Unit 3: The Age of Jackson (3 weeks)
Readings:
Text, Carnes and Garraty, pp. 208-222; Chapters 8-11, and pp. 315-327
One of the following:
Billington, Ray Allen. “The Frontier and the American Character.”
Davidson and Lytle. “Jackson’s Frontier-and Turner’s”
Davis, Susan G. “Making Night Hideous: Christmas Revelry and Public Order in
Nineteenth Century Philadelphia.”
Hammond, Bray. “Was Jackson Wise to Dismantle the Bank?”
Hofstadter, Richard. “Andrew Jackson and the Rise of Liberal Capitalism.”
Quinn, Peter. “The Tragedy of Bridget Such-a-One.”
Welter, Barbara. The Cult of True Womanhood”
Zinn, Howard. “As Long as Grass Grows or Water Runs.”
Themes:
The emergence of the second American party system.
The emergence of the “Common Man” in American politics.
Geographic and economic expansion.
Reform movements and the American character.
Content:
Election of 1824 and the founding of Jackson’s Democratic Party
Jackson’s administration
Manifest destiny and the war with Mexico
Turner’s Frontier Thesis
Immigration; social, political, and economic developments; reform
movements 1820-1850
Assignments:
Read and outline the text material as well as the supplemental assigned to you. Create and copy a concept sheet explaining
the major ideas discussed in your supplemental reading. Complete the skills exercises accompanying each chapter. Assigned groups will
create virtual “storyboards” on one of the following social developments during 1820-1850. Participate in our theater presentation of
Waterpower and our Cherokee Removal simulation.
. scientific, medical, and technological developments
. transportation, communication, and sectional interdependence
. labor, labor organizations, and immigration
. social reforms and reformers
. Utopian societies and religious developments
. architecture, artists and literary figures
Take Home DBQ (will be written in class): Jacksonian Democracy or Cherokee Removal
Timeline:
Assignments should be completed by the following dates:
10/6
10/7
10/10
10/13
10/14
10/16
10/20
10/21
10/23
10/24
- pp. 208-222
- Chapter 8
- Chapter 9
- Simulation: Cherokee Removal
- Chapter 10 and 11
- Storyboards due
- pages 315-327 (Chapter 12)
-Concept Sheet shared with Ziemnik.sara@rrcs.org by class time (on article)
- DBQ written IN CLASS
- Unit 5 Test (100 questions, multiple choice only)
Group Assignments – Period 2:
labor, labor organizations, and immigration: John K, Abbey Bickel, Margo B
transportation, communication, and sectional interdependence: Jack B, Michael S
social reforms and reformers: Tim M, Abby Bustos
Utopian societies and religious developments: Briar G, Will R
geographic expansion: Arber H, Mark H
American arts and literature: Gavin G, Enxhi J
Group Assignments – Period 4:
labor, labor organizations, and immigration: Aleksandra D, Jessie M, Ella M
transportation, communication, and sectional interdependence: Tom A, Jolie M, Matt Z
social reforms and reformers: Alexa H, Bill R, Ryan M
Utopian societies and religious developments: Andrew G, Alex K, Marlee M
geographic expansion: Elliott M, Maeve W, Jillian H.
American arts and literature: Laura D, Lily V, David S
Groups Assignments – Period 6:
labor, labor organizations, and immigration: Justin B, Annie S, Grace J
transportation, communication, and sectional interdependence: Jack R, Siwei W, Wesleigh S
social reforms and reformers: Ergis M, Olivia L, Emily B, Hamza I
Utopian societies and religious developments: Ali B, Rebecca Z, Billy K
geographic expansion: Jessica Z, Haley A, Alex D
American arts and literature: Calista L, Albert B, Anna B, Kim T
Chapter 7:
After reading the selected pages in Chapter 7, I can…
1. List the major issues that began to divide the nation into competing political sections in the 1820s. Identify
the emerging leaders from the North, South, and West in the 1820s and state their position on these issues.
2. Define the key issues in the Missouri controversy and list the terms of the Missouri Compromise. State the
message contained in the South Carolina Exposition and Protest (1828). Explain how these two posed a
potential threat to the Union.
People, Places, and Things to Know:
Sectionalism:
Internal improvements:
Nullification:
Panic of 1819:
Second Bank of the U.S.:
American System:
Tallmadge Amendment:
“corrupt bargain:”
Tariff of Abominations:
Daniel Webster:
Martin Van Buren:
John C. Calhoun:
Henry Clay:
Chapter 8: After reading Chapter 8, I can…
1. Trace the origins and development of the factory system in the United States.
2. List the sources of early 19th century America’s industrial labor force.
3. Explain why a class-conscious proletariat did not appear in the early stages of America’s industrial
revolution.
4. Explain why cotton became the chief export crop of the South between 1815-1840, and how the cotton gin
revitalized the institution of slavery after 1800.
5. Define the government-business relationship in early 19th century America, and show how “internal
improvements” and other government action at all levels aided economic growth.
People, Place, and Things to Know:
Factory system:
Waltham System:
Upland cotton:
Cotton gin:
Turnpike:
General incorporation law:
American Colonization Society:
Clermont:
Erie Canal:
Dartmouth College v. Woodward:
McCulloch v. Maryland:
Gibbons v. Ogden:
Charles River Bridge case:
Samuel Slater:
Boston Associates:
Francis Cabot Lowell:
DeWitt Clinton:
John Marshall:
Roger Taney:
Chapter 9: After reading Chapter 9, I can…
1. Explain why Andrew Jackson was such an unusually popular and influential political leader to his generation.
2. Trace the origins and development of the second party system.
3. List the key political issues of Jackson’s presidency and describe Jackson’s position on each issue.
4. Describe the effects of Jackson’s economic policies.
5. Compare and contrast the principles and policies of the Democrats and Whigs.
People, Places, and Things to Know:
Spoils system:
Rotation in office:
Election of 1828:
Webster-Hayne Debate:
Peggy Eaton Affair:
Maysville Road Veto:
Worcester v. GA:
Trail of Tears:
Nullification Crisis:
Bank War:
Specie circular:
Panic of 1837:
Election of 1840:
John C. Calhoun:
Denmark Vesey:
Nat Turner:
Nicholas Biddle:
Roger Taney:
Jacksonian Democrats:
Whigs:
Chapter 10: After reading Chapter 10, I can…
1. Summarize Alexis de Tocqueville’s observations about early nineteenth-century America.
2. State how early industrialization changed the American family and describe how Americans compensated for
these changes.
3. Explain the attraction of the message in the Second Great Awakening, and demonstrate the Awakening’s impact
on social thought and social reform activity in the early 19th century.
4. Explain why so many early 19th-century Americans were drawn to communitarianism, and describe some of the
peculiarities of communal life.
State the origins of early 19th-century social reform movements, list the most significant of these, and assess their
impact on early 19th-century American life.
People, Places, and Things To Know:
Separate spheres:
Cult of true womanhood:
Temperance:
Abolitionism:
Democracy in America:
American Temperance Union:
Washingtonians:
Maine Law:
The Liberator:
Liberty Party:
Seneca Falls Convention:
Ann Lee and the Shakers:
Mormons:
Joseph Smith and Brigham Young:
Robert Owen and Charles Fourier:
Dorothea Dix:
William Lloyd Garrison:
Theodore Dwight Weld:
Frederick Douglass:
Sarah and Angelina Grimke:
Elizabeth Cady Stanton:
Susan B. Anthony:
Chapter 11: After reading Chapter 11, you should be able to…
1. Define literary Romanticism and Transcendentalism.
2. Identify the major themes in the works of leading early 19th-century American Romantics.
3. Compare and contrast early American art with that of the new Hudson River School, naming particular artists and
examples of the changes that emerge.
4. State what purposes the common school was intended to serve in early 19th-century America.
5. Identify major themes in America’s civic or popular culture in the early 19th-century.
People, Places, and Things To Know:
Walden:
Civil Disobedience:
The Raven:
The Scarlet Letter:
Moby Dick:
Leaves of Grass:
Ralph Waldo Emerson:
Henry David Thoreau:
Edgar Allen Poe:
Nathaniel Hawthorne:
Walt Whitman:
Hudson River School:
Currier and Ives:
Horace Mann:
Chapter 12: Selected pages only! After reading the selected pages, you should be able to…
1. Define “manifest destiny” and relate it to the conduct of American diplomacy in the 1840s.
2. Explain why the United States and Mexico went to war in 1846 and explain how the United States won the war.
3. Describe how the Treaty of Guadalupe Hidalgo set the stage for a renewed debate over slavery in the United
States.
People, Places, and Things to Know:
Webster-Ashburton Treaty:
John Tyler:
Henry Clay:
Daniel Webster:
Stephen F. Austin:
Santa Anna:
Sam Houston:
James K. Polk:
John Slidell:
Zachary Taylor:
The Alamo:
Treaty of Guadalupe Hidalgo: