Kyrah Turner APUSH P4

 Exposed the inadequacy of the transportation and financial systems.

 Though the war helped local manufacturing by cutting off imports, it also exposed inadequacies within the banking and shipping system.

 This started an era of improvement upon the bank, transportation, and political systems.

 Though Jackson received the most votes to any other candidate, he did not have a majority.

 Henry Clay was forced out of the running, but gave his vote to John Adams which caused him to win the election in exchange for the position of Secretary of State.

 This outraged many in favor of Jackson, and this “corrupt bargain” followed Adams through his presidency  Jackson won the next election is 1828

 Expanded suffrage  Manifest Destiny  Patronage  Strict Construtionism  Laissez-faire Economics  Opposition to Privileged Elites

 Jackson believed all white males should have the right and ability to vote directly, whether they are land owners or not.

 This idea was widely supported by all of the states, excluding Rhode Island.

 In 1820, males must own land and pay taxes to be able to vote  By 1850, these restrictions had been dropped.

 This was the belief that the Americans should explore and settle in the west.

 Free Soil Jacksonians (markedly Martin van Buren) wished for slave limitations to allow poor while males to flourish.

 Patronage is the policy of placing political supporters in office, which Jacksonians were in favor of.

 It gave opportunities to the “common man” to be a part of the government.

 Meant to prevent corruption, as these positions were rotated often.

 This allowed those who won elections and positions to elect officials- reward those who were fellow friends and supporters and punish opponents and enemies.

 Strict Constructionism refers to a particular legal philosophy of judicial interpretation that limits or restricts judicial interpretation.

 Jackson fought against the states’ encroachment of federal power. He wished to expand federal and presidential powers.

 This belief is one of many that cause Jackson to oppose the Second Bank of the United States (BUS)

 Jackson despised the privileges the elite of the East had, as he, as a common man, had to work for his success.

 These privileges were counteracted by the new government, whose goal was to promote and protect the common man, and no longer gave benefit to the elite.

 Passed on May 19, 1828 to protect the northern industry.

 Limited competition from abroad  Named the Tariff of Abominations because of its poor effect on the economy in the South.

 More demand of products from the North, and forced Southerners to buy from products from the North at higher rates.

 This improved Northern economy but weakened the Southern Economy.

 The Doctrine of Nullification allows any state to void any federal that they see as “unconstitutional”.

 Developed by John C. Calhoun.

 Was greatly directed towards the states’ arguments with the Kentucky and Virginia Resolutions (protests against the Alien and Sedition Acts)

 Increased Jackson’s popularity as President  Jackson viewed nullification as treason, and any one who supported it as traitors.

    The First Bank of the United Sates’ charter expired in 1811, causing state banks to become more prevalent, and start producing their own money These money notes greatly differed in value and made honest trade difficult.

The Second Bank of the United States was formed to override the state banks and solve the currency issue.

They couldn’t stop the state banks from making their own money but they oversaw that the notes were sound, or they could easily put the state banks out of business.

 Jackson opposed the notion of the Second Bank of the United States (BUS) and opposed the bill to re-charter it.

 He argued that the BUS produces special privileges and was against the interests of the “common men” who elected him  The BUS advocated those in favor of “hard money’. It’s size and power made it easily able to override state banks.

 Jackson withdrew approximately $11 million dollars from the Bus, and distributed it to many state banks.

 This increased the number of state banks, who all produced their own money.

 This developed the “American System” and divided the states into two parties.

 Natural population increase and immigration drove the movement to expand westward.  The removal of Native Americans and them being pushed farther West removed one of the major oppositions to expanding West.

 The expansion to the West created the Factor System, as they white Americans were getting more and more of the Indian Land.  Government agents provided Indians with goods at a cost  This made the Indians dependent on the American government, and in turn, easier to control.

 Cherokees convicted non-Native Americans for residing in Cherokee land without a license.  The Supreme Court sided with the Cherokee and their rights to their Native Land.

 The court chose to invalidate Georgia State Laws.  This was an important step in putting federal laws over state.

 Jackson was against the court’s ruling and once declared, “I have long viewed treaties with American Indians as an absurdity not to be reconciled to the principles of our government.”  Removal Act of 1803  Black Hawk War

 The forced removal of the Indians to Oklahoma  Nicknamed the Trail of Tears because of the terrible, long journey endured  An eighth of all those who traveled died  All of the “Five Civilized Tribes” were forced to relocate  The Seminole tribe resisted, resulting in the Seminole War.

 Cotton and textile industry boomed  Most were small cotton farmers, few had slaves  The sale of slaves became an important economic item  Cotton gin increased cotton production

 Only about ¼ of white Americans in the South owned slaves  Formation of the planter class  Southerners were viewed as very elite, only because those who had large estates and power influenced their class over others.

 Adopted a code of chivalry and honor

 Obligated to obey  Stayed at home  Women were more of an ornament, a “plantation mistress”  The education women received in the South trained women to be a suitable wife  The only right they were given was the “right to protection”

 Laws and restrictions against slaves were often very lenient  Women were worked especially hard  In many areas, slaves had a language of their own  They developed relationships, and marriage ceremonies often took place on the plantation

 Second party system  Call for economic Union  Believed in expanding the power of the Federal Government, industrial and commercial development, and a national economic system  Rivaled Democrats is every way but were alike in the notion that they cared more about winning elections than maintaining political purity

 Martin van Buren was Jackson’s processor.

 Banks and businesses failed  Bread riots broke out  Prices fell  Canal projects failed  Unemployment rates grew  Crop failure  More imports needed

 Government funded roads  Steamboats  Canals

 Roads made mountain transportation costs much lower  Steamboats greatly advanced Northern and Western agriculture  North-South traffic increased, resulting in sky high prices of goods where it was difficult to reach.

 The canals would lead to more trade centers and efficient travel. However President Madison, on his last day in office, vetoed the bill, claiming the government could not fund the canals without a change in the consitution

 Women were encourage to pursue an elementary education, but nothing higher.

 Their role as wives and mothers grew more important  Made women in some ways superior to men  Isolated women, and took them out of the public

 The Lowell system relied upon young, unmarried women  Great conditions, though the transition from farm to factory was often difficult  Because of the influx of the American economy, the Lowell system quickly failed. It could not afford such high living standards.

 Factories turned to immigrants for new labor source

 Seneca Fall’s Convention  Declaration of Sentiments and Resolutions stated men and women are equal

 Dorothea Dix led movements for treatment of those who are mentally and emotionally handicapped  Helped form the first mental hospital and created the notion of the American asylum  Bill for the Benefit of the Indigent Insane

 Established many reform movements, such as education.

 Time of Happiness  Church memberships rose  Temperance  Women’s rights  Abolition

 This society focused on returning free Slaves to Africa  They proposed a gradual feeing of slaves, giving their owners compensation through funds from a private charity or state legislature  They colonized fewer salves than what were born each month in the United States

 In favor of the abolishment of slavery  Journalist  Founded the newspaper, The Liberator  Also favored women’s rights  Founded the New England Anti-Slavery Society in 1835

 An escaped slave and active abolitionist  Escaped to Massachusetts and spent two years lecturing as an outspoken anti-slavery advocate.

 Returned home and bought his freedom from his master in Maryland and founded the newspaper, the North Star.

 Renown for his autobiography, Narrative of the Life of Frederick Douglass, in which he described the horrifying life of a slave

 First woman to publically fight for her rights  Letters on the Equality of the Sexes and the Condition of Women was printed in the Liberator  Joined the American Anti-Slavery Society with he sister, and was an active member despite harsh remarks due to her gender

 Beliefs are closely linked with Romanticism, and followed shortly after the Romanticism Movement  Believed in the power of the individual and divine intervention  Believed that organized religion and government led to corruption  Highly organized but small government

 The Hudson River School  The first school to develop arts  Focused on painting  Followed the Education Reform

       http://www.csustan.edu/english/reuben/pal /chap4/4intro.html

http://www.whitehousehistory.org/whha_cla ssroom/documents/WHHA_primary document-1828.pdf

http://www.pbs.org/kcet/andrewjackson/ http://www.kentlaw.edu/ilhs/doc29.html

http://www.kentlaw.edu/ilhs/slavery.html

http://www.kentlaw.edu/ilhs/problems.html

http://www.historyteacher.net/AHAP/Readin gs/reading-CultofDomesticity.pdf