Transcript SSUSH 5

SSUSH 5
The student will explain specific events and
key ideas that brought about the adoption
and implementation of the United States
Constitution.
SSUSH 5a
Explain how weaknesses in the Article of
Confederation and Daniel Shay’s
Rebellion led to call for a stronger central
government.
The Articles of Confederation
Weaknesses
The Articles of Confederation
• Consisted of only one
branch of government: the
legislative branch, or
Congress.
• Congress carried out the
duties of both the legislative
and executive branches.
• No national court system
existed.
• Congress could declare war
and borrow money, but
lacked the power to tax.
Opposition to the Articles
Americans generally agreed that their new nation should be a democracy, a
government by the people. Specifically, they desired a republic, a government run
by the people through their elected representatives.
Economic Problems
Huge amounts of public and private debt were creating
economic chaos in the new republic. Many upper-class
critics of the Articles felt that this problem was due to
citizens having too much power in their state legislatures.
Concerns About
Weak Government
A group called the Nationalists felt that a weak national
government could not keep order. They argued that
European history had demonstrated that people were not
naturally wise enough to have so much power over their
own affairs.
Shays’ Rebellion
Causes of Shays’ Rebellion
• In order to help pay off its large debts,
Massachusetts passed the heaviest
direct tax ever. This tax had to be paid
in specie, gold or silver coin, rather
than paper money.
• A group of farmers led by Daniel
Shays rebelled against these taxes in
a crisis which came to be known as
Shays’ Rebellion.
• Farmers drove off tax collectors and
forced courts to close when their
petitions were rejected. Soon, open
conflict raged as angry crowds rioted.
Effects of Shays’ Rebellion
• Congress had no money to raise an
army to counter Shays’ Rebellion. It
also could not force states to pay for
one.
• The Massachusetts state government
raised an army that quieted the
rebellion.
• However, Shays’ Rebellion
demonstrated to many prominent
Americans that a stronger national
government was needed to avoid civil
unrest.
SSUSH 5b
Evaluate the major arguments of the antiFederalists and Federalists during the
debate on ratification of the Constitution as
put forth in the Federalist concerning form
of government, factions, check and
balances, and the power of the executive,
inducing the roles of Alexander Hamilton
and James Madison.
The Federalist View
• For the Constitution to become law, 9 out of the 13 states had to
ratify, or approve, it. Special conventions called in each state would
decide whether or not to ratify the Constitution.
• Those who favored the Constitution were called Federalists. The
Federalists included many Nationalists, such as George
Washington, James Madison, and Alexander Hamilton, who favored
a strong national government.
• To make their case for the Constitution, the Federalists wrote a
series of 85 essays, collectively known as The Federalist. One
issue addressed in these essays was that one powerful faction, or
group concerned only with its own interests, could not control the
government under the Constitution.
The Anti-Federalist View
•
•
•
•
Those who opposed the Constitution were called anti-Federalists. AntiFederalists believed that the Federalists’ plan threatened state governments
and the rights of individuals.
The anti-Federalists included older revolutionary figures such as Patrick
Henry, people in isolated areas who had less need for a strong national
government, and some former Nationalists who wanted a national
government but were unhappy with the Constitution.
According to the anti-Federalists, a President would be too similar to a king,
a figure whose control American patriots had fought to escape. AntiFederalists also objected to the proposed federal court system.
While the Federalists feared the people more than government, the antiFederalists feared government more than the people.
Why the Federalists Won
The Federalists had several advantages over the anti-Federalists. These
included:
(1) The Federalists
(2) The Federalists
(3) The Federalists
(4) The Federalists
drew on the
widespread feeling
that the Articles of
Confederation had
serious flaws.
were a united, wellorganized national
group, while the
anti-Federalists
tended to consist of
local politicians who
did not coordinate
their activities on a
national level.
had an actual
document and plan
which they could
defend. The antiFederalists had no
constructive plan of
their own to offer.
had the support of
George Washington,
a respected
Revolutionary War
hero.
Delaware, New Jersey, and Connecticut quickly ratified the Constitution. In June
1788, New Hampshire became the ninth and final state needed to ratify the
Constitution.
SSUSH 5c
Explain the key features of the Constitution,
specifically the Great Compromise,
separation of powers, limited government,
and the issues of slavery.
Divisions at the Convention
The convention in Philadelphia had been empowered only to amend, or
revise, the Articles of Confederation, not to replace them. However, two
plans for a new national government emerged at the convention.
The Virginia Plan
• Proposed a bicameral, or two-house,
national legislature
• Each state would send
representatives in proportion to the
number of its citizens.
• The new legislature would have the
power to tax; the right to regulate
foreign and interstate commerce; to
veto, or prohibit from becoming law,
any act of a state legislature; and to
use force against a state, should that
state defy national authority.
The New Jersey Plan
• Proposed a unicameral, or onehouse, national legislature, and the
creation of executive and judicial
branches
• Each state would send the same
number of representatives to the
legislature.
• The new legislature would have the
right to tax and to regulate foreign
and interstate commerce.
Reaching Agreements
• In the Great Compromise, delegates agreed to create a legislative
branch made up of two houses. One house, the Senate, would
have the same number of representatives from each state. In the
other house, the House of Representatives, representation would be
based on state population.
• Another difficult issue was whether or not to include enslaved
persons when determining a state’s population and therefore its
representation. According to the Three-Fifths Compromise, three
fifths of a state’s slave population would be counted when
determining representation.
• After further debate, the convention approved the final draft of the
United States Constitution on September 17, 1787. The strengths of
the Constitution have helped it endure for more than 200 years.
Government Structure
Federal and State Powers
• The Constitution created a federal
system of government, in which
power is shared among state and
national authorities.
• In a federal system of
government, powers are divided
into three categories:
– Some powers are reserved for
the states only.
– Others are delegated to the
federal government only.
– Still others, called concurrent
powers, are held by both the
federal government and state
governments.
Separation of Federal Powers
• Within the federal government, a
separation of powers was created to
prevent any one of the three
branches of government from
acquiring too much power.
• Each branch has its own area of
authority, but no one branch has
complete power over the
government.
• The Constitution also set up a system
of checks and balances, in which
each branch has the power to check,
or stop, the other branches in certain
ways. This system prevents the
misuse of power by any one branch.
Congress, the President, and the
Federal Courts
The Federal Courts
• “Interpret the law”
Congress
The President
• The Constitution calls
• “Makes the law”
• “Carries out the law”
for one Supreme
• Each of the two houses
• The President would be chosen
Court and several
of Congress was granted
by a group of electors from
lesser courts, although
different powers. Each
each state. The candidate with
the details of the
was also designed with
the majority of votes in the
federal court system
different methods of
electoral college, or group of
were intentionally left
election and different
electors, would become
vague. Supreme Court
term lengths, making the
President. The President was
justices would be
House more receptive to
granted enormous powers,
appointed for life by
public opinion and the
including the power to veto acts
the President with the
Senate more stable.
of Congress and to appoint
consent of the Senate.
judges for the federal courts.
SSUSH 5d
Analyze how the Bill of Rights serves as a
protector of individual and states’ rights.
For and Against the Bill of Rights
For the Bill of Rights
• Many Americans believed that the
national Constitution, like most state
constitutions, should include a clear
declaration of the rights of the people.
• In September 1789, Congress
proposed twelve constitutional
amendments, largely drafted by James
Madison and designed to protect
citizens’ rights.
• Ten of these amendments were ratified
by the states. These ten amendments
became known as the Bill of Rights.
Against the Bill of Rights
• Most Federalists saw no need
for these amendments.
• These Federalists claimed that
under the Constitution, the
people and the government
were the same. Therefore, the
people needed no additional
statements to protect their
rights.
The Bill of Rights
SSUSH 5e
Explain the importance of the Presidencies
of George Washington and John Adams;
include the Whiskey Rebellion, nonintervention in Europe, and the
development of political parties (Alexander
Hamilton).
Washington’s Government
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•
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Washington knew that during his first administration, or term of office, he
and his officials were establishing precedents for how to govern. A
precedent is an act or statement that becomes an example, rule, or
tradition to be followed.
Washington worked to establish a tone of dignity in his administration. The
President held regular receptions for government officials and was
escorted by soldiers when he traveled. Although he felt that such pomp
was necessary to command respect, others saw these activities as
reminiscent of a king and his court.
In 1792, Washington won unanimous reelection. His second term,
however, became marked by criticism and controversy.
John Adams as President
The XYZ Affair
• At the beginning of the Adams
administration, the United States was
drifting toward war with France.
• The United States sent officials to
France to negotiate. These officials
were met by three secret agents: X,
Y, and Z, who demanded a bribe and
a loan to France.
• The U.S. officials refused to pay the
bribe and were met with public
acclaim for their patriotism upon their
return home.
• This XYZ affair infuriated Americans,
resulting in what amounted to an
undeclared naval war with France.
The Alien and Sedition Acts
• The Federalists took advantage
of the war crisis to push
important new measures
through Congress. These
included the Alien and Sedition
Acts of 1798.
• Under the Alien Act, the
President could imprison or
deport citizens of other
countries living in the United
States.
• Under the Sedition Act, persons
who wrote, published, or said
anything “false, scandalous, and
malicious” against the American
government could be fined or
jailed.
Adams Loses Federalist Support
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Adams angered many Federalists when he sought a peaceful solution to the
undeclared naval war with France. Federalists such as Alexander Hamilton
were in favor of a harsher policy toward France, including a declaration of
war.
Adams entered the election of 1800 with several disadvantages. First,
when the United States made peace with France, the Jeffersonian
Republicans’ support for France became less of a rallying point for the
Federalists. Also, the unpopular Alien and Sedition Acts became even less
justified without the threat of imminent war.
Adams’s bid for re-election was further damaged when Aaron Burr, the
Jeffersonian Republican nominee for Vice President, obtained and printed a
damaging pamphlet against Adams written by Hamilton.
The Whiskey Rebellion
• In western Pennsylvania and other frontier areas, many people
refused to pay the new tax on whiskey. In addition to being a
popular beverage, whiskey was one of the only products made out
of corn that farmers could transport to market without having it spoil.
• The resulting Whiskey Rebellion followed in the tradition of Shays’
Rebellion and protests against the Stamp Act. Rebels closed courts
and attacked tax collectors.
• President Washington and Secretary Hamilton saw the Whiskey
Rebellion as an opportunity to demonstrate the power of the United
States government. An army sent to the Pittsburgh area soon
dissolved the rebellion, demonstrating the United States’
commitment to enforcing its laws.
Political Parties Emerge
The Jeffersonian Republicans
• Two political parties began to emerge
in the new nation. A political party is a
group of people who seek to win
elections and hold public office in order
to shape government policy and
programs.
• The Federalists formed one of these
parties( Hamilton- strong federal
government). The other, composed of
critics of the Federalists, were called
Republicans or DemocraticRepublicans( Jefferson) because they
stood for a more democratic republic.
To avoid confusion, historians call
them the Jeffersonian Republicans.
Assessment
A strong Federalist would have MOST LIKELY supported which of the
following?
A. The Jeffersonian-Republicans
B. The Article of Confederation
C. The Bill of Rights
D. The Constitution prior to any amendments
Which of the original 13 colonies would have Most Likely been
supportive of the Virginian Plan (large population state plan)?
A. Delaware
B. Rhode Island
C. New Hampshire
D. New York
Assessment
Use the quotation below to answer the following question.
“Gentlemen, I believe, that this compromise presents the best possible solution
to this dilemma. Since those in the North feel strongly that slaves are not
citizens and therefore should not be counted in the population, while our
Southern representatives feel just as adamantly that they should be, I see
no other solution.”
The above quote is referring to which of the following?
A. The Three-fifths compromise
B. The Connecticut Plan
C. The Slave Trade Compromise
D. The Virginia Plan
SSUSH 6
The student will analyze the nature of
territorial and population growth and the
impact of this growth in the early decades
of the new nation.
SSUSH 6a
Explain the Northwest Ordinance’s
importance in the westward migration of
Americans, and on slavery, public
education, and the addition of new states.
Northwest Ordinance
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The Northwest Ordinance (formally An Ordinance for the Government of the
Territory of the United States, North-West of the River Ohio, and also known as
the Freedom Ordinance) was an act of the Congress of the Confederation of the
United States. The Ordinance unanimously passed on July 13, 1787. The primary
effect of the ordinance was the creation of the Northwest Territory as the first
organized territory of the United States out of the region south of the Great Lakes,
north and west of the Ohio River, and east of the Mississippi River. On August 7,
1789, the U.S. Congress affirmed the Ordinance with slight modifications under the
Constitution.
Arguably the single most important piece of legislation passed by members of the
earlier Continental Congresses other than the Declaration of Independence, it
established the precedent by which the United States would expand westward across
North America by the admission of new states, rather than by the expansion of
existing states.
The banning of slavery in the territory had the effect of establishing the Ohio River as
the boundary between free and slave territory in the region between the Appalachian
Mountains and the Mississippi River. This division helped set the stage for the
balancing act between free and slave states that was the basis of a critical political
question in American politics in the 19th century until the Civil War.
Education
Education
• Some Americans began to see
education as a way to develop
a rich and uniquely American
culture.
• Although some state
constitutions called for free
public schools, few state
governments provided them,
and private academies filled
the gap.
SSUSH 6b
Describe Jefferson’s diplomacy in obtaining
the Louisiana Purchase form France and
the territory’s exploration by Lewis and
Clark.
Jefferson’s Program in the West
The Land Act
of 1800
Napoleon and the The Louisiana
French
Purchase
The Lewis and
Clark Expedition
Under the Land
Act of 1800,
Americans were
able to buy land in
the western
territories in small
parcels and on
credit. This
encouraged the
development of the
frontier.
Jefferson sent
James Monroe
and Robert
Livingston to
France to buy the
city of New
Orleans.
Congress agreed
to fund an
expedition to
explore the
Louisiana
Purchase. The
two-year-long
Lewis and Clark
expedition was
successful in
filling in many of
the details of
these vast lands.
Napoleon offered
not just New
Orleans, but the
entire French claim
of Louisiana
instead. Monroe
and Livingston
quickly offered $15
million for the
Louisiana
Purchase. The
purchase
dramatically
increased the size
of the United States
and its national
debt.
SSUSH 6c
Explain major reasons for the War of 1812
and the war’s significance on the
development of a national identity.
War of 1812
• Many Americans, including members of Congress, blamed the
British for ongoing frontier violence between Native Americans and
white Americans.
• Anger toward Britain increased due to the British practice of
impressment, the act of forcing people into military service. British
ships regularly stopped American ships at sea and removed men to
serve in the British navy.
• President James Madison called for war with Britain, which
Congress approved. The war that followed became known as the
War of 1812.
The War Ends
• New Englanders suffered tremendous losses in trade during the war.
In December 1814, they called a meeting known as the Hartford
Convention to consider leaving the nation. Instead, the convention
called for constitutional amendments to increase New England’s
political power.
• The War of 1812 officially ended on December 24, 1814, with the
signing of the Treaty of Ghent, which restored all old boundaries
between the United States and British territory in North America.
The treaty did not, however, resolve many of the issues that had
caused the war, such as the British practice of impressment.
• Before news of the treaty reached the United States, General
Andrew Jackson won a spectacular American victory against the
British at the Battle of New Orleans. The victory raised morale and
allowed Americans to end an unhappy war on a positive note.
SSUSH 6 d
Describe the construction of the Eric Canal,
the rise of New York City, and the
development of the nation’s infrastructure.
Erie Canal
The Erie Canal (currently part of the New York State Canal System) is
a canal in New York State, United States, that runs from the Hudson
River to Lake Erie, connecting the Great Lakes with the Atlantic
Ocean. Although the canal was first proposed in 1699, it was not
until 1798 that the Niagara Canal Company was incorporated and
commenced preparations for building. The first section of canal was
completed in 1819, and the entire canal was opened on October 26,
1825. It was 363 miles (584 km) long, 40 feet (12 m) wide, and 4
feet (1.2 m) deep. There were 83 locks along the canal, each 90 feet
by 15 feet (27 m by 4.5 m). Maximum canal-boat displacement was
75 tons (68 tonnes). The Erie Canal was the first transportation
route faster than carts pulled by draft animals between the Eastern
Seaboard of the United States and the western interior, and cut
transport costs into what was then wilderness by about 95%. The
Canal resulted in a massive population surge in western New York,
opened regions further west to increased settlement and was a
prime factor in the growth of New York City as a port of trade.
Chapter 8, Section 1
Transportation and
Communication
Improvements in Transportation and Communication Early- to Mid- 1800s
Roads
Roads were needed for travel as well as to transport goods, deliver the mail,
and herd animals. Although many roads were poorly built or built by private
companies, the Cumberland Road, today known as U.S. Route 40, was built to
last by the federal government.
River Travel
Rivers provided the country’s main transportation. Robert Fulton’s
development of a commercially successful steamboat soon led to hundreds of
steamboats transporting goods up and down American rivers such as the
Mississippi.
Canals
Since water was the cheapest way to transport goods, American innovators
built artificial waterways, or canals. The Erie Canal increased the settlement
and development of the Great Lakes region.
Railroads
Railroads, using the new steam locomotive, became even more efficient than
canals. The first American railroad, known as the Baltimore and Ohio (B&O)
line, was followed by thousands more miles of rail track.
Communication
Improvements in the federal postal service, combined with an increasing
number of newspapers and magazines, provided a national network of
information exchange which helped tie together different parts of the country.
The Growth of Cities
The Growth of Cities
• Many young people sought
work in the cities, as the
American population outgrew
the available farmland.
• Population in large cities such
as New York City, Boston, and
Philadelphia skyrocketed.
Smaller cities such as
Baltimore also saw a dramatic
rise in population.
SSUSH 6 e
Describe the reasons for and importance of
the Monroe Doctrine.
Nationalism Abroad
• President Monroe, together with Secretary of State John Quincy
Adams, began a new approach to American foreign policy.
• One of Monroe’s main goals was to ease tensions with Great Britain,
which remained high after the War of 1812.
• In 1817, the United States and Great Britain signed the Rush-Bagot
Agreement, which called on both nations to reduce the number of
warships in the Great Lakes region. The following year, the two
countries set the northern border of the United States at 49˚ North
latitude.
• Monroe was also concerned that other European countries,
recovering from several years of warfare, would resume their efforts
to colonize the Western Hemisphere.
The Monroe Doctrine
In a speech on December 2, 1823, President Monroe established a policy that every
President has since followed to some degree. The Monroe Doctrine had four main
parts:
The United States
would not become
involved in the
internal affairs of
European nations,
nor would it take
sides in wars
among them.
The United States
recognized the
existing colonies and
states in the Western
Hemisphere and
would not interfere
with them.
The United States
would not permit
any further
colonization of
the Western
Hemisphere.
Any attempt by a
European power to
take control of any
nation in the
Western
Hemisphere would
be viewed as a
hostile action
toward the United
States.
Assessment
Read the quote below and answer the following question.
“ The position of the United States if quiet clear. If any foreign power
attempts to claim territory in the Americas, this nation will view
such action as an act of aggression. No longer is this hemisphere
a land to be conquered by European tyrants?
US Public Official, 1820
The above quote is MOST LIKELY referring to
A. The Declaration of Independence
B. The Missouri Compromise
C. The Monroe Doctrine
D. Manifest Destiny
Assessment
Look at at the chart and answer the following question.
Louis and Clark Expedition
led to the rapid migration of settlers to
the Pacific Northwest
War of 1812
X
Louisiana Purchase
turning point for the US as it began
pursue prosperity within its own
borders
Monroe Doctrine
the US declared no tolerance for
European Intervention
What goes where the X is?
A.
Allowed Native Americans to have their land black
B.
Gave more control of the United States to Britain
C.
Helped the US produce a stronger sense of national identity
D.
Great Britain defeated the US at Fort McHenry
Assessment
By roughly doubling the size of the United States, it opened
the way to western expansion and meant that the US
did not have to depend as heavily on imports from
other nations. What was it?
A.
B.
C.
D.
The Gadsden Purchase
The Northwest Ordinance of 1785
The Louisiana Purchase
The Missouri Compromise
SSUSH 7
Student will explain the process of economic
growth, its regional. And national impact in
the first half of the 19th century, and the
different responses to it.
SSUSH 7a
Explain the impact of the Industrial
Revolution as see in Eli Whitney’s
invention of the cotton gin and his
development of interchangeable parts for
muskets.
Eli Whitney’s Inventions
Interchangeable Parts
• New England inventor Eli
Whitney implemented the idea
of manufacturing
interchangeable parts, in which
all parts needed to make a
product are made to an exact
standard.
• Whitney used his idea to
manufacture guns. Other
inventors later perfected the
strategy, bringing the concept
of interchangeable parts to
other industries.
The Cotton Gin
• Whitney also devised the cotton
gin, a machine that separates the
seeds from raw cotton.
• In 1794, Whitney gained a patent
on the cotton gin, a license from
the government giving him the
sole right to make, use, and sell
an invention for a period of time.
• The cotton gin increased the
amount of cotton that farmers
could produce, with many farranging effects. Farmers sought
new land to farm as well as more
enslaved Africans to work on
these lands.
SSUSH 7b
Describe the westward growth of the United
States; include the emerging concept of
Manifest Destiny.
Bound for the Pacific
•
•
•
•
•
Some Americans believed that it was their nation’s manifest destiny, or
obvious or undeniable fate, to extend its reach from the Atlantic to the
Pacific.
Several Native American groups had lived in the Oregon Country, the area
that stretched from northern California to the southern border of Alaska, for
centuries. White settlers known as mountain men began trading with these
Native Americans in the late 1700s.
The United States, Great Britain, Russia, and Spain all claimed rights to the
Oregon Country. Russia and Spain soon gave up their claims, and the
United States and Great Britain agreed to joint occupation of the area.
Wagon trains brought thousands of pioneers along the Oregon Trail, the
main route across the central plains and the Rocky Mountains. The Oregon
Trail took settlers through mountain passes, low spots that allow travelers to
cross over to the other side of a mountain range.
Traders traveled along the Santa Fe Trail to Santa Fe, New Mexico.
SSUSH 7c
Describe reform movements, specifically
temperance, abolitionism, and public
school.
The Temperance Movement
• The most widespread social reform movement during the early
1800s was the temperance movement, an organized campaign to
eliminate alcohol consumption.
• Temperance reformers opposed alcohol consumption, arguing that it
threatened family life and caused employee absenteeism.
• Members of the movement encouraged people to take pledges of
abstinence, or refraining from doing something, in this case drinking
alcohol. They also worked for political change to ban the sale of
alcohol.
• Some states, beginning with Maine in 1851, passed laws banning
the manufacture and sale of alcoholic beverages. However, protests
soon led to the lax enforcement or the repeal of most of these laws.
Public Education
Emergence of Public Education
Desire for Public Education
Beginning in the 1820s, many working-class and middle-class Americans demanded taxsupported public schools. They felt that a democracy required citizens who were literate,
informed, and morally upright.
Opposition Views
Others did not want their tax money to support schools. Many rural families depended on their
children’s labor and did not want them to be required to attend school.
Horace Mann
Horace Mann helped Massachusetts pioneer school reform, encouraging other states to do the
same. He also established the grade level system, consistent curricula, and teacher training
programs.
Moral Education
Early public education was designed to teach Protestant moral values as well as reading and
other skills. Students learned thrift, obedience, honesty, and temperance from books such as
McGuffey’s Readers.
The Limits to Reform
African Americans and girls often did not have the same opportunity to attend school that white
boys did. When African Americans did attend schools, they were often segregated, or separated
according to their race.
SSUSH 7d
Explain women’s effort to gain suffrage; include Elizabeth
Cady Stanton and the Seneca Falls Conference.
A Women’s Rights Movement
• American women delegates to the first
World Anti-Slavery Convention in London,
England, in 1840 were outraged when the
convention voted to prohibit women from
participating.
• Two of these women, Lucretia Mott and
Elizabeth Cady Stanton, turned their anger
into action. In 1848, they organized their
own convention on women’s rights.
The Seneca Falls Convention
•
•
•
•
The women’s rights convention that Mott and Stanton organized, called the
Seneca Falls Convention, was the first of its kind in United States history.
At the convention, Stanton read her Declaration of Sentiments, a document
which echoed the language of the Declaration of Independence.
The convention passed 12 resolutions, including a controversial one calling
for suffrage, or the right to vote, for women. Women opposed to suffrage
argued that women should use their influence only within their homes.
No African American woman attended the convention. Although many
found the abolitionist movement to be a more pressing concern, some,
including Sojourner Truth, were active in the women’s movement as well.
SSHSH 7e
Explain the Jacksonian Democracy,
expanding suffrage, the rise of popular
political culture, and the development of
American nationalism.
Two New Parties Face Off
The American System and the
National Republicans
•
•
•
Adams and Clay pushed for laws
authorizing the federal
construction of roads, canals,
bridges, and other public
improvements.
Supporters of Andrew Jackson in
Congress blocked such plans at
every turn.
Supporters of Adams and Clay
began calling themselves the
Adams Party or National
Republicans, later to be known as
Whigs.
Jackson and the Election of 1828
• Supporters of Andrew Jackson
called themselves Jacksonians
or Democratic Republicans.
Historians now call them
Jacksonian Democrats.
• Jackson won the presidential
election of 1828 by a large
margin.
• Many men who did not own
property were allowed to vote
for the first time. These voters
chose Jackson, the candidate
they felt was a man of the
people.
Jackson as President
Andrew Jackson as President 1829–1837
Jackson’s
Inauguration
Jacksonian
Democracy
The Spoils
System
Limited
Government
When Jackson was
inaugurated,
supporters
immediately
rushed forward to
greet him. They
followed him into
the White House to
try to get a glimpse
of their hero, the
first President from
west of the
Appalachians.
Jackson’s support
came from
thousands of new
voters. New laws
that allowed all
white men to vote,
as well as laws that
let voters, rather
than state
legislatures, choose
electors, gave many
more people a voice
in choosing their
government.
(universal suffrage)
The practice of
patronage, in
which newly
elected officials
give government
jobs to friends and
supporters, was
not new in
Jackson’s time.
Jackson made this
practice, known as
the spoils system
to critics, official.
Jackson believed
in limiting the
power of the
federal government
and used his veto
power to restrict
federal activity as
much as possible.
His frequent use of
the veto helped
earn him the
nickname “King
Andrew I.”
The Bank War
The Bank of the United States
• Like many Americans, Jackson
viewed the Bank of the United
States as a “monster” institution
controlled by a small group of
wealthy easterners.
Jackson Vetoes the Charter
• Jackson vetoed the bill to
recharter the bank, claiming that
the back was a tool of the greedy
and powerful.
• Despite Clay and Webster’s
intentions, the veto did not hurt
Jackson’s campaign. Jackson
won reelection in 1832 by a huge
margin, defeating Clay, the
National Republican candidate.
Assessment
Which of the following is NOT a characteristic of Jacksonian democracy?
A.
Laissez-faire economics
B.
Strict interpretation of the Constitution
C.
Spoils System
D.
The Doctrine of Nullification
What was one of the greatest impact of the cotton gin during the Industrial
Revolution?
A.
It allowed people to harvest cotton much faster making it the basis of the
South’s economy during the 1800s.
B.
It allowed the North to become more industrialized and prosperous.
C.
It ended the South’s dependence on agriculture and freed the slaves.
D.
It improved Henry Ford’s assembly line with faster seat production.
Assessment
Read the quote below and answer the following question.
“He totally transformed the economies of two regions, but in entirely different
ways. How could one man have taken one region of the nation down a
path of increased reliance on factory workers, while at the same time
making the South a region totally dependent on slaves”
US Economist in the mid-1800
Who is the above quote MOST LIKELY referring to?
A. Benjamin Franklin
B. Thomas Edison
C. Eli Whitney
D. W.E.Dubois
Assessment
President Thomas Jefferson negotiated the Louisiana
Purchase despite the fact that the Constitution does not
specifically grant the president power to acquire new
territory. Given the fact that Jefferson held to a strict
interpretation of the Constitution, his decision to acquire
Louisiana is seen by many historians as.
A.
B.
C.
D.
Consistent with the view of Jefferson originally held concerning the
Constitution
Inconsistent with Jefferson’s past views
Supportive of arguments Jefferson made when he was secretary of state
under President Washington
Dishonest considering he did not notify Congress of his decision
Assessment
“Jacksonian Democracy” can BEST be
described as
A.
B.
C.
D.
Government that favors an elite few
Representative government in which property owners
are the only ones that vote
A system of government in which even poorer white
men have a voice
Democracy based on equality, regardless of social
standing, gender, or race
Assessment
The search for gold, religious faith, and the
desire for land were all
A.
B.
C.
D.
Major causes of the Civil War
Reasons for conflict with Spain
Reasons why settler moved west
Causes of the Nullification Crisis
SSUSH 8
The student will explain the relationship
between growing north-south division and
westward expansion.
SS USH 8 a
Explain how slavery became a significant
issues in American politics' include the
slave rebellion of Nat Turner and the rise
of abolitionism (William Lloyd Garrison,
Frederick Douglas, and the Grimke
sisters).
Slave Revolts
Turner’s Rebellion
• Nat Turner, an African American
preacher, planned and carried out
a violent uprising in August 1831
known as Turner’s Rebellion.
• Local militia captured and hanged
many of the rebels, including
Turner.
• Crowds of frightened and angry
whites rioted, killing about a
hundred African Americans who
had not been involved in the
revolt.
An Antislavery Movement Arises
The Antislavery Movement
The Roots of
Abolitionism
Moderate Reforms
Colonization of Liberia
Radical Abolitionism
The abolitionist
movement, the
movement to put an
end to slavery, began
in earnest during the
late 1700s.
Antislavery societies
and newspapers were
created, and between
1777 and 1804, every
state north of
Maryland abolished
slavery.
At first, activists
such as Quaker
Benjamin Lundy
advocated moderate
reforms. Lundy and
others called for a
gradual program of
emancipation, or
freeing, of enslaved
persons.
In the early 1800s,
some abolitionists
established a new state
in West Africa, Liberia,
believing that free
African Americans
could receive better
treatment there than in
America. Many African
Americans were
offended by this idea,
believing themselves to
be as American as
white people.
Some reformers,
including white
Bostonian William
Lloyd Garrison,
denounced
moderation and
called for an
immediate end to
slavery. Garrison
founded the American
Anti-Slavery Society
in 1833 to work
toward this goal.
Frederick Douglass
Early Years
• Frederick Douglass was born into
slavery in Maryland in 1817.
• Although Maryland state law
prevented the education of slaves,
Douglass was taught first by his
owner’s wife and later educated
himself.
• As a field hand, Douglass was brutally
beaten, reaching what he called a
“turning point” in his life–the time that
he fought back.
• In 1838, Douglass disguised himself
as a sailor and escaped to New
Bedford, Massachusetts.
Douglass as Activist
• Douglass became a writer and
speaker, earning a reputation for
passion and eloquence.
• Douglass founded an abolitionist
newspaper, the North Star, in
1847.
• To avoid capture by his former
master, Douglass went to Europe,
where he raised the money to
purchase his freedom.
• Douglass believed that slavery
should be fought with deeds as
well as words, although without
violence.
Divisions Among Abolitionists
Women’s Participation
Racial Issues
Tactics
When the American AntiSlavery Society insisted
that female abolitionists
be allowed to speak at
meetings, some members
resigned in disgust.
Despite resistance, female
abolitionists such as
Sarah and Angelina
Grimké and Sojourner
Truth helped spread
antislavery sentiment.
African Americans felt a
personal connection to
the antislavery movement
that many white people
never understood. Some
black reformers felt that
white abolitionists
regarded them as inferior.
Some abolitionists,
including Arthur and
Lewis Tappan, felt that
political action was
needed. Others,
including William
Lloyd Garrison,
supported other
tactics. Garrison
believed that the
Constitution supported
slavery, making new
antislavery laws
pointless.
SSUSH 8b
Explain the Missouri Compromise and tthe
issue of slavery in western states and
territories.
Effects of the Missouri Compromise
• Territories acquired after the Mexican War forced an old question
back into politics about whether or not slavery would be permitted in
new territories.
• Each new state that was admitted to the Union could tip the balance
for or against slavery. Both sides wanted to establish their practices
in the new territories before these territories became states.
• The Missouri Compromise of 1820 had stated that any new states
created north of 36° 30' N latitude had to be free states. Much of the
new territory, however, was south of this line.
• Some members of both parties who opposed slavery in the
territories formed the Free Soil Party. The Free Soil Party did not
win any states in the presidential election of 1848, but it did tip the
balance in favor of Whig candidate Zachary Taylor.
SSUSH 8c
John C. Calhoun- South Carolina Senator –wrote pamphlet
titled Exposition and Protest- argued for state’s rights
and asserted that nay state could refuse to enforce a law
that it saw unconstitutional
1832- SC threatened to invoke this right and secede ( leave
the union) if the offensive tariffs ere not repealed
Nullification Crisis-state could declare a law null and void if
it violated the Constitution
The Tariff Crisis
•
•
•
•
•
Before Jackson’s first term had begun, Congress passed the Tariff of 1828,
a heavy tax on imports designed to boost American manufacturing.
The tariff greatly benefited the industrial North but forced southerners to pay
high prices for manufactured goods.
In response to the tariff, South Carolina claimed that states could nullify, or
reject, federal laws they judged to be unconstitutional. It based this claim
on a strict interpretation of states’ rights, the powers that the Constitution
neither gives to the federal government nor denies to the states.
South Carolina nullified the tariffs and threatened to secede, or withdraw,
from the Union, if the federal government did not respect its nullification.
A compromise engineered by Senator Henry Clay ended the crisis.
However, the issue of states’ rights continued to influence the nation.
SSUSH 8d
Describe the war with Mexico and the
Wilmot Proviso.
War With Mexico
The Mexican War, 1846-1848
Beginnings of the
Mexican War
The Bear Flag Revolt
Fighting the War
A dispute over the
southern border of
Texas, President Polk’s
dreams of acquiring
Mexican lands, and a
skirmish in April 1846
led to the Mexican War.
Before news of the war
had reached California,
settlers there declared an
independent Republic of
California. The uprising
became known as the
Bear Flag Revolt after the
bear pictured on the new
republic’s flag.
By January 1847, United
States forces had taken
control of the territories of
New Mexico and California.
The fighting continued in
Mexico until September 14,
1847, when America
captured Mexico City, the
capital of Mexico.
The Mexican War
The Mexican War provided
an opportunity to extend
America’s borders across
the continent.
The Wilmot Proviso
• Another important effect of the Mexican War was its role in bringing
the question of slavery to the forefront of American politics.
• Congress faced a decision about whether or not to allow slavery in
the newly acquired territories. Its decision could tip the balance of
political power toward either the North or the South.
• The Wilmot Proviso, first attached to an 1846 bill, stated that slavery
would be forbidden in new territories acquired from Mexico.
Although the proviso was not passed, it continued to be added to
bills concerning the new territories.
• The Wilmot Proviso never became law. However, it revealed the
growing gap between the North and the South over slavery.
The Treaty of Guadalupe Hidalgo
The Treaty of Guadalupe Hidalgo
• The Treaty of Guadalupe
Hidalgo ended the Mexican
War with substantial gains for
the United States.
• In the treaty, Mexico gave up
its claims to Texas, California,
and New Mexico in return for
$15 million.
• Five years later, Mexico sold
more land to the United States.
This Gadsden Purchase
included land that became
southern New Mexico and
Arizona.
Results of the Mexican War
• The Mexican War, together
with the Gadsden Purchase
and the 1846 division of
Oregon, established the
borders of the continental
United States as they are
today.
• In Mexico, bitterness
developed toward the United
States that would last for
decades.
• New American territory in the
West opened the door to an
even larger wave of western
migration.
SSUSH 8e
Explain the Compromise of 1850
The Compromise of 1850
The Compromise of 1850
Clay Proposes a Compromise
In 1849, Senator Henry Clay of Kentucky proposed what would become known as the
Compromise of 1850 as a middle ground on the slavery debate.
Terms of the Compromise
As part of the Compromise, California would become a free state, New Mexico and Utah would
decide their own slavery status, and a Fugitive Slave Act would order United States citizens to
help return enslaved people who had escaped.
Calhoun’s Opposition
Senator John C. Calhoun of South Carolina represented much of the South’s view when he
opposed the Compromise. Calhoun believed that southern states had the right to leave the Union
if their rights were no longer being respected.( State Rights Ideology)
Webster’s Support
Senator Daniel Webster of Massachusetts supported the Compromise, believing that it would help
keep the Union together. Northern abolitionists, however, felt that Webster was putting financial
matters ahead of humanitarian issues.
Congress Approves the Compromise
The Compromise of 1850 was passed, but it did little besides establish California as a free state.
The Fugitive Slave Act infuriated northern abolitionists, including author Harriet Beecher Stowe.
The Compromise of 1850—Map
The Compromise of
1850 helped define
which states and
territories would
become free states
and which would
become slave states.
Assessment
What agreement admitted California to the Union as a free state?
A.
The Compromise of 1850
B.
Kansas-Nebraska Act
C.
Dred Scott Case
D.
Wilmot Proviso
Read the quote below and answer the following question.
“Provided that, as an express and fundamental condition to the acquisition of
any territory from the Republic of Mexico by the United States, by virtue
of any treaty which may be negotiated between them, and to the use by
the Executive of the moneys herein appropriated, neither slavery nor
involuntary servitude shall ever exist in any part of said territory, except
for crime, whereof the party shall first be duly convicted?
Where is this quote from?
A.
Missouri Compromise
B.
Dred Scott Case
C.
Wilmot Proviso
D.
Compromise of 1850
Assessment
What did Frederick Douglass and William
Lloyd Garrison have in common?
A.
B.
C.
D.
They were both leaders of the abolitionist movement.
They were both determined to expand slavery.
They were each early black leaders in the United
States.
They both participated in John Brown’s raid.