8-U4.1.2 Establishing America’s Place in the World – Changes in America’s Relationships- Explain the changes in America’s
relationships with other nations by analyzing treaties with American Indian nations, Jay’s Treaty (1795), French Revolution,
Pinckney’s Treaty (1795), Louisiana Purchase, War of 1812, Transcontinental Treaty (1819), and the Monroe Doctrine.
I can:
Resources to study:
Explain the cause and effect of the following events.
Thomas Jefferson &
The Louisiana Purchase from France in
1803
Andrew Jackson &
The American Indian Nations
Cause: Conflict with settlers and
the desire for land by U.S. led to
Indian removal Act
Effect: Led to forced removal of
many Native American tribes
and relocate to Indian
territory(established) west of
Mississippi River in present day
Oklahoma
Cause/Need: Purchased Louisiana
territory to obtain port of New
Orleans
Effect: Doubled size of U.S. and
provided more opportunity for
agricultural expansion
Foreign Policy
James Madison & The War of 1812 with
Britain
James Monroe & The Monroe Doctrine with
all foreign nations in 1823
Cause: Britain was impressing
private citizens into war, not
honoring U.S. neutrality,
provided military aid to Native
Americans on western frontier
Cause: U.S. declared that Europeans
may no longer colonize North or
South America and any attempt
would be considered hostile and
start conflict.
Effect: War of 1812. U.S. won the
war, established true
independence from Britain. U.S.
pride
Effect: It shaped future U.S./Latin
relationships and most European
countries respected it.
The Adams-Onis Treaty with Spain in 1819
Cause: To settle disputes between
Spain and U.S. over borders
3rd President-Thomas Jefferson 1801-1809
4th President – James Madison 1809-1817
5th President – James Monroe 1817-1825
6th President – John Quincy Adams 1825-1829
7th President – Andrew Jackson 1829-1837
8th President – Martin Van Buren 1837-1841
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Effect: U.S. gained Florida and gave
up rights to present day Texas.
Also U.S. gave of claims of 5 million
dollars against Spain.
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8-4.2.1 Comparing Northeast and South- Compare and contrast the social and economic systems of the Northeast and the South
with respect to geography and climate and the development of agriculture, including changes in productivity, technology, supply and
demand, and price; industry, including entrepreneurial development of new industries, such as textiles; the labor force including labor
incentives and changes in labor forces; transportation including changes in transportation (steamboats and canal barges) and impact
economic markets and prices; immigration and the growth of nativism; race relations; class relations
I can:
Resources to study:
Compare & Contrast Chart of the Northeast and South Complete the chart below while studying about the
Expansion and Reform of the United States in the early 1800s. Think about the geography of each region and how
each of these regions was affected during this time period.
Northeast
Limited agriculture, land not suitable for large
scale farming (rocky soil)
South
Invention of cotton gin (Eli Whitney) led to
massive growth of cotton farming. Main
economic source in the South
Industry
Industrial revolution led to many factories being
built in the Northeast to produce textiles (cloth)
Very limited industry
Labor Force
Mill laborRhode Island System
Lowell System
African American slaves in agricultural
industry.
Transportation
Roads and canals being built to aid
transportation of materials to industrial sites
Limited roads built
Immigration/Growth of
Nativism
Irish and German immigrants migrated to U.S. in
search of jobs. Many Americans unhappy about
it.
Very limited migration to the South.
Race/Class Relations
Nativism led to conflicts between U.S. citizens
and new immigrants to U.S. Free blacks in North
faced discrimination.
-Separation of wealthy plantation owners who
owned many slaves (treated them as property)
They make up a small percentage of population
-Small scale farmers also held slaves
-Then poor whites-looked down upon
Agriculture
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8-U4.2.2. The Institution of Slavery- Explain the ideology of the institution of slavery, its policies, and consequences.
I can:
Resources to study:
Complete the cause
effect chart below.
Cause
1. Invention of the cotton gin by Eli Whitney and the
textile mills in the Northeast
Effect
Increased growth/production of short staple cotton and increased
demand for slaves
2. People who were enslaved faced poor conditions
and were kept under strict control. How did some of
these slaves react to these conditions?
Maintaining religious beliefs and practices
Worked slower to protest increased hours in field
Ran away for a few days to avoid angry master
Slave Revolts (Nat Turner)
3. Northern Abolitionists resisted Southern slave
laws
Slave codes were strengthened as a result of these actions.
4. How did slave owners view their slaves?
As property to be bought and sold.
5. What evidence do you have to support your answer to #4?
Slave auction posters
Dred Scott decision
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8-U4.2.3 Westward Expansion- Explain the expansion, conquest, and settlement of the West through the Louisiana Purchase, the
removal of American Indians (Trail of Tears) from their native lands, the growth of a system of commercial agriculture, the MexicanAmerican War, and the idea of Manifest Destiny.
I can:
Resources to study:
Create a timeline of the following events. Your timeline may be either horizontal or vertical. Make certain to label your timeline neatly and
clearly.
1.
Cotton Gin invented
2.
Louisiana Purchase
3.
Embargo Act
4.
War of 1812
5.
Erie Canal
6.
Transcontinental Treaty
7.
Missouri Compromise
8.
Monroe Doctrine
9.
William Lloyd Garrison-publishes The Liberator
10. Worcester v. Georgia
11. Horace Mann becomes first Secretary of Education
12. Trail of Tears
13. Wilmot Proviso
14. Mexican-American War
15. Seneca Falls Convention
16. The Know Nothing Party is formed
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1793
1803
1807
1812
1817-25
1819
1820
1823
1831
1832
1837
1838-39
1847
1846-47
1848
1849
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U4.2.3 Manifest Destiny - Westward Expansion, Conquest, and Settlement of the West-– Explain the expansion, conquest, and
settlement of the West through the Louisiana Purchase, the removal of American Indians (Trail of Tears) from their native lands, the growth
of a system of commercial agriculture, the Mexican-American War, and the idea of Manifest Destiny.
I can:
Resources to study:
Use the maps below to answer the questions on the next page.
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1. Explain why Thomas Jefferson wanted to purchase Louisiana from France.
a) To open up Western Expansion (farming)
b) The French could interfere with vital U.S. trade along the Mississippi River by controlling the seaport of
New Orleans.
2. Explain why France was willing to sell Louisiana.
a) France was at war with Britain and did not want to fight two countries.
b) The money would help finance France against Britain.
c) It would also provide another power challenge to Britain.
3. Explain the reason for the Mexican-American War
a) Desire of the U.S. to expand across the North American continent to the Pacific Ocean.
b) Americans migrated into lands not belonging to Americans(Texas & California)
4. What did Americans gain from the Mexican-American War?
Mexican Cession – Included present day California, Nevada, Utah; most of Arizona and New Mexico; parts of Colorado
and Wyoming; and the area claimed by Texas north of the Rio Grande. We also paid 15 million dollars.
Gadsden Purchase – Ten million dollars for a strip of land that includes southern parts of present day Arizona and New
Mexico. Set U.S. southern border.
5. Which Supreme Court Ruling said that the Cherokee could stay on their land in Georgia?
Worcester v. Georgia
6. Why did Andrew Jackson force the Cherokee off of their land? How could he defy a Supreme Court ruling?
He wanted the land for American farmers (to grow cotton). He also supported Georgia who wanted the gold on
Cherokee land.
He could defy the Supreme Court ruling because most American citizens and Congress chose not to take serious issue
over Indian rights.
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8- U4.2.4 Consequences of Expansion- Develop an argument based on evidence about the positive and negative consequences of
territorial and economic expansion on American Indians, the institution of slavery, and the relations between free and slaveholding states.
I can:
Resources to study:
The early 1800’s in the United States was known as the era of Expansion and Reform. Explain how territorial and economic
expansion affected each of the following.

Effect on the countryTerritorial-People began to move westward as the country began to grow and attain new territory (LA Purchase)
The Transportation Revolution also provided a way to move good and people westward to contribute to the expansion.
Economic-The industrial Revolutin in the North (often the mills) increased the demand for cotton. The South provided
the cotton to the mills which, in turn, provided economic growth for both regions.

Effect on American IndiansTerritorial-American Indians forced of tribal lands and transplanted t Indian territory that was territory in present day
Oklahoma, named so by the government.
They were moved because of the demand for land by southern farmers to plant cotton which was the South’s leading
economic cash crop.

Effect on the institution of SlaveryBecause of the territorial expansion by southern farmers to new lands to farm cotton, there was an increased demand for
slave labor. This kept the demand for slaves which, in turn, supported the institution of slavery.

Effect on relations between free and slaveholding statesThe difference of opinion on the issue of slavery between free and slave holding states caused a strain on regional
relationships. The North and South compromised in Congress many times to appease both sides.
Examples:
Missouri Compromise, Compromise of 1850
Both led by Senator Henry Clay of Kentucky (border state)
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U4.3.1 Explain the origins of the American education system and Horace Mann’s campaign for free compulsory public education.



I can explain what our educational system looked like in the beginning of our country’s history
I can explain what brought on the need for reform
I can explain the results of that reform.
Define/Identify:
Common-school movement – social reform efforts
begun in the mid 1800s that promoted the idea of
having all children educated in a common place
Horace Mann – Education reformer. First Secretary of
Education for Massachusetts. Believed all children
should have an equal chance at education.
1.
2.
3.
4.
5.
Describe our country’s early educational system.
Education was thought of as important, but many children worked instead. Those that went usually had poorly trained, young women
teaching them in poorly built schoolhouses surrounded by kids and adults of various ages.
Explain why the common-school movement was an important reform in the early 1800s and which group it most directly affected.
The group it most directly affected were immigrants. It was an important reform because our country became stronger by having an
educated population.
Compare and contrast opportunities for education for boys and girls.
Boys-not unusual to go through college.
Girls-usually only through grade school
-college opportunities began in 1821
Explain/describe the educational opportunities available for African-Americans at that time.
Usually in separate school from whites
College was not a possibility until 1835
Laws in certain areas in the South dept African Americans from even attending primary school
Who were two leaders who advanced the education of people with disabilities at this time and how did they do so?
Samuel Gridley Howe
Thomas Gallaudet
September 2016
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4.3.2 Describe the formation and development of the abolitionist movement by considering the roles of key abolitionist leaders (e.g., John Brown
and the armed resistance, Harriet Tubman and the Underground Railroad, Sojourner Truth, William Lloyd Garrison, and Frederick Douglass),
and the response of southerners and northerners to the abolitionist movement.
I can:
Resources to study:
Abolition Movement
1.
Who was involved? African-American slaves, free African-American former slaves, Wm.Lloyd Garrison, the Grimke sisters, Frederick
Douglas, Sojourner Truth. H. Jacobs, Harriet Tubman
2.
What happened?
Some people were against slavery from the formation of our country (first group-Quakers). Beginning in the 1830s, the anti-slavery
movement (abolition) really began to gain momentum.
3.
Why did it happen?
Some Americans felt that the slavery was morally wrong. The Second Great Awakening movement pushed the moral issue and
created the Abolitionist Movement.
4.
When did this happen?
Mainly gaining momentum in the 1830s, through the Civil War.
5.
Where did this happen?
In the U.S. (with other abolition movements worldwide).
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4.3.3 Analyze the antebellum women’s rights (and suffrage) movement by discussing the goals of its leaders (e.g., Susan B. Anthony and
Elizabeth Cady Stanton) and comparing the Seneca Falls Resolution with the Declaration of Independence.
I can:
Resources to study:
Women’s Rights
Who was involved?
The Grimke sisters, Sojourner Truth, Elizabeth Cady, Stanton, William Lloyd Garrison, Lucretia Mott, Lucy Stone, Susan B. Anthony.
What happened?
From the onset of the Declaration of Independence, some women felt they should be receiving equal treatment. Many women were involved in
the abolitionist movement and took part in a World Anti-Slavery convention. However, these women were not allowed to even sit in the main
part of the convention. This prompted Lucretia Mott & Elizabeth Cady Stanton to create a woman’s rights convention in Seneca Falls, NY to
finally bring attention to the discrimination towards women.
Why did it happen?
Women were tired of not having the basic rights that were being provided to men-right to vote, own property, attend college, etc.
When did this happen?
From the foundation of our country, but really gaining momentum in the 1830s-40s.
Where did this happen?
Throughout the U.S.
Seneca Falls Convention-first national women’s rights convention at which the Declaration of Sentiments
Declaration of Sentiments: statement written and signed by women’s rights supporters at the Seneca Falls Convention; detailed their beliefs
about social injustice.
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4.3.4 Analyze the goals and effects of the antebellum temperance movement.
I can:
Resources to study:
1.
2.
3.
What impact did the Second Great Awakening have on reform movements like the Temperance Movement?
Reformers did not see that encouraging people to stop drinking alcohol was enough. They wanted to go further by outlawing the sale of
alcohol.
What was the goal of the Temperance Movement?
The hope that people would stop drinking hard liquor and to drink beer and wine only in small amounts.
How did reformers attempt to achieve these goals?
Reformers established the American Temperance Society and the American temperance Union to spread this message. Minister
Lyman Beecher preached widely about alcohol’s evil effects.
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U4.3.5 Evaluate the role of religion in shaping antebellum reform movements.
I can:
Resources to study:
Complete the diagram by listing the reform movements in the boxes directly under The Second Great Awakening Umbrella.
Next, list the goal of each movement below the corresponding text box.
The Second Great Awakening1820s and 1830s
Definition: A period of widespread evangelism-began to emerge in
Towns across N.Y. and in the Ohio River Valley. This new
religious devotion had spread throughout New England,
the Appalachians, and the South.
Temperance
Movement
Prison
Reform
Goal:
Separate
mentally ill
from
prisoners and
improve
prison
conditions
and educate
prisoners
Goal:
End alcohol
consumption
- turned
respectful
people into
scoundrels
Common
School
Movement
Movement to
End Slavery
Goal:
Goal:
Improve
education
for young
Americans
Slavery was
morally
wrongAbolitionists
worked
Women’s
Rights
Movement
Goal:
Equal
rights for
women
1. What effect did the Second Great Awakening have on religious life in America? Why was this
religious awakening a positive effect on society?
Religion: It asked people to prove their faith by improving social conditions.
September 2016
Society: Utopian society-improve behaviors/conditions.
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4.3.1 Explain the origins of the American education system and Horace Mann’s campaign for free compulsory public education.
4.3.2 Describe the formation and development of the abolitionist movement by considering the roles of key abolitionist leaders (e.g., John Brown
and the armed resistance, Harriet Tubman and the Underground Railroad, Sojourner Truth, William Lloyd Garrison, and Frederick Douglass),
and the response of southerners and northerners to the abolitionist movement.
4.3.3 Analyze the antebellum women’s rights (and suffrage) movement by discussing the goals of its leaders (e.g., Susan B. Anthony and
Elizabeth Cady Stanton) and comparing the Seneca Falls Resolution with the Declaration of Independence.
4.3.4 Analyze the goals and effects of the antebellum temperance movement.
4.3.5 Evaluate the role of religion in shaping antebellum reform movements.
I can:
Resources to study:
Analyze the growth of
Antebellum American Reform movements
Famous Reformers of the Second Great Awakening
Who: Horace Mann
Reform Movement: Common School
picture
Role (What part did this person play in the movement?)
Leading voice for educational reform
Appointed as first Secretary of Education for Massachusetts in 1837.
Effect (What was the result of this person’s actions?)
His writings and ideas spread throughout the U.S. to Latin America and Europe. He won over many other
educators with his argument that “the common school, improved and energized, may become the most
effective…of all the forces of civilization.”
Who: John Brown
picture
Reform Movement: Abolition
Role (What part did this person play in the movement?)
Led a raid in 1859 (hoped enslaved people would join him, but didn’t).
Effect (What was the result of this person’s actions?)
September 2016
Others followed his lead later. His death was for a great cause.
13
Who:
Harriet Tubman
Reform Movement: Abolition
Role (What part did this person play picture
in the movement?)
Conductor of the Underground Railroad
Effect (What was the result of this person’s actions?)
Helped hundreds of fugitives to their freedom.
Who: Sojourner Truth
Reform Movement: Abolition
Role (What part did this person play picture
in the movement?)
Effective speaker for both abolition and women’s rights.
Effect (What was the result of this person’s actions?)
Better/improved women’s rights.
Who: William Lloyd Garrison
Reform Movement: Abolition
picture
Role (What part did this person play in the movement?)
Wrote “The Liberator”-Anti-slavery newspaper.
Helped found and later became president of The American Anti-Slavery Society.
Effect (What was the result of this person’s actions?)
Spread anti-slavery literature throughout the North and the Midwest.
Encouraged others to challenge based on his words.
Who: Frederick Douglass
Reform Movement: Abolition
picture
Role (What part did this person play in the movement?)
Escaped slavery at age of 20. Secretly learned to read and write. Great public speaking skills. Impressed
members of The Anti-Slavery Society so he was asked to give lectures.
September 2016
Effect (What was the result of this person’s actions?)
Published The North Star-encouraged others to challenge based on his words/speeches.
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Who: Susan B. Anthony
Reform Movement: Women’s Rights
Role (What part did this person play in the movement?)
She turned the fight for women’s rights into a political movement. Argued that women should receive equal
pay for equal work and that women should be allowed to enter traditionally male professions.
Effect (What was the result of this person’s actions?)
In 1860, state legislature finally passed a law giving married women ownership of their wages and property.
Who: Elizabeth Cady
Reform Movement: Women’s Rights
Role (What part did this person play in the movement?)
One of the leaders of the Seneca Falls Convention
Effect (What was the result of this person’s actions?)
Launched the organized women’s rights movement.
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