Transcript Period 4: (1800 – 1848) Days 1 - 4

The new republic struggled to define and extend democratic
ideals in the face of rapid economic, territorial, and
demographic changes.
•If someone says it better, let them say it… Crash Course US
History #10
•While watching, complete the fill-in notes!
“Crises” During the Era of Jeffersonian Democracy
1. “John Marshall and the Supreme
Court”
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2. “The Louisiana Purchase”
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Summary –
•
Significance-
Summary –
Significance-
3. “The Issue of Sailors’ Rights”
4. “The Resort to Economic Coercion”
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Summary –
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Summary –
•
Significance-
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Significance -
5. “Launching the Monroe Doctrine”
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Summary –
•
Aftermath –
#1
Read
“John Marshall and the
Supreme Court”
[pgs. 216 – 220]
Summarize
the
Described
Situation
Answer
Did John Marshall’s
decisions
strengthen or
weaken
nationalism?
#2
#3
Read
Read
“The Louisiana
Purchase” [pgs.
221 – 227]
“The Issue of Sailors’
Rights” [pgs. 227 –
230]
Summarize
the
Described
Situation
Answer
Summarize the
Described
Situation
Answer
Did it take more
courage on
Jefferson’s part to
accept Louisiana
than to reject it?
Why were the
British so
unwilling to give
up the practice of
impressment?
#4
Read
“The Resort to
Economic Coercion”
[pgs. 230 – 233]
Summarize
the
Described
Situation
Answer
Was it inconsistent for
the Americans,
dedicated to the
principle of
freedoms of the seas
to abandon their
right to sail the high
seas as a way of
keeping out of war?
 If someone says it better, let them say it… Crash
Course US History #11
 While watching, complete the fill-in
notes!
 “The U.S. will not interfere in European affairs, but will
not let Europe interfere in the Americas”
 James Monroe, 1823
 Think about…
What do you see?
2. What does it mean?
1.
 “The U.S. will not interfere in European affairs, but will
not let Europe interfere in the Americas”
 James Monroe, 1823
 While viewing, think about the following…
 Why did the American public react so favorably to the Monroe
Doctrine, and why did the European governments, then and
later, never show much enthusiasm for it?
•If someone says it better, let them say it… Crash Course US
History #12
•While watching, complete the fill-in notes!
 Complete the analysis sheet in relation to the given
documents
 Think about not only what you see/read but what it
means!
Compile a list of factors that contributed to the
development of the early Industrial Revolution in the
United States
2. Rank the factors based on their importance in
promoting the Industrial Revolution
3. Write a thesis statement to account for the early
development of manufacturing in the United States
1.
•If someone says it better, let them say it… Crash Course US
History #14
•While watching, complete the fill-in notes!
 Democracy is a process rather than a conclusion
 Progress was made toward democracy (with many
defects) from Jefferson’s election in 1800 until
Jackson’s handpicked successor, Martin Van Burn, left
office after the election of 1840
 With a partner—decide whether Thomas Jefferson
(T.J.) or Andrew Jackson (A.J.) were more likely to
support the expressed viewpoint on the given question
 Use the Crash Course notes and/or textbook for support
 Individually—answer each of the questions in a well-
developed paragraph:
 Set a clear thesis.
 Support it with clear, “to-the-point”, and accurate points.
 Use the Crash Course notes and/or textbook for support
For each paragraph complete the following questions for
the writer…
 Does the paragraph answer the given prompt?
 Is their a clear thesis?
 Is their supportive reasoning for the thesis?
 Does it contain any grammatical/spelling errors?
 Are the sentence structures varied?
 1 thing that worked…
 1 thing that could be improved…
 What does dem0cracy mean to you?
 Democracy is a form of government in which all
eligible citizens are meant to participate equally –
either directly or, through elected representatives,
indirectly – in the proposal, development and
establishment of the laws by which their society is run.
 Analyze the documents…
 Remember, think about not only what you see/read but
what it means! AND HOW IT CAN SUPPORT YOUR
DEVELOPING ARGUMENT!!!
 Follow the rubric for guidance to answer the following
question using documental support AND outside
knowledge…
To what extent did Andrew Jackson represent the ideals of
democracy?
 What is the thesis of the paper? What
are you proving? Can the thesis be
stated more clearly? More effectively?
More directly? How?
 How is the paper trying to prove the
thesis? What specific factual
information is incorporated into the
narrative?
 What is the strongest argument?
Why? Is the strongest argument the
first argument presented in the paper?
 What (other) evidence can the author
use to support/prove the thesis?
 Does the essay need more solid facts?
 How sophisticated does the argument
sound? How can the argument sound
more sophisticated?
 How can the author structure the essay
to make the argument stronger? Clearer?
More prominent?

How effective is each paragraph
analytical summary(last sentence or
two)?
 What arguments can be made against
the thesis?
 How can the author demonstrate the
thesis/argument in a stronger manner?
 Does the conclusion not restate the
thesis but address the question “so
what?”
 Make a judgment call – does the essay
seem too long?
 Give your peer adequate feedback on their essay
 Complete the “rubric” for their essay
 Describe one thing that is done well in the essay
 Describe one that could be improved