Unit 3: 1800-1848 - The New Nation
People
Thomas Jefferson
John Marshall
Robert Livingston
Tecumseh
Henry Clay
Daniel Webster
Martin Van Buren
Sam Houston
Zebulon Pike
Samuel Chase
Merriweather Lewis
Oliver Hazard Perry
John Quincy Adams
William Crawford
Robert Y. Hayne
Stephen Austin
William Marbury
Albert Gallatin
William Clark
William Henry Harrison
the Prophet
Peggy Eaton
Nicholas Biddle
Black Hawk
James Monroe
Aaron Burr
James Madison
Andrew Jackson
John C. Calhoun
Denmark Vesey
Osceola
John Tyler
impressment
war hawks
internal improvements
Virginia dynasty
rotation in office
judicial review
sectionalism
nonintervention
common man
annexation
impeachment
nationalism
isolationism
nullification
slavocracy
Terms
economic coercion
midnight judges
protective tariff
peculiar institution
spoils system
Events
Revolution of 1800
Embargo Act
Macon’s Bill No. 2
Bank of the US
McCulloch v. Maryland
Gibbons v. Ogden
Russian Treaty of 1824
12th Amendment
Anti-Masons
Tariff of 1832
Democratic Party
Whig Party
Judiciary Act of 1801
Chesapeake Incident
Non-Intercourse Act
Louisiana Purchase
Tippecanoe
Treaty of Ghent
Fletcher v. Peck
Tariff of 1816
Tallmadge Amendment
Era of Good Feelings
Dartmouth College v. Woodward
Acquisition of Florida
Missouri Compromise
Revolution of 1828
‘corrupt bargain’
Kitchen Cabinet
Tariff of Abominations
Force Bill
Specie Circular
‘pet’ banks
Tariff of 1833
panic of 1837
Lone Star
Orders in Council
Marbury v. Madison
Hartford Convention
American System
Monroe Doctrine
Treaty of 1818
Panic of 1819
King Caucus or Mob
Maysville Road
Seminole Indians
Trail of Tears
Essays
1. The case of Marbury v. Madison has been called “epochal.” To what extent do you agree with this characterization?
Is it true for both the short and long term affects?
2. The Embargo Act of 1800 “embodied Jefferson’s idea of peaceful coercion.” Explain ‘peaceful coercion’ and
evaluate its success as a diplomatic tool.
3. Explain whether the Revolution of 1800 was a true ‘revolution’ or a ‘moderate renovation’ in American political
history.
4. The Louisiana Purchase of 1803 is the ‘most glorious achievement of Jefferson as president.’ To what extent do you
agree with this statement?
5. What were the causes of the War of 1812? To what extent was it a ‘victory’ over Great Britain?
6. The War of 1812 has often been called the “second war for American independence.” Assess the validity of this
statement with respect to the causes, course and/or impact of the war.
7. What might the president and Congress have done in 1812 to avoid war with England and still maintain our nation’s
honor?
8. The era of Good Feelings is ‘something of a misnomer’ for the presidency of James Monroe. To what extent do you
agree or disagree?
9. To what extent was the Monroe Doctrine an isolationist doctrine?
10. Which of the following made the most important contributions to post war American nationalism: John Marshall,
Daniel Webster, Henry Clay, John Quincy Adams, Andrew Jackson. Justify your response.
11. Thomas Jefferson said of the Missouri debates, ‘that question, like a firebell in the night, awakened and filled me
with terror.’ Explain what was at stake in the Missouri debate that generated so much concern.
12. Rank the following in the order of their importance in shaping America’s legal system: Marbury v. Madison,
McCulloch v. Maryland, Gibbons v. Ogden, Fletcher v. Peck, Dartmouth College v. Woodward, Cohens v. Virginia.
13. The ‘era of good feeling’ ended with the election of 1824. Assess the validity of this statement.
14. A states’ rightist or a nationalist. Which term is more accurate in describing the policy decisions of Jackson’s
administration?
15. The election of 1828 was more of a revolution than that of 1800. To what extent do you agree with this assertion?
16. In 1816, John Calhoun had supported the new tariff. In 1828 he denounced protective tariffs. Account for his
changing position on the issue. To what extent did it reflect the rising sectionalism?
17. To what extent is it accurate to say that Andrew Jackson was a ‘presidential tyrant running roughshod over the
Constitution?’
18. Explain whether Andrew Jackson’s veto of the Bank of the United States was more of an constitutional, economic
or political decision.
19. Compare and contrast the Virginia and Kentucky Resolutions to John Calhoun’s doctrine of nullification and
secession. Who won the nullification crisis? South Carolina or the national government?
20. What is manifest destiny? Identify three events between 1816 and 1848 that support the idea that our ‘destiny’
came at considerable cost to others outside the US.
Relevant SOLS
VUS.1
The student will demonstrate skills for historical and geographical analysis and responsible citizenship,
including the ability to
a) identify, analyze, and interpret primary and secondary source documents, records, and data, including
artifacts, diaries, letters, photographs, journals, newspapers, historical accounts, and art, to increase
understanding of events and life in the United States;
b) evaluate the authenticity, authority, and credibility of sources;
c) formulate historical questions and defend findings, based on inquiry and interpretation;
d) develop perspectives of time and place, including the construction of maps and various timelines of
events, periods, and personalities in American history;
e) communicate findings orally and in analytical essays or comprehensive papers;
f) develop skills in discussion, debate, and persuasive writing with respect to enduring issues and
determine how divergent viewpoints have been addressed and reconciled;
g) apply geographic skills and reference sources to understand how relationships between humans and their
environment have changed over time;
h) interpret the significance of excerpts from famous speeches and other documents;
i) identify the costs and benefits of specific choices made, including the consequences, both intended and
unintended, of the decisions and how people and nations responded to positive and negative incentives.
VUS.5
The student will demonstrate knowledge of the issues involved in the creation and ratification of the
Constitution of the United States and how the principles of limited government, consent of the governed, and
the social contract are embodied in it by
e) appraising how John Marshall’s precedent-setting decisions established the Supreme Court as an
independent and equal branch of the national government.
VUS.6
The student will demonstrate knowledge of the major events from the last decade of the eighteenth century
through the first half of the nineteenth century by
a) explaining the principles and issues that prompted Thomas Jefferson to organize the first opposition
political party;
b) identifying the economic, political, and geographic factors that led to territorial expansion and its impact
on the American Indians;
c) examining the reasons why James Madison asked Congress to declare war on Great Britain in 1812 and
how this divided the nation;
d) relating the changing character of American political life in “the age of the common man” (Jacksonian
Era) to increasing popular participation in state and national politics;
e) describing the cultural, economic, and political issues that divided the nation, including tariffs, slavery,
the abolitionist and women’s suffrage movements, and the role of the states in the Union.