federal jurisdiction and the federal court has the right to judicial review of state supreme court decisions

State had given navigation monopoly which controlled waterways in NY. Court ruled monopoly unconstitutional because states cannot control trade. Significance of Ruling: gave the national government undisputed control over interstate commerce …This freed internal transportation from state restraint. (year in AMSCO is typo, it’s 1824)

Appointment of midnight justices by John Adams rejected by Jefferson. Supreme Court decided constitutionality of Judiciary Act. Court ruled delivery of appointments not duty of court and declares Judiciary Act unconstitutional. Significance of Ruling: gave the Court the power of judicial review

1810

1816

State wanted to make Dartmouth public school; charter was from King George III for private. Court rules charter cannot be changed by state. Significance of Ruling: by forbidding the state legislature to alter the college charter, established the principle that charters were contracts which could not be impaired.

Loyalist, Fairfax, had his land seized after Revolutionary War. He left land to relative following his death but Virginia seized it. Court overturned state court ruling. Jay’s Treaty and Treaty of Paris both stated loyalist land would be returned. Significance of ruling: confirmed the Supreme Court's right to overrule a state court.

1819

1819

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3. Western Settlement and the Missouri Compromise, pp 154-157

Key Concepts & Main Ideas

Notes

Analysis

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

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.

The 1820

Missouri

Compromise created a truce over the issue of

slavery that

gradually broke

down as

confrontations

over slavery became

increasingly

bitter.

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.

Western Settlement and the Missouri Compromise… Reasons for Westward Movement… Acquisition of American Indians’ Lands… Economic Pressures… Improved Transportation… Immigrants… New Questions and Issues… 1. 2. 3. Missouri Compromise… Tallmadge Amendment… 1. 2. Clay’s Proposals… 1. 2. 3. Aftermath…

To what extent was westward expansion responsible for increasing sectional conflict? Explain your answer. Explain how a 19th century America pioneer would view “acquiring American Indian land” as justifiable. Consider the culture clash of Americans and American-Indians. Support, refute, or modify the following statement: Henry Clay was the Great Pacificator and the Great Compromiser. Thomas Jefferson’s reaction to the Missouri Compromise included, "But, as it is, we have the wolf by the ear, and we can neither hold him, nor safely let him go. Justice is in one scale, and self-preservation in the other." (recorded at his home, Monticello, Virginia, 22 April 1820) Explain the point Jefferson is making. Did he see the Missouri Compromise as a success?

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Map Break!

1. Label Mexico (independent in 1821), Oregon Territory, British North America (Canada),

Unorganized Territory, Arkansas Territory, Florida Territory, Michigan Territory, and the individual United States in 1821.

2. Label Pacific Ocean, Atlantic Ocean, and Gulf of Mexico. 3. Color free states in 1821 one color. 4. Color slave states in 1821 another color. 5. Use a yellow highlighter to mark the Missouri Compromise line of 1820. 6. Use a green highlighter to mark the Adams-Onis Treaty Line of 1819.

7. Color the territories where slavery was prohibited according to the Missouri Compromise a third color.

8. Color the territories where slavery was allowed according to the Missouri Compromise a fourth color.

9. Create a key using the box provided.

Missouri Compromise Line

Adams-Onis Treaty Line

Free States

Slave States

Free Territories (U.S. Only)

Slave Territories (U.S. Only)

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4. Foreign Affairs, pp 157-159

Key Concepts & Main Ideas

Notes

Analysis

Struggling to

create an

independent

global presence,

U.S.

policymakers

sought to

dominate the

North American

continent and to

promote its

foreign trade.

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.

Foreign Affairs… Canada… Rush-Bagot Agreement (1817)… Treaty of 1818… 1. 2. 3. Florida… Jackson’s Military Campaign… Florida Purchase Treaty (1819)…

Explain why President Monroe and Secretary of State John Quincy Adams pursued a more aggressive foreign policy. To what extent were relations between the United States and Great Britain more positive in the Era of Good Feelings than they were during the 1780s and 1790s. Provide evidence to back up your assertion. What was more significant to the growth and development of the United States, John Quincy Adams’s accomplishments as Secretary of State or the military accomplishments of General Andrew Jackson? Explain your answer.

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Foreign Policy Continued…

Key Concepts & Main Ideas

Notes

Analysis

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.

The U.S. sought

dominance over

the North

American

continent through a variety

of means,

including

military actions,

judicial

decisions, and

diplomatic

efforts.

The Monroe Doctrine… British Initiatives… American Response 1. 2. The Doctrine… Impact…

With the issuance of the Monroe Doctrine, was America a world power? Explain your reasoning.

5. A National Economy, pp 159-164

Key Concepts & Main Ideas

Notes

Analysis

The economic

changes caused

by the market

revolution had

significant

effects on

migration

patterns, gender

and family

relations, and the

distribution of

political power.

A National Economy… Population Growth…

Look at the graph on page 160. Compare the population in 1840 to the population in 1790. Go beyond the numbers.

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A National Economy Continued…

Key Concepts & Main Ideas

Notes

Analysis

The economic

changes caused by

the market

revolution had

significant effects

on migration

patterns, gender

and family

relations, and the

distribution of

political power.

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.

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.

Transportation… Roads… Canals… Steamboats… Railroads… Growth of Industry… Mechanical Inventions…

Corporations for Raising Capital… Factory System… Labor… Unions…

What is one key difference between the Lancaster Turnpike and the Cumberland Road? Defend the following statement: The Canal System had a negative impact on the South.

Which innovation in transportation had the greatest impact on economic growth? Defend your answer.

Who had a greater impact on industrial development, Samuel Slater or Eli Whitney? Defend your answer.

Thomas Jefferson and John Adams both died on July 4th 1826. Had they lived to see the growth of northern factories including the Lowell System, how might they have responded?

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A National Economy Continued…

Key Concepts & Main Ideas

Notes

Analysis

The economic

changes caused by

the market

revolution had

significant effects

on migration

patterns, gender

and family

relations, and the

distribution of

political power.

The South remained

politically,

culturally, and

ideologically

distinct from the

other sections,

while continuing to

rely on its exports

to Europe for

economic growth.

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.

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.

Commercial Agriculture… Cheap Land and Easy Credit… Markets… Cotton and the South… Effects of the Market Revolution… Women… Economic and Social Mobility… Slavery… Population of Enslaved African Americans chart…

Alexis de Tocqueville's theory of Democracy as communicated in Democracy in America (written in the 1830s) included the principle that democracy (and its success in terms of the nation) required equality of conditions and potential for mobility. To what extent did America have equality of conditions? Explain your answer. Explain why the Founders’ prediction that slavery would peter out and die failed to happen during the early 1800s. Had they known the future, would they have fought harder to end slavery in the 1770s and 1780s? Explain your rationale. Read Historical Perspectives on pp 165-166. Support or Refute the viewpoint that Thomas Jefferson inspired the Monroe Doctrine.

Reading Guide written by Rebecca Richardson, Allen High School Sources include but are not limited to: 2015 edition of AMSCO’s United States History Preparing for the Advanced Placement Examination,

College Board Advanced Placement United States History Framework, and other sources as cited in document and collected/adapted over 20 years of teaching and collaborating..

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Name:_______________________________________ Class Period:____ Due Date:___/____/____

Guided Reading & Analysis: Sectionalism 1820-1860

Chapter 9- Sectionalism, pp 173-183

Reading Assignment: Ch. 9 AMSCO or other resource for content corresponding to Periods 4 [and 5].

Purpose: This guide is not only a place to record notes as you read, but also to provide a place and structure for reflections and analysis using higher level thinking skills with new knowledge gained from the reading.

Basic Directions: Pre-Read: Read the prompts/questions within this guide before you read the chapter. Skim: Flip through the chapter and note the titles and subtitles. Look at images and

their read captions. Get a feel for the content you are about to read. Read/Analyze: Read the chapter. Remember, the goal is not to “fish” for a specific answer(s) to

reading guide questions, but to consider questions in order to critically understand what you read! (Image captured from theguardian.com)

Write Write your notes and analysis in the spaces provided.

Key Concepts FOR PERIOD 4:

Main Idea: 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.

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.

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.

Section 1 Guided Reading, pp 173-183 As you read the chapter, jot down your notes in the middle column. Consider your notes to be elaborations on the Objectives and Main Ideas presented in the left column. When you finish the section, analyze what you read by answering the question in the right hand column.

1. The North pp 173-176

Key Concepts & Main Ideas

Notes

Analysis

Regional economic

specialization,

especially the demands

of cultivating southern

cotton, shaped

settlement patterns and

the national and

international economy

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.

Read the first two paragraphs on page 173. Why was the nation fragile? What does Daniel Webster refer to in his quote at the top of the page? The North… 1. 2. The Industrial Northeast…

What is the key difference between the Northeast and the Northwest? Explain the historical significance of Commonwealth v. Hunt. Consider broad context.

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…The North Continued

Key Concepts & Main Ideas Notes

Analysis

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.

Global market and

communications revolution,

influencing and influenced by

technological innovations, led to

dramatic shifts in the nature of

agriculture and manufacturing .

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.

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.

The economic changes caused by

the market revolution had

significant effects on migration

patterns, gender and family

relations, and the distribution of

political power.

Migrants from Europe increased

the population in the East and the

Midwest, forging strong bonds of

interdependence between the

Northeast and the Old Northwest.

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.

Organized Labor… Urban Life… African Americans… The Agricultural Northwest… Agriculture… New Cities… Immigration…

Identify three reasons why improving working conditions was difficult. 1) 2) 3) Look at the chart on page 174. By 1860, how had economic development worsened sectionalism? The two main reasons the Old Northwest (Ohio Valley) became closely connected to the Northeast were: 1) 2) How did innovations impact agriculture and market connections? List the causes of the surge in immigration. 1) 2) 3)

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The North Continued…

2. The south, pp 177-181

Key Concepts & Main Ideas

Notes

Analysis

The economic

changes caused

by the market

revolution had

significant

effects on

migration

patterns, gender

and family

relations, and

the distribution

of political

power.

Migrants from

Europe

increased the

population in

the East and the

Midwest,

forging strong

bonds of

interdependence

between the

Northeast and

the Old

Northwest.

Irish…

Germans…

Nativists…

Compare and contrast the Irish and German immigrants. Similarities: Differences: How did immigration impact northern, free blacks? (see the top of page 175) How is this wave of immigrants in the 1840s and 1850s similar to or different from our modern wave of immigrants? (Other Context)

Key Concepts & Main Ideas

Notes

Analysis

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.

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.

The South… Agriculture and King Cotton… Slavery, the “Peculiar Institution” …

Look at the maps on page 177. What do these maps reveal about the growth of agriculture and industry in the first half of the 19th century? What was the chief economic connection between south and north?

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The South Continued…

Key Concepts & Main Ideas

Notes

Analysis

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.

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.

The South remained politically,

culturally, and

ideologically

distinct from the

other sections, while

continuing to rely

on its exports to

Europe for

economic growth.

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.

Population… Economics… Slave Life… Resistance… Free African Americans… White Society… Aristocracy… Farmers… Poor Whites… Mountain People… Cities..

Look at the map on page 179. How was slavery increasing despite importation being banned in 1809? What do Denmark Vessey and Nat Turner have in common with the leaders of the colonial era Stono Rebellion? Motivation… Impact of rebellions…

Why did approximately half of free blacks choose to remain in the south when many northern states had outlawed slavery? To what extent did Southern society constitute a social hierarchy? Using the illustration of a pyramid, explain how society was organized in the South. Include free blacks as well as the groups outlined on page 180. How much social mobility was there?

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The South Continued…

Key Concepts & Main Ideas

Notes

Analysis

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.

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 U.S. and

many state

governments

continued to

restrict African

Americans’

citizenship

possibilities.

Southern Thought… Code of Chivalry… Education…

Religion…

Food for thought: Colonel is still a badge of honor in the South. Colonel Sanders, for example, proudly embraced his title given to him in Kentucky (a southern state, although “border state” in the war). He was named Colonel in the 1930s, so the romance lives on.(no he never served in the military)

Another Kentucky Colonel? Muhammad Ali. Times change!

(images captured from kfc.com and wallart.com)

Sir Walter Scott was a favorite author of many elite southerners. He wrote many books of chivalry and feudal society that plantation elite identified with. Accused by Mark Twain of having a hand in the Civil War, Scott supposedly aroused southerners to fight for a deteriorating social structure. “It was Sir Walter that made every gentleman in the South a Major or a Colonel, or a General or a Judge, before the war; and it was he, also, that made those gentlemen value their bogus decorations. For it was he that created rank and caste down there, and also reverence for rank and caste, and pride and pleasure in them. Enough is laid on slavery, without fathering upon it these creations and contributions of Sir Walter. Sir Walter had so large a hand in making Southern character, as it existed before the war, which he is in great measure responsible for the war.”

Mark Twain - Life on the Mississippi.

What does this reveal about Southern culture? Local Context: Broad Context: Other Context:

How did religion impact sectional tensions?

3. The West, pp 181-182

Key Concepts & Main Ideas

Notes

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.

The West… In Colonial Era: In the Revolutionary Era: In 1803: After the Civil War:

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The West Continued…

Key Concepts & Main Ideas

Notes

Analysis

The economic

changes caused by the

market revolution had significant effects

on migration patterns,

gender

and family relations,

and the distribution of

political power.

With expanding

borders came public

debates about whether

to expand and how to

define and use the new

territories.

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.

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.

American Indians… Exodus… Life on the Plains… The Frontier… Mountain Men… White Settlers on the Western Frontier… Women… Environmental Damage…

How did the Columbian Exchange impact American Indians living on the plains? Compare and contrast the mountain men and pioneers of the 19th century to the French fur traders of the 17th and 18th centuries. Motivations: Interaction with Natives: Impact on environment:

Were they more alike or different?

4. Historical Perspectives, pp 183-184…

What was the nature of slavery? Then… (before 1950s)

What was the nature of slavery? Now… (modern view)

Reading Guide written by Rebecca Richardson, Allen High School Sources include but are not limited to: 2015 edition of AMSCO’s United States History Preparing for the Advanced Placement Examination,

College Board Advanced Placement United States History Framework, and other sources as cited in document and collected/adapted over 20 years of teaching and collaborating..

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Name:_______________________________________ Class Period:____ Due Date:___/____/____

Guided Reading & Analysis: The Age of Jackson, 1824-1844

Chapter 10- Era of the Common Man pp 191-200

Reading Assignment: Ch. 10 AMSCO or other resource for content corresponding to Period 4.

Purpose: This guide is not only a place to record notes as you read, but also to provide a place and structure for reflections and analysis using higher level thinking skills with new knowledge gained from the reading.

Basic Directions: Pre-Read: Read the prompts/questions within this guide before you read the chapter. Skim: Flip through the chapter and note the titles and subtitles. Look at images and

their read captions. Get a feel for the content you are about to read. Read/Analyze: Read the chapter. Remember, the goal is not to “fish” for a specific answer(s) to

reading guide questions, but to consider questions in order to critically understand what you read!

Write Write your notes and analysis in the spaces provided.

(image capturerd from motherjones.com)

Key Concepts FOR PERIOD 4:

Main Idea: 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.

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.

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.

Section 1 Connecting the Era of Good Feelings to the Age of Jackson Read the summary below. Highlight main ideas.

The War of 1812 ended many of the problems that had plagued the United States since the Revolution. The nation’s independence was confirmed. The long war

between Britain and France was over, and with it the need for America to maintain difficult neutrality. The war had convinced Democratic-Republicans that, for the nation’s security, they must protect American industry through tariffs — taxes on imported goods. The Democratic (or Jeffersonian) Republicans even chartered a new national bank to control the nation’s supply of money, something they had vigorously opposed only twenty years before. The Federalist Party, meanwhile, had discredited itself through its opposition to the war (Hartford Convention & Resolutions). As the Jeffersonian Republicans co-opted Federalist positions, the Federalist Party withered away and became essentially extinct outside of New England.

James Monroe presided over the so-called “Era of Good Feelings,” but one-party rule masked serious differences of opinion.

In the elections of 1816, the first after the war’s end, the Republicans took complete control of the federal government. James Monroe succeeded James Madison as President, and the Jeffersonian Republicans won 146 of 185 seats (78%) in the House of Representatives. By Monroe’s second term in office — which he won almost unanimously — the Federalists were reduced to only 4 seats in the U.S. Senate. Monroe’s administration became known as the “Era of Good Feelings” because there was so little opposition to him or to his policies.

Election of 1824…But this one-party system masked real differences in opinion. In 1824, four candidates were nominated to succeed Monroe as

President, all calling themselves Democratic-Republicans: the war hero Andrew Jackson, Speaker of the House Henry Clay, Secretary of State John Quincy Adams (pictured), and Secretary of the Treasury William Crawford. None of the candidates won a majority of the electoral vote, and so election was decided by the House of Representatives. Clay had great influence as Speaker of the House, and he threw his support to Adams — some said, in exchange for Adams’ promise to make Clay his Secretary of State. Jackson had won the most electoral votes and the greatest share of the popular vote, and his supporters, who had expected him to be confirmed by the House as President, called this partnership between Adams and Clay a “corrupt bargain.” During Adams’ administration, his supporters, who included many former Federalists, began to call themselves “National Republicans” to show their support for a strong national government that would promote commerce, support education, and fund roads and canals. But Adams was not particularly popular. In contrast, Jackson was extremely popular, having won national fame as hero of the Battle of New Orleans in the War of 1812 and later in wars against American Indians in Florida. He was also backed by a well-orchestrated political organization. Jackson’s followers formed the Democratic Party, claiming to be the true successors of Jefferson’s Democratic-Republican Party. Like their predecessors, the Democrats believed in small, decentralized government.

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Section 2 Guided Reading, pp 191-200 As you read the chapter, jot down your notes in the middle column. Consider your notes to be elaborations on the Objectives and Main Ideas presented in the left column. When you finish the section, analyze what you read by answering the question in the right hand column.

1. Jacksonian Democracy pp 191-194

Key Concepts & Main Ideas

Notes

Analysis

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.

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.

Jacksonian Democracy… The Rise of a Democratic Society… Politics of the Common Man… Universal Male Suffrage… Party Nominating Conventions… Popular Election of the President… Two-Party System… Rise of Third Parties… More Elected Offices… Popular Campaigning… Spoils System and Rotation of Officeholders…

Read the first paragraph on page 191. List the three competing viewpoints of Jackson and the emergence of popular politics. 1. 2. 3. In what ways did Jacksonian Democracy differ from the original republicanism of the Framer’s generation? 1. 2. 3. To what extent were these differences signs of improving American democracy? One piece of evidence supporting your answer: One piece of evidence supporting the opposing view:

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2. Jackson Versus Adams, pp193-194

Key Concepts & Main Ideas

Notes

Analysis

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.

Jackson Versus Adams… The Election of 1824… President John Quincy Adams… The Revolution of 1828…

Before answering the questions for this section, turn to page 199-200 and read “Historical Perspectives.” To what extent was the election of 1828 a “revolution?” Traditional View… Opposing Whig View…

Arthur M. Schlesinger Jr.’s view… Contemporary historians… Recent historians…

Which election was a more significant “revolution” in American politics, 1800 or 1828? Explain your view. Defend your answer with three pieces of specific historical evidence. 1. 2. 3.

3. The Presidency of Andrew Jackson, pp 195-197

Key Concepts & Main Ideas

Notes

Analysis

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.

The Presidency of Andrew Jackson…

Presidential Power…

Peggy Eaton Affair…

Support or refute Andrew Jackson’s claim that Indian removal was done in the best interest of American Indians. One piece of evidence supporting your answer: One piece of evidence supporting the opposing view: How did the death of Rachel Jackson impact the President?

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The Presidency of Andrew Jackson Continued…

Key Concepts & Main Ideas

Notes

Analysis

Resistance to initiatives for democracy and inclusion

included restrictive anti-

Indian policies.

Supreme Court decisions sought to assert federal power over state laws and the

primacy of the judiciary in

determining the meaning of the Constitution.

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.

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.

Indian Removal Act (1830)…

Trial of Tears…

Nullification Crisis… 1828… 1830… 1832… 1833… Compromise Tariff passed after collaboration between John C. Calhoun and Henry Clay, ending Nullification Crisis

What impact did John Marshall and the Supreme Court have on Indian policy? Explain. Who had greater power in this era, the Supreme Court or the Executive Branch? Explain.

What other accomplishment in compromise did Henry Clay have (in addition to the Compromise Tariff of 1833) during this Antebellum Era?

Have you figured it out yet? ….. The first major problem Jackson faced as President Nullification Crisis

Before you continue, make sure you thoroughly understand this conflict.

Continued on next page…

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To what extent did each of the following serve as precedents for the Ordinance of Nullification?

Prior Events Definition/Description of Event/Document Extent to which it served as precedent to Ordinance of Nullification

Articles of Confederation

__________________ extent, because… (list two reasons) (large or small)

1. 2.

Whiskey Rebellion

__________________ extent, because… (list two reasons) (large or small)

1. 2.

Virginia and Kentucky Resolutions

__________________ extent, because… (list two reasons) (large or small)

1. 2.

Hartford Resolutions

__________________ extent, because… (list two reasons) (large or small)

1. 2.

The second major problem Jackson faced as President the Second BUS BACKGROUND: Today, the federal government has such power and influence over the nation’s economy that it may be difficult to understand why people were so strongly opposed to a national bank. The first Bank of the United States had been chartered in 1791, under the leadership of Alexander Hamilton. It was a private corporation, only partially owned by the government, and its profits went to stockholders. But the bank had three important and unique privileges. First, the federal government deposited all tax receipts into the bank. Second, the bank made short-term loans to the government. Third, and most important, the national bank refused to accept notes from other banks in individual states unless those banks had enough gold and silver to back up their paper. At that time, all official U.S. money was in coin, but banks issued “bank notes” — pieces of paper with a promise to pay a stated value in gold or silver when they were redeemed or brought back to the bank. These notes could be traded for goods and services, and so they functioned as paper money. If banks issued too much paper money, though, inflation would result — prices would rise, and the dollar would be worth less — and if the banks did not have the assets to back up their promises, people would be left holding worthless paper, the financial system could crash. To Republicans, though, the bank seemed elitist. Private stockholders earned interest on government deposits. And in the South and West, money had always been in short supply (remember the protests of the Regulators). Southerners and westerners believed that the development of their regions depended on access to money and credit — which the national bank did not give them. The bank’s charter expired in 1811, and the Republican Congress did not renew it. But the result was just what Hamilton had feared — inflation and confusion over the value of bank notes. To provide for a sound national currency, Congress chartered a second bank of the United States in 1816, again for twenty years. And again, it was resented as elitist — by state and local bankers who resented its privileges, and by people in new states and territories who needed access to money and credit. When Congress voted to renew the bank’s charter early, President Jackson vetoed the bill with a speech railing against monopoly and privilege. Until that time, presidents had rarely used the veto to override the wishes of Congress. But his veto was popular, and after his re-election in 1832, he issued an executive order ending the deposit of government funds into the Bank of the United States. By issuing an executive order, he was essentially refusing to enforce the act of Congress that had chartered the bank. Jackson’s acts served as precedents that would concentrate power in the executive branch. This began the Bank War. (In the political cartoon, The cartoon shows Jackson as a king trampling on both the U.S. Bank and the Constitution. He olds a veto in his hand.)

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The Presidency of Andrew Jackson Continued…

Key Concepts & Main Ideas

Notes

Analysis

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.

Bank Veto …

Was Andrew Jackson more “Jeffersonian” or “Hamiltonian?” Explain. One specific piece of evidence to support your answer: One specific piece of evidence to refute your answer:

4. The Two Party System, pp 197-199

Key Concepts & Main Ideas

Notes

Analysis

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.

The Two-Party System…

Support or refute the assertion that the Second Two Party System was created by those who supported Jackson versus those who opposed Jackson.

SECOND TWO-PARTY SYSTEM OVERVIEW

Democrats v. Whigs, 1836 - 1850

Democrats Whigs

1. The party of tradition.

2. Looked backward to the past. 3. Spoke to the fears of Americans

4. Opposed banks and corporations as. state-legislated economic privilege.

5. Opposed state-legislated reforms and preferred individual freedom of choice.

6. Were Jeffersonian agrarians who favored farms and rural independence and

the right to own slaves. 7. Favored rapid territorial expansion over space by purchase or war.

8. Believed in progress through external growth.

9. Democratic ideology of agrarianism, slavery, states rights, territorial expansion was favored in the South.

1. The party of modernization.

2. Looked forward to the future. 3. Spoke to the hopes of Americans.

4. Wanted to use federal and state government to promote economic growth,

especially transportation and banks. 5. Advocated reforms such as temperance and public schools and prison reform.

6. Were entrepreneurs who favored industry and urban growth and free labor.

7. Favored gradual territorial expansion over time and opposed the Mexican War.

8. Believed in progress through internal growth

9. Whig ideology of urbanization, industrialization, federal rights, commercial expansion was favored in the North.

Look at the chart on page 198. Who supported the Democratic Party? Who supported the Whig Party?

What was the most significant point of conflict between these parties?

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MID-19TH CENTURY POLITICAL CRISIS Disputes over slavery in the territories first erode, then destroy what had become America's second two-party system.

The erosion began in the 1840s as various factions opposed to the post-Jackson Democratic political coalition begin to form.

Third parties reveal conflicts. The third two-party system will solidify in the 1850s.

THIRD PARTIES

Anti-Masonic Party

1. Fear of cults, fear of freemasons, fear of secret societies and fraternities

2. The first third party in America

3. Introduced nominating parties and conventions which were embraced by the main parties

4. More regional, starting in NY, in New England, most blended into American Party

The Anti-Masonic Party first appeared in the 1832 presidential elections. This party opposed the influence and secrecy of the Masonic order, a private group renowned for its many famous members. The ideals of the Anti-Masonics were similar to those of the Jacksonians, but since Jackson was himself a member of the Masonic order, the Anti-Masonic party was essentially an anti-Jackson party.

Liberty Party Free Soil Party

1. Run abolitionist candidate James Birney, for president in

1844.

2. Won only 2% of the vote but drew votes from the Whigs,

especially in New York.

1. Not abolitionist but opposed to expansion of slavery in the

territories.

2. Won 10% of the popular vote with Martin Van Buren as their

candidate in 1848.

3. Lost 50% of their support in 1852 when their candidate

repudiated the Compromise of 1850

Whigs American Party

Split over slavery into:

1. Southern, "Cotton" Whigs who eventually drifted into the

Democratic Party.

2. Northern, "Conscience" Whigs who moved to new parties,

i.e. Free Soil and, later, into the Republican Party.

1. Popularly known as the "Know Nothing" Party.

2. Nativist party based on opposition to immigration and on

temperance.

3. Run Millard Fillmore in 1856 and win 21% of the popular

vote.

4. Absorbed into the Republican Party after 1856.

What were the three main issues that led to the creation of third parties during this Antebellum Era?

1. 2. 3.

The Two Party System Continued…

Key Concepts & Main Ideas

Notes

Analysis

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.

Jackson’s Second Term…

Pet Banks… Specie Circular… The Election of 1836…

Explain the economic impact of Jackson’s Bank Veto, Bank War, and Specie Circular.

In what way does the election of 1836 illustrate the spoils system?

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Key Concepts & Main Ideas

Notes

Analysis

J.

K. 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.

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.

President Van Buren and the Panic of 1837… The “Log Cabin and Hard Cider” Campaign of 1840…

Define laissez-faire economics: Explain how the election of 1840 illustrates the changing politics of the Era of the Common Man. How did the death of President Harrison impact the Whig Party?

Reading Guide written by Rebecca Richardson, Allen High School Sources include but are not limited to: 2015 edition of AMSCO’s United States History Preparing for the Advanced Placement Examination,

College Board Advanced Placement United States History Framework, and other sources as cited in document and collected/adapted over 20 years of teaching and collaborating..

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Name:_______________________________________ Class Period:____ Due Date:___/____/____

Guided Reading & Analysis: Society, Culture, and Reform 1820-1860

Chapter 11- Social Changes in Antebellum America pp 207-217

Reading Assignment: Ch. 11 AMSCO or other resource for content corresponding to Periods 4 [and 5].

Purpose: This guide is not only a place to record notes as you read, but also to provide a place and structure for reflections and analysis using higher level thinking skills with new knowledge gained from the reading.

Basic Directions: Pre-Read: Read the prompts/questions within this guide before you read the chapter. Skim: Flip through the chapter and note the titles and subtitles. Look at images and

their read captions. Get a feel for the content you are about to read. Read/Analyze: Read the chapter. Remember, the goal is not to “fish” for a specific answer(s) to

reading guide questions, but to consider questions in order to critically understand what you read!

Write Write your notes and analysis in the spaces provided. (image captured from http://www.librarycompany.org)

Key Concepts FOR PERIOD 4:

Main Idea: 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.

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.

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.

Section 1 Guided Reading, pp207-217 As you read the chapter, jot down your notes in the middle column. Consider your notes to be elaborations on the Objectives and Main Ideas presented in the left column. When you finish the section, analyze what you read by answering the question in the right hand column.

1. Religion: The Second Great Awakening pp 207-208

Key Concepts & Main Ideas

Notes

Analysis

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.

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.

Read the first paragraph on page 207. List the four causes for the Antebellum Era reform movements. Highlight the cause that is most significant. 1. 2. 3. 4. Religion: The Second Great Awakening…

How did the Second Great Awakening illustrate the democratization of American society?

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Religion Continued…

Key Concepts & Main Ideas

Notes

Analysis

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.

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.

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

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.

Revivalism in New York… Baptists and Methodists… Millennialism… Mormons…

Compare and contrast Antebellum Era Church doctrines among Mormons, Baptists, Methodists to those of Colonial Era Congregational and Calvinist. Explain the impact of this change in belief system on American identity. Explain one way government reaction to the Mormon Church contradicted the Antebellum Era trend of increased democratization.

2. Culture: Ideas, the Arts, and Literature, pp 208-211

Key Concepts & Main Ideas

Notes

Analysis

A new national

culture emerged,

with various Americans creating

art, architecture, and

literature that combined European

forms with local and

regional cultural sensibilities.

Culture: Ideas, the Arts, and Literature…

The Transcendentalists…

How did Antebellum Era romanticism contrast with the culture of the Age of Reason in the previous Revolutionary Era?

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Culture: Ideas, the Arts, and Literature Continued…

Key Concepts & Main Ideas

Notes

Analysis

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.

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

A new national culture

emerged, with various Americans creating art,

architecture, and literature

that combined European forms with local and regional

cultural sensibilities.

Ralph Waldo Emerson (1803-1882)… Henry David Thoreau (1817-1862)… Brook Farm… Communal Experiments… Shakers… The Amana Colonies… New Harmony… Oneida Community… Fourier Phalanxes… “Equality, as understood by the American Founders, is the natural right of every individual to live freely under self-government, to acquire and retain the property

he creates through his own labor, and to be treated impartially before a just law.

Moreover, equality should not be confused with perfection, for man is also imperfect, making his application of equality, even in the most just society,

imperfect…” Mark R. Levin, 2012

How did transcendentalism differ from the mainstream American culture which was centered on capitalism and Church membership? How did transcendentalists impact reform movements? How did George Ripley combine religion and transcendentalism? How were Antebellum Era Utopian experiments similar to the Colonial Era Puritan settlers’ vision of Plymouth and Massachusetts Bay?

Support, Refute, or Modify the assertion that liberty and utopia cannot co-exist.

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Culture: Ideas, the Arts, and Literature Continued…

Key Concepts & Main Ideas

Notes

Analysis

A new national

culture emerged, with various

Americans

creating art, architecture, and

literature that

combined European forms

with local and

regional cultural sensibilities.

Arts and Literature … Painting… Architecture… Literature…

Additional Bonus Points Available For Completing the Gallery Walk! Gallery Walk slide show and worksheet are posted on Mrs. R.’s website. A thoughtfully completed gallery walk can earn an additional 10 bonus points! There is also a set of notes reviewing other cultural changes on this page!

3. Reforming Society, pp 212-217

Key Concepts & Main Ideas

Notes

Analysis

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.

B.

Reforming Society… Temperance… Movement for Public Asylums… Mental Hospitals… Schools for Blind and Deaf Persons… Prisons…

Explain how temperance inflamed nativism. Were goals of prison reform consistent with the goals of utopias? Explain your reasoning.

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Reforming Society Continued…

Key Concepts & Main Ideas

Notes

Analysis

A new national

culture emerged,

with various Americans creating

art, architecture, and

literature that combined European

forms with local and

regional cultural sensibilities.

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.

Public Education… Free Common Schools… Moral Education… Higher Education…

Changes in Families and Roles for Women… Cult of Domesticity… Women’s Rights… Seneca Falls Convention (1848)…

Antislavery Movement…

To what extent did Antebellum Era reformers successfully “make the world a better place?” Explain how Horace Mann’s work reflects ongoing impact of Puritan culture and beliefs.

Explain how industrialization in some areas impacted the way of life for some women. To what extent was the Antebellum Era’s Cult of Domesticity different from Revolutionary Era’s Republican Motherhood? Explain clearly? To what extent was the Seneca Falls Convention a turning point in United States history?

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Reforming Society Continued…

Key Concepts & Main Ideas

Notes

Analysis

L.

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.

American Colonization Society… American Antislavery Society… Liberty Party… Black Abolitionists… Violent Abolitionism… Other Reforms… American Peace Society: New Laws: Dietary Reforms: Dress Reform: Phrenology: Southern Reaction to Reform…

Why did the American Colonization Society fail to solve the slavery “problem?” Compare William Lloyd Garrison’s work as an abolitionist to that of Nat Turner. Why was Garrison deemed “radical?” What other Third Parties emerged in the Antebellum Era? (see page 7 of the chapter 10 reading guide) 1. 2. 3. 4. How did the Liberty Party differ from the other four? Compare the efforts of Frederick Douglass and Harriet Tubman to those of David Walker and Henry Highland Garnet. Support, Refute or Modify the assertion that violent abolitionists did not succeed in helping to increase equality in the United States. Explain your reasoning.

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4. Historical Perspectives: What Motivated Reformers?

Viewpoint: Motivated by Humanitarian Concerns Freedom’s Ferment (1944)

Viewpoint: Motivated by Desire of Upper and Middle Class Citizens to Increase Conformity and Control the Masses

Temperance was a humanitarian effort because… Prison Reform was a humanitarian effort because… Public Schools were a humanitarian effort because… Reform for the treatment of the mentally ill was a humanitarian effort because…

Temperance was an effort to control the masses because… Prison Reform was an effort to control the masses because… Prison Reform was an effort to control the masses because… Reform for the treatment of the mentally ill was an effort to control the masses because…

What do you think? Were the reformers genuinely concerned about improving the welfare and happiness of others or were they more motivated by creating conformity and control of the masses? Modern Day reforms include government programs to provide health care services such as the Affordable Care Act (aka: Obamacare) as well as new policies and laws aimed at either providing humanitarian aid or control of the masses. How do you judge each of these efforts?

a) Government welfare programs such as Social Security, Medicare, Medicaid, Food Stamps, Women-Infants-Children, etc. b) Laws limiting student access to soda, sugar, and fried foods or cities banning large size fast food and sodas.

What other reforms or policies impact modern day Americans that could be judges as either humanitarian or control?

Write one or two complete sentences contextualizing Antebellum Era reform efforts and comparing it to modern day reform.

Remember when you contextualize, consider local, broad, and other context.

Reading Guide written by Rebecca Richardson, Allen High School Sources include but are not limited to: 2015 edition of AMSCO’s United States History Preparing for the Advanced Placement Examination,

College Board Advanced Placement United States History Framework, and other sources as cited in document and collected/adapted over 20 years of teaching and collaborating..