AP U.S. History- Meyers
Name_________________________________________
Get rid of debates maybe?
Add JQA, MVB, and Tyler
Add reading on finney and reform
Maybe have students do reading but not do notes?
Clean up Jackson lecture: make it all inclusive or tease it out
Maybe add a day for women DBQ or 2nd GA dbq and have students analyze the student samples
Force students to grapple with jacksonian themes in various topics studied
Connections b/t jacksonian democracy, 2nd GA and reform movements?
Maybe add a second day for reform? More time on education and temperance
Unit 5: The Age of Jackson
Essential Questions
1. Understand the differences and similarities between Jeffersonian and Jacksonian Democracy.
2. Trace the development of political parties and their relationship to democratic change. At what point is
the notion of an opposition party accepted by Americans?
3. How do we characterize the Jacksonians? What were their attitudes about democracy, equality, and
opportunity?
4. How do we characterize Jackson? Old hickory or King Andrew? Democrat or autocrat? Conservative or
liberal? Old republican or liberal capitalist?
5. On what issues was Jackson a nationalist? On what issues was he a friend of states’ rights?
6. What is the nature of the American character? Are we rugged individuals, money hungry materialists, or a
society struggling to perfect itself in a quest for spiritual fulfillment?
7. What were the major reform movements of this period, and how did they relate to political
developments?
8. What was the relationship between the cultural changes taking place and Jacksonian democracy?
9. What happened to the role and status of women in American society during this era? What forces
were at work to maintain their roles and status? What forces were at work to change their roles
and status?
Chapter 10 Study Guide
291-99
hotels
meaning of “democracy”
“self-made man”
Martin Van Buren
“money-power” vs. “rabble rousers’ Workingmen’s Parties
Philadelphia union activity social class distinctions
William Mount
George Caleb Bingham
Ralph Waldo Emerson
Nathaniel Hawthorne
Thomas Cole
Asher Durand
John Quincy Adams
the “corrupt bargain”
“popular sovereignty”
nominating conventions
Thomas Skidmore
romanticism in art / lit
Brahmin poets
Herman Melville
Edgar Allen Poe
tariff of abominations
312-313
political gatherings at the “husting”
the stump speech
elbow rubbing
301-304
1828 Election
Rachel Jackson
the Peggy Eaton affair
the Cherokee
Worcester v. Georgia “Trail of Tears”
304-309
John Calhoun and nullification
Nicholas Biddle
Jackson’s veto of the recharter
Roger Taney
“the spoils system’
Indian Removal Act
Jefferson Day Dinner
South Carolina nullification
the Force Bill
Henry Clay - Tariff of 1833 “the Bank War”
the “Kitchen Cabinet’
bank recharter attempt in 1832
the election of 1832
removal of deposits to “pet banks”
309-311, 314-316
Whigs
Clay and Daniel Webster
“King Andrew”
Anti-Masonic Party
“Loco-Focos”
the “specie circular”
the panic of 1837
Martin Van Buren
the “independent sub-treasury”
election of 1840
William Henry Harrison
“Tippecanoe and Tyler too!”
“log cabins and hard cider”
the second two party system positions of Whigs and Democrats
demographic make-up of each party
Alexis de Tocqueville Tocqueville’s analysis
of “democracy in America”
Chapter 11 Study Guide
Charles Finney
Second Great Awakening
Peter Cartwright
Lyman Beecher
Unitarians
American Bible Society
American Temperance Society changes in husband-wife relationships
Cult of True Womanhood
cult of domesticity
sisterhood/sorority
changing conceptions of childhood public school movement
Horace Mann
McGuffey’s reader
prison reform
Dorothea Dix
American Colonization Society William Lloyd Garrison
The Liberator
American Anti-Slavery Society Theodore Dwight Weld
Elijah Lovejoy
Frederick Douglas
Louis and Arthur Tappan
The Liberty Party
Sarah and Angelina Grimke
Lucretia Mott
Elizabeth Cady Stanton
Seneca Falls - 1848
Declaration of Sentiments
Robert Owen - New Harmony Charles Fourier - “phalanxes”
the Shakers
Oneida Community
John Humphrey Noyes
Transcendentalism
Ralph Waldo Emerson
Brook Farm
Nathaniel Hawthorne
Henry David Thoreau
Walden
Sylvester Graham
Amelia Bloomer
Syllabus
You each will be assigned one of five debate topics to be debated in a “fishbowl” during class. Each of you
will write a one to two page position paper arguing your side of the debate. THE PAPERS WILL BE DUE
THE DAY AFTER THE DEBATE. Use information from the textbook, handouts, and other scholarly
resources available to you in order to outline as many arguments for your side as possible. This writing
assignment will replace the standard essay on the exam. The exam will consist of 30 multiple choice and
5 identifications.
Monday, 10-24
Unit 4 “Exam”
Go over exam
Introduce Unit 5
Text 291-299, 312-313
“In what ways and to what extent did the
United States become more democratic
during the 1820s and 1830s?”
Tuesday, 10-25
Jackson Introductory Video
Wednesday, 10-26
Democracy in the 1820’s-1830’s,
Indian Removal
Debate: Should the Indians East of
the Mississippi be moved West of the
Mississippi?
Tariff, Nullification, and the Bank of
the United States
Debate: Did South Carolina have the
right to nullify the tariff law?
Debate: Should Jackson veto the
recharter of the Bank of the United
States?
The Jacksonian Presidency
Debate: Was Jackson a great
president?
The Second Great Awakening and
Reform Movements
Text 301-304
Handout: Indian Removal
Be prepared for Indian Removal debate!
Text 304-309
Handouts: Calhoun’s Fort Hill Address,
Jackson on Nullification and the Bank, House
Ways / Means on the Bank
Thursday, 10-27
Friday, 10-28
Monday, 10-31
Tuesday, 11-1
Wednesday, 11-2
Thursday, 11-3
Reform Movements
Debate: Should Congress disallow
petitions or debate related to the
abolition of slavery?
Women’s Rights
Debate: The right of citizens of the
United States to vote shall not be
denied or abridged by the United
States or by any State on account of
sex.
Exam
Text 309-311, 314-316
Text 321-327
Handout: Reverend Finney on Reform
Text 330-338
Handout: Webster’s Catechism and McGuffy’s
Reader, William Lloyd Garrison and the
Boston Mob
Text 327-330, 338
Handout: The Cult of True Womanhood
Text 338-344
Handout: Transcendentalist Poetry by
Emerson
Sign-Up for Debate Leaders
Should the Indians East of the Mississippi be moved West of the Mississippi?
Yes
1.
No
1.
2.
2.
Did South Carolina have the right to nullify the tariff law?
Yes
1.
No
1.
2.
2.
Should Jackson veto the recharter of the Bank of the United States?
Yes
1.
No
1.
2.
2.
Was Jackson a great president?
Yes
1.
No
1.
2.
2.
Should Congress disallow petitions or debate related to the abolition of slavery?
Yes
1.
No
1.
2.
2.
The right of citizens of the United States to vote shall not be denied or abridged by the United States or by
any State on account of sex.
Yes
1.
No
1.
2.
2.