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Guided Reading & Analysis: Colonial Era Unit 4 - 1800 - 1848 , pp 163 - 259 Reading Assignment: Unit 4 , divided into 14 subsections reflecting learning objectives for APUSH (corresponds to chapters 7 - 11 in 3rd^ edition) Purpose: This guide is not only a place to record notes as you read, but also to provide a place and structure for reflections and analysis using higher level thinking skills with new knowledge gained from the reading. Basic Directions:
- Pre-Read: Read the prompts/questions within this guide before you read the chapter. 2. Skim: Flip through the chapter and note the titles and subtitles. Look at images and their read captions. Get a feel for the content you are about to read.
- Read/Analyze: Read the chapter. Remember, the goal is not to “fish” for a specific answer(s) to reading guide questions, but to consider questions in order to critically understand what you read!
- Write Write your notes and analysis in the spaces provided. Key Concepts FOR PERIOD 4 : Key Concept 4.1: The United States began to develop a modern democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and change their society and institutions to match them. Key Concept 4.2: Innovations in technology, agriculture, and commerce powerfully accelerated the American economy, precipitating profound changes to U.S. society and to national and regional identities. Key Concept 4.3: The U.S. interest in increasing foreign trade and expanding its national borders shaped the nation’s foreign policy and spurred government and private initiatives. Topic 4 .1 Contextualization, pp 163 - 164 As you read the contextualization, consider the skill you will be mastering as you analyze history. Contextualization: Analyze the context of historical events, developments, or processes; Identify and describe a historical context for a specific historical development or process; Explain how a specific historical development or process is situated within a broader historical context. In the spaces provided, record you notes as you read in the left-hand column. Additional questions are presented in order to focus your attention to main ideas. When you have finished note-taking for this section, address the prompts in the right-hand column. Learning Objective: Explain the context in which the republic developed from 1800 to 1848. NOTES ANALYSIS Connecting unit 2 to unit 3 (first two paragraphs): Explain why 1800 is a significant year in American history. Unit 4 ends with 1848 , which is also a significant year in terms of social reforms. It is the year of the Seneca Falls Convention which marks the beginning of the women’s movement. From Jefferson to Jackson; Early Republic to the Era of the Common Man and Antebellum Reforms, image from nhpr.org
Reforms, Revivals, and Identity: Markets, Farming, and Manufacturing: National Strength and Signs of Division: Which reform (or change) do you think was the most significant in this era? Defend your choice. Which economic development do you think was the most significant in this era? Defend your answer. What was most responsible for growing division? Explain how this issue represents a continuity in U.S. history up until this point. Identify the significant events occurring in each of the following years. Circle the one you believe is most significant. 1803 : 1808: 1812 : 1820 : 1823 : 1831: 1838: For the one you circled, how would you use that event to contextualize this era?
Following the Louisiana Purchase, the U.S. government sought influence and control over North America through a variety of means, including exploration and diplomatic efforts. U.S. Interest in the Mississippi River…… Negotiations… Constitutional Predicament… Consequences… Lewis and Clark… ANALYSIS: Some of the most important things to remember about the Louisiana Purchase are economic motivation and impact, as well as geopolitical consequence. With these three things in mind, explain what the MOST significant development regarding this purchase is in your assessment. This section is not heavily emphasized/tested… so brief notes are recommended. Judicial Impeachment… Jefferson’s Reelection… Aaron Burr… continued on next page…
Supreme Court decisions established the primacy of the judiciary in determining the meaning of the Constitution and asserted that federal laws took precedence over state laws. This portion is very significant! John Marshall’s Supreme Court and Federal Power… John Marshall… Influential Cases… ANALYSIS: Explain why the Marshall Court decisions are “landmark.” In the early 1800s, national political parties continued to debate issues such as the tariff, powers of the federal government, and relations with European powers. Madison’s Presidency… Election of 1808… Multiple Choice Practice, page 173
Topic 4. 3 , Politics and Regional Interests, pp 175- 181 As you read the chapter, jot down your notes in the right-hand column. Consider your notes to be elaborations on the Main Ideas presented in the left column. When you finish the section, analyze & process what you read by answering the questions in the analysis section. Learning Objective: Explain how different regional interests affected debates about the role of the federal government in the early republic. MAIN IDEAS NOTES Regional interests often trumped national concerns as the basis for many political leaders’ positions on slavery and economic policy. Plans to further unify the U.S. economy, such as the American System, generated debates over whether such policies would benefit agriculture or industry, potentially favoring different sections of the country. Introduction… The Era of Good Feelings… James Monroe… Economic Nationalism… Tariff of 1816…
Henry Clay’s American System…
ANALYSIS: Explain the similarities and differences between Alexander Hamilton’s Financial Plan and Henry Clay’s American System.
MAIN IDEAS NOTES Regional interests often trumped national concerns as the basis for many political leaders’ positions on slavery and economic policy. Congressional attempts at political compromise, such as the Missouri Compromise, only temporarily stemmed growing tensions between opponents and defenders of slavery. The Panic of 1819… Political Changes… Changes in the Democratic-Republican Party… Western Settlement and the Missouri Compromise… Reasons for Westward Movement… New Questions and Issues…
The Missouri Compromise…
Tallmadge Amendment… Clay’s Proposals… Aftermath… ANALYSIS: Explain why the Missouri Compromise increased sectionalism.
Multiple Choice Practice, pp 180- 181
Short Answer Questions, page 181 Record your answers for a-b-c. Write in complete sentences and ensure each answer has at least one specific piece of historical evidence. Use the lingo of each prompt to set up your answer , and include an explanation of how or why. a. __________________________________________________________________________________________________________
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In the next section, you will learn about the War of
- Although the College Board framework does not mention this war explicitly, the objective dance all around it. Review the causes and effects at left before moving on. Remember the most significant thing to know about a war is the cause and effect… in particular, the relationship with European powers and America’s desire for economic and territorial expansion. **THE WAR OF 1812 (1812- 1815 ) A. Causes
- Impressment of American sailors
- Problems with Indians in the Ohio River Valley
- England continued to maintain forts on frontier
- Agricultural depression
- War Hawks (Calhoun and Clay) wanted to expand to Canada and were anti-British B. Results
- The status quo was maintained in the Treaty of Ghent (1815)
- Increased nationalism
- Increased manufacturing
- Freedom of the seas restored
- Andrew Jackson and William Henry Harrison became war heroes**
Topic 4. 4 , America on the World Stage, pp 182- 192 As you read the chapter, jot down your notes in the right-hand column. Consider your notes to be elaborations on the Main Ideas presented in the left column. When you finish the section, analyze & process what you read by answering the questions in the analysis section. Learning Objective: Explain how and why American foreign policy developed and expanded over time. MAIN IDEAS: NOTES: Struggling to create an independent global presence, the United States sought to claim territory throughout the North American continent and promote foreign trade. The U.S. government sought influence and control over the Western Hemisphere through a variety of means, including military actions, American Indian removal, and diplomatic efforts such as the Monroe Doctrine. Introduction… Jefferson’s Foreign Policy… Difficulties Abroad… Barbary Pirates… Challenges to U.S. Neutrality… Chesapeake-Leopard Affair… Embargo Act (1807)… President Madison’s Foreign Policy… Commercial Warfare… Nonintercourse Act of 1809… Macon’s Bill No. 2 (1810)… Napoleon’s Deception… ANALYSIS: What was the domestic impact of the Embargo Act, Nonintercourse Act, and Macon’s Bill No. 2?
MAIN IDEAS: NOTES: Struggling to create an independent global presence, the United States sought to claim territory throughout the North American continent and promote foreign trade. The U.S. government sought influence and control over the Western Hemisphere through a variety of means, including military actions, American Indian removal, and diplomatic efforts such as the Monroe Doctrine. Military Defeats and Naval Victories… (this section is not very significant in terms of the AP exam… move quickly through this portion, recording brief notes) The Treaty of Ghent… The Hartford Convention… The War’s Legacy… ANALYSIS: Explain why the Hartford Resolutions mark the end of the First Two Party System. Are there any other causes of this end?
MAIN IDEAS: NOTES: Struggling to create an independent global presence, the United States sought to claim territory throughout the North American continent and promote foreign trade. The U.S. government sought influence and control over the Western Hemisphere through a variety of means, including military actions, American Indian removal, and diplomatic efforts such as the Monroe Doctrine. Monroe and Foreign Policy… Canada… Florida… Jackson’s Military Campaign… Florida Purchase Treaty (1819)… The Monroe Doctrine… (summarize the subsections regarding this doctrine, focusing mostly on its impact) ANALYSIS: To what extent did the Monroe Doctrine illustrate a continuity from President George Washington’s foreign policy and Farewell Address? Explain your answer. With the issuance of the Monroe Doctrine, was America a world power? Explain your reasoning.
Entrepreneurs helped to create a market revolution in production and commerce, in which market relationships between producers and consumers came to prevail as the manufacture of goods became more organized. Legislation and judicial systems supported the development of roads, canals, and railroads, which extended and enlarged markets and helped foster regional interdependence. Transportation networks linked the North and Midwest more closely than they linked regions in the South. Increasing Southern cotton production and the related growth of Northern manufacturing, banking, and shipping industries promoted the development of national and international commercial ties. Transportation… Roads… Canals… Steam Engines and Steamboats… Railroads… Communication… Growth of Industry… Mechanical Inventions… Corporations for Raising Capital… Factory System… ANALYSIS: Which innovation had the greatest impact on American society? Defend your answer.
MAIN IDEAS: NOTES: Increasing Southern cotton production and the related growth of Northern manufacturing, banking, and shipping industries promoted the development of national and international commercial ties. Labor… Unions… Commercial Agriculture… Cotton and the South… ANALYSIS: Explain the differences between factory labor and plantation labor. What is the historical significance of the cotton gin? Multiple Choice Practice, pp 198 - 199
Large numbers of international migrants moved to industrializing Northern cities, while many Americans moved west of the Appalachians, developing thriving new communities along the Ohio and Mississippi rivers. Population Growth and Change…
Immigration…
Urban Life… New Cities… Organized Labor… ANALYSIS: Alexis de Tocqueville's theory of Democracy as communicated in Democracy in America (written in the 1830s) included the principle that democracy (and its success in terms of the nation) required equality of conditions and potential for mobility. To what extent did America have equality of conditions? Explain your answer. Multiple Choice Practice, pp 203 - 204
Short Answer Questions, Page 204 – Choose ONE of the two sets to address. Record your answers for a-b-c. Write in complete sentences and ensure each answer has at least one specific piece of historical evidence. Use the lingo of each prompt to set up your answer , and include an explanation of how or why. a.__________________________________________________________________________________________________________
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In the next two sections you will be studying politics. Before you move on read the following, Connecting the Era of Good Feelings to the Age of Jackson Highlight main ideas.
The War of 1812 ended many of the problems that had plagued the United States since the Revolution. The nation’s independence was confirmed. The long war
between Britain and France was over, and with it the need for America to maintain difficult neutrality. The war had convinced Democratic-Republicans that, for the nation’s security, they must protect American industry through tariffs — taxes on imported goods. The Democratic (or Jeffersonian) Republicans even chartered a new national bank to control the nation’s supply of money, something they had vigorously opposed only twenty years before. The Federalist Party , meanwhile, had discredited itself through its opposition to the war ( Hartford Convention & Resolutions ). As the Jeffersonian Republicans co-opted Federalist positions, the Federalist Party withered away and became essentially extinct outside of New England.
James Monroe presided over the so-called “ Era of Good Feelings ,” but one-party rule masked serious differences of opinion.
In the elections of 1816 , the first after the war’s end, the Republicans took complete control of the federal government. James Monroe succeeded James Madison as President, and the Jeffersonian Republicans won 146 of 185 seats (78%) in the House of Representatives. By Monroe’s second term in office — which he won almost unanimously — the Federalists were reduced to only 4 seats in the U.S. Senate. Monroe’s administration became known as the “ Era of Good Feelings ” because there was so little opposition to him or to his policies. Election of 1824… But this one-party system masked real differences in opinion. In 1824, four candidates were nominated to succeed Monroe as President, all calling themselves Democratic-Republicans : the war hero Andrew Jackson , Speaker of the House Henry Clay , Secretary of State John Quincy Adams (pictured), and Secretary of the Treasury William Crawford. None of the candidates won a majority of the electoral vote, and so election was decided by the House of Representatives. Clay had great influence as Speaker of the House, and he threw his support to Adams — some said, in exchange for Adams’ promise to make Clay his Secretary of State. Jackson had won the most electoral votes and the greatest share of the popular vote, and his supporters, who had expected him to be confirmed by the House as President, called this partnership between Adams and Clay a “ corrupt bargain .” During Adams’ administration, his supporters, who included many former Federalists, began to call themselves “ National Republicans ” to show their support for a strong national government that would promote commerce, support education, and fund roads and canals. But Adams was not particularly popular. In contrast, Jackson was extremely popular, having won national fame as hero of the Battle of New Orleans in the War of 1812 and later in wars against American Indians in Florida. He was also backed by a well-orchestrated political organization. Jackson’s followers formed the Democratic Party , claiming to be the true successors of Jefferson’s Democratic-Republican Party. Like their predecessors, the Democrats believed in small, decentralized government.
